Book Description

This study will examine the application of competency-based modeling in collegiate human-centered design and development (HCDD) programs. Competency-based models are "collections of knowledge, skills, abilities, and other characteristics (KSAOs) that are needed for effective performance in the jobs in question" (Campion et al., 2011). Currently, competency-based models have been applied heavily to fields such as human resource development, medicine, and healthcare (Tang and Cheng, 2017). These fields naturally lend themselves to this manner of learning because professionals either exhibit competencies or do not. The application of competency models to technology and, to an extent, HCDD has been a slower transition. This is because many of the skills within these professions are more challenging to assess. There have been competency-based models created to evaluate hard skills as well as soft skills since they are readily observable. However, current research falls short in applying competency models to the mindset skills that are just as important in the field of HCDD. The research will explore how competency models can measure the development of mindset skills. Mindset skills relate to the concepts of computational thinking within HCDD. They are best described as a mindset that, while not technical in nature, aid programmers in code design and development. Mindset skills within HCDD serve as the bridge between hard and soft skills within HCDD. This allows programmers to solve problems from a multi-faceted point of view. They will not simply be approaching issues from a soft or hard skill frame of mind. Instead, those skills will be combined by utilizing mindset skills, which will take them to a higher level of critical thinking. As a result, individuals who master these skills discover analytical and creative solutions to technical problems. By developing a best-practices competency model for mindset skills within HCDD, this research will serve as a model for mindset skills that can be implemented in future classrooms. Since there is little current application of competency modeling within HCDD, strategies, and techniques will be derived and adapted from related fields. This thesis will thus employ secondary research as the primary data collection method. Researching the effectiveness of previous competency modeling strategies will better inform the success of this competency model as applied to HCDD.