Professional Viewpoints of Competencies for Interior Design Entry–Level Positions

Hernecheck, Patricia J.; Rettig, Kathryn D.; Sherman, Michael R.

doi:10.1111/j.1939-1668.1983.tb00505.x

Cited by 17 publications

(19 citation statements)

References 6 publications

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“…These competencies largely focused on technical skillsets of the time period (furniture arrangement, space planning, color theory, and oral communication) and are still relevant today. Oral communication was identified by practitioners to be the most important competency; while other skills that were listed as desirable in this study included knowledge in furniture arrangement, space planning, and color theory (Hernecheck et al, ). These competencies have been identified by the current CIDA standards as items that can be developed in an academic setting.…”

Section: Review Of Literaturementioning

confidence: 99%

“…As one can gather from the literature, the assessment of entry‐level skills has been a well‐researched area of interest by interior design scholars in the past. These studies (Hernecheck et al, ; Hoffman, ; Myers, ) provide a significant look at the historical competencies of the industry and demonstrate the need for more contemporary studies. Myers () was the first to investigate competencies, specifically looking at affected, cognitive, and psychomotor competencies of entry‐level designers.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Internship experiences have increased students' soft skills, specifically oral communication (Ruhanita et al, 2014). Other authors (Hart Research Associates, 2013Hernecheck et al, 1983;NACE, 2016c) and industry surveys (DI, 2012(DI, , 2013(DI, , 2014(DI, , 2015 also indicate the importance of communication skills by specifically outlining this as an item for evaluation. As a result, these findings and the literature validate the need for continual development of communication skills inside and outside the classroom setting.…”

Section: Journal Of Interior Design 58mentioning

confidence: 99%

See 2 more Smart Citations

Soft Skills versus Hard Skills: Practitioners’ Perspectives on Interior Design Interns

Gale

Duffey

Park-Gates

et al. 2017

Journal of Interior Design

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Interior design, like other applied disciplines, has a clear career cycle requiring education and professional experience before becoming eligible for examination. Internships are often encouraged in academic curriculums for increased career placement and enhancement of student learning outcomes; they also serve as a benchmark for academic programs to evaluate their curriculum and its relevance to practice. As the design industry rapidly shifts the scope and needs in projects, it becomes more difficult for academic programs to assess practitioners' values as they relate to recent interns and entry‐level hires. Using a social constructivist approach, this longitudinal study aims to better understand practitioners' perceptions of soft and hard skill sets necessary for emerging interior design professionals. This study utilizes content analysis to evaluate practitioners' responses (N = 260) from 2006 to 2014 through a survey questionnaire that consisted of open‐ended questions aimed to evaluate senior‐level interior design students' performance during the required 400‐hour internship at a mid‐sized Southeastern university. The findings showed that soft skills were more often listed as positive attributes where interns performed exceedingly well. Furthermore, soft skills affected the willingness of practitioners to hire interns.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Journal Of Interior Design 58mentioning

confidence: 99%

See 1 more Smart Citation

Soft Skills versus Hard Skills: Practitioners’ Perspectives on Interior Design Interns

Gale

Duffey

Park-Gates

et al. 2017

Journal of Interior Design

View full text Add to dashboard Cite

show abstract

“…A significant body of knowledge exists about educational requirements for professional practice. After the data shown in Table 2 of this report were compared to findings from recent investigations sponsored by the National Council of Interior Design Qualification (Hardy and Kriebel, 1984) and FIDER (Rogers, 1983 andJames, 1984) and research by Hernecheck, Rettig, and Sherman (1983), it was apparent that the Foundation is seeking improvements in those skills considered essential for professional practice.…”

Section: Identify Strengths and Weaknesses In Student Work As Evidencmentioning

confidence: 95%

A Study of Student Work in FIDER–Reviewed First Professional Degree Programs

Jackman

James

1985

Journal of Interior Design Education and Research

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Findings from the content analysis of FIDER Accreditation Reports to 91 first‐professional degree programs in interior design are presented. The objectives of the study were to identify differences in FIDER evaluations of student work in relation to 1) academic setting (architecture, fine‐arts, home economics/human ecology), 2) accreditation status, and 3) baccalaureate and professional school programs. The findings show that evaluation of student work is based on specific and professional concerns for effective interior design practice, and provide reliable indications of the Foundation's decision to award or deny accreditation.

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“…Over the last 15 years, several studies have been published in interior design relating to professional practice experiences (Baker & Sondhi, 1989;Benhamou, 1980;Hernecheck, Rettig, & Sherman, 1983;Hines, Albanese, & Garrison, 1994;Myers, 1982;Tew, 1991), as well as to education and examination content (Jackman, Johnson, & Petrie, 1991;Flaugher, 1988;Hardy & Kriebel, 1984;Harwood, 1989). Additionally, there have been other studies directly related to specialized elements of the career path, including continuing education (Fowles, 1987).…”

Section: Findings From the Literature Reviewmentioning

confidence: 99%

An Interior Design Experience Program, Part II: Developing the Experiences

Harwood

1996

Journal of Interior Design

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OBJECTIVESThe goal of this project was to develop a structured work experience program for entrylevel interior designers. The objectives of this study were (a) to identify the scope of experiences related to interior design practice and (b) to establish a priority of importance for the experiences. These provided the contextual framework for the structure and content of the program. Three additional objectives were (c) to assess practitioners' willingness to assist entrylevel interior designers in obtaining work experience, (d) to determine what experiences could be offered by firms, and (e) to pretest the proposed experience program to assess the effectiveness of its processes and mechanics. RESEARCH DESIGNA multi-methodological approach was used to meet the obiectives. First, a comprehensive review of studies on interior design practice was competed. Second, a survey of practitioners further elaborated on these experiences and provided an assessment of practitioners' willingness to assist with the program. Third, a pretest of the proposed program was completed. ANALYSISThe data collected were qualitatively evaluated. A matrix was developed to assess expe riences based on their priority of importance to interior design practice, frequency of activity in practice, participant time recorded performing tasks, and the value of the expe rience. Evaluations of this matrix were solicited from the project advisory board, entrylevel interior designers, and consultants. KEY FINDINGSThis study developed and articulated the scope of experiences for entry-level interior designers who, after college graduation, would participate in a formal apprenticeship prcgram called the Interior Design Experience Program (IDEP). Task content areas and their value units were developed. CONCLUSIONThis study provides common terminology, definitions, and scope of experiences for a structured work experience program that links the standards and guidelines established by the Foundation for Interior Design Education Research (FIDER) and the National Council for Interior Design Qualification (NCIDQ) to professional practice. It also provides valuable information for assessing all experiences related to the career path of professional interior designers, particularly in regard to the NCIDQ eligibility requirements.Professional experiences in interior design focus on the daily activities associated with practice that involve making connections between knowledge, problem solving, and design application that lead to a solution. They generally reflect tasks performed on the job as a part of a process. The process is typically interactive, reflective, purposeful, collaborative, contextual, and evaluative. Often it is artistic and scientific at the same time. For entry-level interior designers, the process is

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Professional Viewpoints of Competencies for Interior Design Entry–Level Positions

Cited by 17 publications

References 6 publications

Soft Skills versus Hard Skills: Practitioners’ Perspectives on Interior Design Interns

Soft Skills versus Hard Skills: Practitioners’ Perspectives on Interior Design Interns

A Study of Student Work in FIDER–Reviewed First Professional Degree Programs

An Interior Design Experience Program, Part II: Developing the Experiences

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