| name | skill-design-philosophy |
| description | Core philosophy for designing Claude Code skills - when to use skills vs agents, the knowledge test, and what makes skills valuable. Use when deciding component type or evaluating skill quality. |
Skill Design Philosophy
Skills provide knowledge and context, not autonomous execution.
The Knowledge Test
Ask: "Does this TEACH Claude or DO something?"
| TEACH (Skill) | DO (Agent) |
|---|
| Coding conventions | Run linters and fix code |
| Workflow methodology | Execute multi-step processes |
| Framework patterns | Generate reports |
| Tool usage guidance | Fetch and analyze data |
Rule: If it produces artifacts without user guidance, it's probably an agent.
Good Skill Examples
| Skill | Why It Works |
|---|
dhh-coder | Coding style guidance - patterns Claude applies when writing code |
tdd-workflow | Methodology knowledge - steps Claude follows for test-driven development |
stimulus-coder | Framework patterns - conventions Claude uses for Stimulus controllers |
pdf-processing | Tool knowledge - how to use specific libraries and scripts |
Pattern: Skills TEACH Claude patterns, conventions, and approaches.
Bad Skill Examples
| Skill | Why It Fails |
|---|
| "Code reviewer" | Does autonomous work - should be an agent |
| "Git helper" | Vague scope - what specifically does it teach? |
| "Best practices" | Too broad - not actionable |
| "Documentation generator" | Creates artifacts - should be an agent |
Pattern: These skills DO things instead of TEACHING things.
Content Rules
| Include | Exclude |
|---|
| Concrete patterns and conventions | Persona statements ("You are an expert...") |
| Specific templates and examples | Attribution ("Inspired by X...") |
| Decision criteria | Decorative quotes |
| Error handling guidance | ASCII art or box-drawing |
| Framework-specific idioms | Vague "best practices" |
Quality Test
"Does every line in this skill improve Claude's behavior?"
If any line is decorative, inspirational, or redundant - cut it.
