• Management & Information Systems Review
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• v.35 no.1
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• pp.173-188
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• 2016

The introduction and operation of compensation committee can affect managers' incentive-compensation system. In this context, The purpose of this paper examines whether managers' pay-performance sensitivity is affected by the quality of the compensation committee(compensation committee size, the proportion of outside directors on the compensation committee, the proportion of directors with 2 or more non additional board seats on the compensation committee) To test this hypothesis, we use a sample of 260 firm-year observations between 2001-2013. The results are as follows. Firstly, we find that no significant relevance between the compensation committee size and pay-performance sensitivity. But the proportion of outside directors on the compensation committee and the proportion of directors with 2 or more non additional board seats on the compensation committee is positively associated with both pay-earnings based performance sensitivity and pay-stock based performance sensitivity. Secondly, we find that the integration quality of the compensation committee is positively associated with both pay-earnings based performance sensitivity and pay-stock based performance sensitivity. Overall, our analysis suggests that compensation committee are important mechanism in the design of efficient incentive-compensation system.

• 대한공업교육학회지
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• v.38 no.1
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• pp.1-27
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• 2013

The purpose of this study was to find out the areas and their constitute elements of new apprenticeship through the expert of vocational education to improve the growth potential in the field of industry. Through the three times Delphi research process final composing areas and elements(total 6 areas and 41 sub-elements) of new apprenticeship were extracted. Followings are specific study results of 41 sub-elements for the 6 areas. In area A(Technology Skill aspect) total nine sub-elements were deducted as follows. Technology skill's field appling ability, new technology skill's acquisition, quality assurance ability, research development ability, material management using ability, problem solving ability, core technology skill understanding ability, idea's imagery expressing ability, creative design ability. In area B(Institutional aspect) total five sub-elements were deducted as follows. Flexible human material support, precise division of works, objective result assessment, institutionalization of responsibilities and liabilities between teacher and student, institutionalization of duty invention reward. In area C(Affective aspect) total eight sub-elements were deducted as follows. Manners and cooperation between teacher & student and peer, values for job, basic attitude for technology, job ethic sense, respect of other organization, active action to organization change, attitude of technology successor, service mind. In area D(Self-improvement aspect) total nine sub-elements were deducted as follows. Self evaluation and reflection, cultivate of organization understanding, career planning and developing ability, sound philosophy of life, communication ability, decision making ability, prepare of individual competence enhance system, self-control ability improvement, reaction of unexpected situation. In area E(Knowledge aspect) total four sub-elements were deducted as follows. Basic knowledge of relevant area, knowledge of new technology & preceding technology, fusion and relocation of knowledge, practical knowledge. In area F(Environmental aspect) total six sub-elements were deducted as follows. Awareness of business environment, understanding of education and practice environment, understanding of apprenticeship's business demand, connectivity of region community, adapt ability of labor market's change, awareness of society environment change.