• Journal of Digital Convergence
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• v.15 no.8
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• pp.423-433
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• 2017

The purpose of this study was to develop a competency model by career type by designing the specified career paths through the analysis of career experience of the athletes in the professional sports field. For this purpose, career types were identified as sports administrators, judges, leaders, sports information analysts, and global sports talents based on literature analysis, career development type and path guide design, experts interviews. Competency candidates were derived from interviews and workshops on experts. In order to finalize the competency model, it was confirmed by completing the feasibility test of experts. As a result, it is divided into common competency, professional competency, and global professional competency. There are 6 common competencies such as global competence, OA utilization, 29 special competencies by 5 career types, and 2 global competencies like sports foreign affairs, job preparation for international sports organization and the sports league federation. Competency definitions and behavioral indicator were developed for all competencies and could be used to diagnose the competency level of sports talents and to establish career development academy programs based on the competency model.

• Journal of East-West Nursing Research
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• v.27 no.2
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• pp.153-165
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• 2021

Purpose: The aim of study was to identify ranges of Korean nurses' competency in disaster nursing. Methods: A scoping review was conducted using the Joanna Briggs Institute methodology. The review used information from four databases: RISS, ScienceON, EBSCO Discovery Service, and CINAHL. In this review, key words were 'disaster', 'nurs*', 'competenc*', 'ability' and 'preparedness'. Inclusion and exclusion criteria were identified as strategies to use in this review. The inclusion criteria for this review focused on the following: Korean nurse, articles related to disaster nursing competency, peer-review articles published in the full text in Korean and English. Review articles were excluded. Results: Nineteen studies were eligible for result extraction. A total of 10 categories of disaster nursing competency were identified: Knowledge of disaster nursing, crisis management, disaster preparation, information collection and sharing, nursing record and document management, communication, disaster plan, nursing activities in disaster response, infection management, and chemical, biological, radiation, nuclear, and explosive management. Conclusion: It is necessary to distinguish between Korean nurses' common disaster nursing competency, professional disaster nursing competency, and disaster nursing competency required in nursing practice. Therefore, future research will be needed to explore and describe disaster nursing competency.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.347-354
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• 2020

The purpose of this study is to develop a competency model for the revision of the dentistry education curriculum based on the competency of W College of Dentistry. For this, this study made progress of the competency model development procedure in three stages. The preparation stages of the competency model was developed by performing an analysis about the awareness investigation of the members, and the development stages were progressed through the competency level and behavioral index, etc. The content validity was verified by an expert for the evaluation stage. As a result, content validity index was high with CVI of .91 and a competency model was developed with the 4 key competencies, which are the common competencies of the university linked with job competency, the major competency. This study holds significance by the fact that the competency model development case developed through this procedure provided basic data for research that requires the development of the competency model and the education curriculum revision based on the competency of W College of Dentistry is planned to also be applied.

• Journal of Information Technology and Architecture
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• v.9 no.1
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• pp.79-93
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• 2012

This study is designed to define the competencies of EA experts. We investigated domestic and oversea curriculums and finally suggested basic and common competencies of EA experts. Especially, various EA stakeholder can commonly refer and use our competencies. Therefore those can be the foundation of continuous EA competencies development model. We define 4 EA core competencies such as common, development, analysis, management and provide definition of competencies. And we also classify the competencies importance of 3 career paths (Architect, Enterprise Architect, Chief Architect). The results of this research can help EA experts and IT personnel to understand EA and to enhance their competencies by providing standard competencies of teaching course and curriculum.

• Korean Management Science Review
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• v.32 no.2
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• pp.1-14
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• 2015

The importance of technical innovation is increasing gradually in accordance with the life cycle of technology being shortened and the convergence being accelerate. This thesis aims to present the Framework of Competency Model of Techno Leadership capable of utilizing in promoting R&D (Research and Development) Leaders systematically by the technology based enterprise. The characteristic of core behavior necessary for Techno Leaders has been sorted out through the literature investigation and the analysis course of meaning, etc., the competency model of Techno Leadership has been deducted by analyzing the relation with MOT (Management of Technology) capacity being common skill of task necessary for Techno Leaders and the characteristic of behavior based on this through the questionnaire survey. The possibility of application in the field as well has been verified by applying the developed competency model in the actual field of enterprise. The competency model of techno Leadership developed in this research may be utilized in the direction establishment for the promotion of Techno Leadership in the enterprise or laboratory, especially, if would be effective to self-diagnose the core competency necessary for R&D manpower to be grown as the Techno leader in the IT oriented enterprise and to establish the improvement direction.

• Korean Medical Education Review
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• v.15 no.2
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• pp.87-92
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• 2013

The purpose of this study was to assess third-year medical students' competency for development or revision of the undergraduate curriculum and assessments. One hundred and twenty-seven third-year medical students at the Pusan National University were included in the study. After third- and fourth-year students took a common written examination, clinical performance examination (CPX), and objective structured clinical examination (OSCE) with common items as a summative assessment, the third-year students' competency was compared with 132 forth-year students' results. The correlation of the written examination and CPX/OSCE was analysed, and the summative results were compared with the grade point average (GPA) through the second year, CPX/ OSCE in the second year, and GPA in the clerkship. On the written examination, the third-year students' mean score was lower than the fourth-year students' by over 11 points, whereas the gap in the CPX/OSCE was 4 points and there was no difference in the OSCE. There was a moderate correlation between the written examination and the CPX/OSCE scores (R=0.371, p<0.01). The written examination was highly correlated with GPA through the second year, which mainly evaluated medical knowledge (R=0.771, p<0.01). A relatively high correlation was observed between CPX/OSCE scores and GPA in the clerkship (R=0.641, p<0.01). The summative CPX/ OSCE scores showed a moderate correlation with formative CPX/OSCE scores in the second year (R=0.464, p< 0.01). The third-year students' score was quite low on the written examination and slightly low on the CPX/OSCE compared to that of the fourth-year students. The written examination and CPX/OSCE cannot replace each other and should be combined with other methods of evaluation to measure competency. Early OSCE and workplacebased assessment should be useful in the early assessment of clinical skills competency.

• Journal of Christian Education in Korea
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• v.74
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• pp.135-157
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• 2023

Competency means 'the ability to do something', and competency-based education means 'the process of education based on the concept of competency'. Competency-based education is generally implemented in general education. However, competency-based education has not yet been actively conducted in the field of Christian education. In particular, it has not been established academically on what competencies Christian alternative schools provide in common. Most of the previous studies related to competency-based education in Christian education are related to competency-based education conducted by Christian universities. Research related to competency in Christian alternative schools is mainly related to the professionalism of teachers or the ideology of Christian alternative schools. In other words, there are few specific studies on what kind of competency they provide to students attending Christian alternative schools. Therefore, this study aims to understand the reality of competency-based education conducted by Christian alternative schools using Delphi analysis techniques. Through this study, four goals and 20 competency elements of competency education pursued by Christian alternative schools were found. By categorizing the goals and elements of competency education, it can be divided into relationships with God, relationships with oneself, and relationships with others and the world. In conclusion, it was suggested that Christian alternative schools should provide education that pursues the universal purpose of Christian education based on specificity and reflect the goals and elements of competency education in the curriculum.

• Transactions of the KSME C: Technology and Education
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• v.2 no.2
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• pp.81-87
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• 2014

Automotive field specialist developed National Competency Standards for Automotive Maintenance to apply for the education and evaluation of automotive maintenance. National Competency Standards scope and system for Automotive Maintenance has been developed and provided Performance Criterion, knowledge, skill, attitude, and evaluation methods for each item. Also it has provided vocational basic knowledge level and qualification frame for automotive maintenance.

• Journal of Practical Engineering Education
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• v.9 no.1
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• pp.77-83
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• 2017

The purpose of this paper is to compare SWECOM and Information & Communication Engineering NCS to explore how to improve current NCS. First, it would be helpful to use NCS competency unit and competency unit element as categorization criteria and then to provide levels and roles into performance criteria and KSA. Second, developing common lower level competency unit would decrease the redundancy of KSA and make it clear for users. Third, providing other kinds of skills along with technical skills such as management skill would be useful for users.

• Journal of Agricultural Extension & Community Development
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• v.8 no.2
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• pp.159-177
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• 2001

This research aims to clarify what kind of competencies are the source of the competitiveness of an enterprise and the standards for the development of human resources. Its specific objectives are the following; First, to develop methods for examining competencies to carry out one’s job. Second, to draw out the competencies necessary for carrying out the jobs by jobs on the basis of the developed methods. Third, to clarify the competencies commonly needed to carry out all kinds of jobs. This study collected materials for drawing out the competencies needed to perform 21 jobs in six job groups. This was done with the help of a panel of professionals. The process for drawing out the competencies required to perform certain job was designed in six steps. These steps combine classical methods using particular reference groups as well as model methods for particular job competencies. The materials for the R&D job were gathered for three months starting from February 2001. Materials from 20 other jobs were also collected three times from the end of May to the end of October 2001. This was done through workshops with professional groups. The highlights of this study are as follows: 1) The results applying the methods developed for drawing out job competencies to the duties of investigation & research part in R&D job were presented as an example. 2) The job competencies of the company totaled 215 in 21 jobs irrespective of overlapping, which means each job has about 10 competencies on the average. 3) The common job competencies of the whole company totaled eight. namely: competency for collecting information/processing/analyzing, communication competency, presentation competency, competency for utilizing the web, competency for planning projects, competency for solving problems, competency for understanding organization/business/products of the company, and competency for satisfying customers.