A model for realizing human potential

Abstract

The realization of human potential requires each individual to consider their future possibilities relative to their current capabilities so that they may develop and execute a plan to gain knowledge, experience, and opportunities. Accordingly, a model is herein presented in which an individual's understanding of their own capabilities is informed by objective assessment after which that individual's perception of future possibilities is supported with a probabilistic career tree diagram. The proposed model provides a detailed registry of the individual's skills with indicia of scarcity relative to the needs of varying employment opportunities. In addition, the proposed model provides a roadmap for gaining knowledge and experience to advance and/or change careers. The proposed model provides not only a personalized and dynamic program of education, assessment, and certifications but also access to potential employers for the gainful application of human resources through an auction system to garner and allocate resources. While an example is provided for an Associate's of Science in Engineering degree using a variety of resources including Massively Open On-line Courses (MOOCs), the model is extensible to a diversity of professions and educational resources such as traditional college courses, industry seminars, and other hybrid programs that provide knowledge and abilities sought by employers. Each individual's potential can thus be realized by helping each individual to rationally choose their own career plan as a function of requisite costs, benefits, and interests. The proposed model is feasible from a technological perspective, and could significantly increase the rate of return on education across a lifelong career. While the proposed model could significantly lessen income disparity, it would not eliminate income inequality or the need for continuing social entitlements. Given current educational trends and societal pressures, policies related to program accreditation and professional licensure should be adapted to emphasize licensing of individuals rather than accreditation of programs. © American Society for Engineering Education, 2014.