Advertisement

A New Perspective on Competency Management

Implemented Through Effective Human-Computer Interaction
  • Elspeth McKay
  • Kathy Henschke
Conference paper
Part of the IFIP – The International Federation for Information Processing book series (IFIPAICT, volume 292)

Abstract

Making an informed decision on whether an individual is suited to undertake an educational course or industry training programme can be very frustrating. When dealing with young adults at different cognitive skill levels, it is important to be able to identify and distinguish between their knowledge/competency levels, mostly on the basis of the evidence gathered from test-items. The current absence of appropriate measurement tools to determine skill/competency/knowledge levels remains a practical issue. The main aim of this paper is to discuss the management of this important differentiation in cognitive skill performance. One of the dilemmas surrounding this type of competency evaluation is the time it takes to test an individual. Insisting for instance, that a novice undergoes a long and arduous test, including many difficult testing items, results in lowered self-esteem, reduced motivation for learning something new, may induce stress related disorders. Similarly, expecting a more competent individual to undergo numerous simple test-items can generate the same negative result. A Competency Management System (CMS) is presented to initiate effective human-computer interaction (HCI) for cognitive skills assessment.

Keywords

Effective HCI ICT eLearning instructional design workplace training experiential learning knowledge navigation competency management system 

References

  1. Anderson, N., Lankshear, C., Courtney, L. & Timms, C. (2007). Girls and ICT survey: Initial findings, Curriculum Leadership Journal, Retrieved 29/02/07 from Http://Cmslive.Curriculum.Edu.Au/Leader/Default.Asp? Id=13812
  2. Beckett, D. & Hager, P. (2002). Life, Work and Learning: Practice in postmodernity, London & NY, Routledge.Google Scholar
  3. Benner, P. (1982) From Novice to Expert. The American Journal of Nursing, 82, 402–407.Google Scholar
  4. Clark, R. C., Elam, R. J. & Merrill, M. D. (1983). Training Content Experts to Design Instruction: An Adaptation of Component Display Theory. Performance & Instruction Journal. September: 10–15.CrossRefGoogle Scholar
  5. DCITA (2006). Building Australian ICT skills: Report of the ICT Skills Foresighting Working Group. In Australia, C. O. (Ed.) Barton, ACT.Google Scholar
  6. DETYA (2000). Employer satisfaction with graduate skills: Research Report 99/7, Feb 2000 Evaluations and Investigations Program. In Division, H. E. (Ed.) Canberra.Google Scholar
  7. Duchastel, P. (1991–1992). Towards methodologies for building knowledge-based instructional systems. Instructional Science 20(5–6): 349–358.Google Scholar
  8. Eraut, M. (2002) The interaction between qualifications and work-based learning. in K. Evans, P. H., L. Unwin (Eds.) Work to Learn. London, Kogan Page.Google Scholar
  9. Fahy, J. F. (2004). Media Characteristics and Online Learning Technology. Theory and Practice of Online Learning. T. A. F. Elloumi (Ed.) Canada, Athabasca University. Available through http://cde.athabascau.ca/online_book/copyright.html ISBN: 0-919737-59-5
  10. Fisher, M. (1991). Computerphobia in Adult Learners. Computer Education: 14–19.Google Scholar
  11. Gonczi, A. (2004). The new professional and vocational education. In Foley, G. (Ed.) Dimensions of Adult Learning: Adult education and training in a global era. Crows Nest, NSW, Allen & Unwin.Google Scholar
  12. Guilford, J. (1967). The Nature of Human Intelligence. NY, McGraw-Hill.Google Scholar
  13. Holzman, P. & Klein, G. (1954). Cognitive-system principles of levelling and sharpening: Individual differences in visual time-error assimilation effects. Journal of Psychology 37: 105–122.CrossRefGoogle Scholar
  14. Kagan, J. (1965). Individual differences in the resolution of response uncertainty. Journal of Personality and Social Psychology 2: 154–160.CrossRefGoogle Scholar
  15. McKay, E. (1999). An investigation of text-based instructional materials enhanced with graphics. Educational Psychology 19(3): 323–335.CrossRefGoogle Scholar
  16. McKay, E. (2000). Instructional Strategies Integrating the Cognitive Style Construct: A Meta-Knowledge Processing Model (Contextual Components That Facilitate Spatial/Logical Task Performance): An Investigation of Instructional Strategies That Facilitate the Learning of Complex Abstract Programming Concepts through Visual Representation. Applied Science (Computing and Mathematics Department). Waurn Ponds, Geelong, Australia, Deakin University, Available online from http://tux.lib.deakin.edu.au/adt-VDU/public/adt-VDU20061011.122556/
  17. McKay, E. (2007). Planning effective HCI to enhance access to educational applications, International Journal Universal Access in the Information Society. Springer Berlin / Heidelberg(6:1). ISSN:1615-5289(200706)6:1; 1:0. 77–85.Google Scholar
  18. McKay, E., Axmann, M., Banjanin, N., & Howat, A. (2007). Towards webmediated learning reinforcement: Rewards for online mentoring through effective human-computer interaction. Paper presented at the 6th IASTED International Conference on Web-Based Education. Held March 14–16, Chamonix, France, p:210–215, ISBN:978-0-88986-650-8, Retrieved 15/04/07 http://www.iasted.org/conferences/pastinfo-557.html.
  19. McKay, E., Martin, J., & Izard, J. (2005). Cognitive awareness in vocational training programmes: Targeting successful outcomes for young people and those wishing to undertake vocational training. Paper presented at the 3rd International Conference on Universal Access in Human-Computer Interaction, held at the 11th International Conference on Human-Computer Interaction (AC, UAHCI, HIMI, OCSC, VR, U&I, EPCE):, Las Vegas.Google Scholar
  20. McKay, E. & Merrill, M. D. (2003), E. McKay (Ed.) Cognitive skill and Web-based educational systems. eLearning Conference on Design and Development: Instructional Design - Applying first principles of instruction. Informit Library: Australasian Publications On-Line: [Online] Available 25.1.07 (http://www.informit.com.au/library/) from http://search.informit.com.au/browsePublication;isbn=0864592841;res=E-LIBRARY. 96–108.
  21. Merrill, M. D. (2003), E. McKay, Ed. Keynote Address: Does your instruction rate 5 Stars? eLearning Conference on Design and Development: Instructional Design – Applying first principles of instruction, Melbourne, Informit Library: Australasian Publications On-Line: [Online] Available 25.1.07 (http://www.informit.com.au/library/) from http://search.informit.com.au/browsePublication;isbn=0864592841; res=E-LIBRARY 13–14
  22. Pask, G. & Scott, B. C. E. (1972). Learning strategies and individual competence. International Journal Man-Machine Studies 4: 217–253.CrossRefGoogle Scholar
  23. Richardson, S. (2004). Employers' contribution to training, Formal Report: National Centre for Vocational Education Research (NCVER). ISBN 1 92086 00 7.2006.Google Scholar
  24. Riding, R. (1993). A trainer's guide to learning design : Learning Methods Project Report. Birmingham, Assessment Research Unit, University of Birmingham, UK: 47.Google Scholar
  25. Riding, R. & Cheema, I. (1991). Cognitive styles – an overview and integration. Educational Psychology 11(3&4): 193–215.CrossRefGoogle Scholar
  26. Riding, R. J. & Caine, R. (1993). Cognitive style and GCSE performance in mathematics, English language and French. Educational Psychology 13(1): 59–67.CrossRefGoogle Scholar
  27. Riding, R. J. & Mathais, D. (1991). Cognitive styles and preferred learning mode, reading attainment and cognitive ability in 11-year-old children. Educational Psychology 11(3 & 4): 383–393.CrossRefGoogle Scholar
  28. Riding, R. J. & Rayner, S. (1998). Cognitive Styles and Learning Strategies. UK, Fulton.Google Scholar
  29. Smith, P. J. & Sadler-Smith, E. (2006). Learning in Organizations: Complexities and diversities, London & NY, Routledge.Google Scholar
  30. van Dongen, C. (1996). Quality of life and self-esteem in working and non-working persons with mental illness. Community Mental Health 32(6): 535–549.CrossRefGoogle Scholar
  31. Witkin, H. A., Dyke, R. B., Patterson, H. F., Goodman, D. R. & Kemp, D. R. (1962). Psychological Differentiation. NY, Wiley.Google Scholar

Copyright information

© IFIP International Federation for Information Processing 2009

Authors and Affiliations

  • Elspeth McKay
    • 1
  • Kathy Henschke
    • 1
  1. 1.School of Business Information TechnologyRMIT UniversityMelbourneAustralia

Personalised recommendations