Understanding what comprises competence at work needs to accommodate both socially derived and personally constituted perspectives of that competence. From the socially derived perspective, there is a need to account for occupational requirements and situational factors, which together constitute competent performance at work. This performance has occupational, cultural, and situational dimensions that collectively constitute what Searle (1995) refers to as institutional facts; those that are a product of the social world. Reflecting societal needs, cultural factors shape the need for and shape the kinds of tasks that comprise occupational roles. The need for and form of the services and goods that cultures want and require shape the form of and delineation amongst occupations. For instance, while requiring healthcare, most countries delineate doctors’ and nurses’ work. Yet, beyond the cultural manifestation of occupations, situational factors shape the particular form of workplace requirements and, in doing so, articulate the diversity of occupational performance requirements (Billett 2001). For instance, nurses in remote communities have to perform a range of healthcare tasks that cross boundaries with medical (i.e., doctors’) work in ways that are distinct from what occurs in metropolitan centres. So, although statements about occupational requirements can helpfully inform the efforts of governments, education systems, enterprises, and individuals, these accounts need to accommodate the diversity of the situational factors that shape what constitutes workplace competence.