• International Journal of Contents
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• 제6권4호
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• pp.57-61
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• 2010

This paper designed and developed internet based competency developing system for small IT (Information & Technology) companies. The purpose of this system was to provide career development opportunities to small IT business workers for their longstanding employment and self-improvement job skills. This study analyzed job competencies based on job descriptions from two IT companies. The survey was conducted to analyze employees' self-assessed current job competency level and effective ways of improving their current level of competencies. From the results of survey, most of subjects indicated their job competencies were in between mid-level to low level, and they required the need of training programs to improve their job knowledge and experience. Based on the interview from field experts about job competency development, this study designed and developed the internet based competency development system to provide effective and efficient way of improving job competencies and needed training programs for small IT business employees.

• 융합경영연구
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• 제11권4호
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• pp.31-39
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• 2023

Purpose: This study attempted to systematize a support system that can enhance teaching core competencies by establishing a scale for diagnosing teaching core competencies at University A. Research design, data and methodology : To this end, the first Delphi was conducted With six experts related to university core competency modeling research by extracting factors and designing structured questionnaires through a literature review process that collects and analyzes prior research related to domestic and foreign university teaching competency. The derived questions were diagnosed on 27 professors, and independent sample t-verification and ANOVA were conducted using SPSS 24.0 for analysis by key teaching competency factors. Result: What is the standard suitability of KMO. It was shown as 929 (KMO standard conformity value is close to 1), and Barlett's sphericity verification showed χ2=5773.295, df=1081, p<.It appeared as 001 and confirmed that it was suitable for conducting factor analysis. Conclusions: The core competencies of A University teachers were set based on the educational goals of A University, such as basic teaching competency, creative teaching competency, practical teaching competency, and communication teaching competency. This means that the concept and factors of the core competency of professors are likely to change, and in the end, continuous efforts to upgrade and apply research on core competency of professors are essential to quickly and organically respond to changes in competency required to increase the competitiveness of universities.

• 디지털융복합연구
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• 제18권11호
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• pp.347-354
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• 2020

이 연구의 목적은 W치과대학의 역량기반 치의학 교육과정 개편을 위한 역량모델을 개발하는데 있다. 이를 위해 이 연구방법은 역량모델 개발절차를 3단계로 진행하였다. 역량모델 준비 단계는 구성원의 인식조사를 분석하고, 개발단계는 역량수준 등을 개발하였다. 평가단계는 전문가에게 내용타당도를 검증받았다. 그 결과 내용타당도지수(CVI: content validity index)는 .91로 높은 CVI를 나타났으며, 대학차원의 공통역량인 4개의 핵심역량과 전공역량인 직무역량을 연계한 역량모델을 개발하였다. 이러한 절차를 걸쳐 개발된 W치과대학의 역량모델 개발 사례는 앞으로 역량모델 개발이 필요한 연구에 기초자료를 제공할 수 있으며, W치과대학의 역량 기반 교육과정 개편에도 반영할 예정이다.

• 한국산학기술학회논문지
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• 제18권2호
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• pp.130-141
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• 2017

본 연구는 국가직무능력표준기반 평생교육에서 학습자의 직무능력개발이 직업기초능력 향상에 미치는 영향력을 밝혀내는데 목적을 갖는 연구이다. 이를 위해 수리능력, 문제해결능력, 자원관리능력, 의사소통능력 4개 단위로 구분한 직업기초능력에 직무능력개발이 미치는 각각의 영향력을 검증하였으며 이 과정에서 평생교육 학습자들의 교육환경의 외부적 영향을 감안하기 위해 공분산분석을 실시하였다. 표본조사를 위해 서울에 소재중인 평생교육 기관의 학습자 480명을 대상으로 실증 조사하였고 이를 기반으로 통계 분석을 실시하였는데 그 결과를 요약하면 다음과 같다. 첫째, 가설1의 검증결과 직무능력개발요인은 단일 차원에서는 수리능력에 모두 영향을 주지 못하는 것으로 나타났다. 둘째, 가설2의 검증 결과, 직무능력개발요인 중 교육체계(F=3.021, p<.05)와 교육과정(F=6.684, p<.05)은 단일 차원에서 수리능력에 유의한 긍정적인 영향을 주는 것으로 나타났다. 셋째, 가설3의 검증 결과, 직무능력개발요인 중 교육과정(F=5.865, p<.05)만 단일차원에서 자원관리에 유의한 긍정적인 영향을 주는 것으로 나타났다. 넷째, 가설 4의 검증 결과, 직무능력개발요인은 단일 차원에서는 의사소통에 모두 영향을 주지 못하는 것으로 나타났다. 이를 통해 직무능력개발요인은 교수상호작용과 평생교육지원이 병행되는 과정에서, 교육체계와 교육과정이 조화되거나 혹은 교육체계, 교육과정, 평가관리 모두가 적절히 조화를 이루었을 때, 의사소통 향상에 긍정적인 영향을 미칠 수 있음을 시사한 것으로 평가 할 수 있다.

• 한국산학기술학회논문지
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• 제16권6호
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• pp.3807-3818
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• 2015

본 연구는 온라인상에서 대학생의 역량관리와 역량개발을 위한 시스템을 개발하는데 목적이 있다. 이를 위해 역량관련 문헌조사와 기존 시스템 분석으로 역량개발에 필요한 구성요소를 역량진단 및 진로계획, 역량개발, 역량평가분석, 포트폴리오, 커뮤니티, 취업진단, 커뮤니티로 도출하고 시스템 설계의 방향 설정하였다. 시스템은 Windows 서버에서 Microsoft Windows 운영체계로, 데이터베이스 관리 시스템은 ORACLE ver.10, 프로그래밍 언어는 JSP, JAVA를 사용하여 개발되었다. 시스템 개발 후에 시스템의 오류와 개선사항을 검토하여 시스템을 수정 보완하였으며, 최종 개발된 역량개발시스템의 내용적 기능적 활용도를 검증하였다. 대학생 역량개발시스템은 역량활동 촉진기제, 진로개척 능력 함양, 성찰기능으로 지식의 내면화와 주도적 역량개발, 이력관리의 편이성, 학생-교수-동문간의 상호작용이 가능한 온라인 공간으로 활용될 수 있을 것이며, 대학생의 역량개발시스템에 대한 연구가 희소한 현실에서 역량개발을 위한 새로운 대안으로 대학생의 진로교육과 역량교육 발전에 도움이 될 것이다.

• 한국학교보건학회지
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• 제25권1호
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• pp.1-13
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• 2012

Purpose: This study was intended to identify the competency model for korean health teachers. In order to enhance job effectiveness and talent development of health teachers in schools, this study would provide policy makers and school administrators with a competency model to be used as a valid and reliable tool for selection, development, and appraisal of health teachers. Methods: This study used three-round Delphi technique, which was a series of surveys to obtain a consensus of experts in school health and health education. 31 experts were finally involved in Delphi panel, which consisted of professors, administrators, and school teachers. Results: This study found that the competency model of health teachers was composed of fourteen competencies and 75 performance indicators. The fourteen competencies were as follows: consulting and teaching competency, students understanding competency, health problem solving competency, health assessment competency, relationship building competency, information management competency, curriculum management competency, teaching activity competency, writing competency, professional expertise competency, health business management competency, self control competency, school commitment competency, and achievement orientation competency. Conclusion: Based on the results of this study, policy makers and school administrators would be able to use the competency model as a tool of new health teachers selection, existing health teachers appraisal, and new and existing teachers training and education. Future research needs to classify the levels of each performance indicator as a kind of behavior indices.

• 한국보육지원학회지
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• 제17권6호
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• pp.53-72
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• 2021

Objective: This study aimed to reveal early childhood teachers' perceptions of teacher competency for ESD using concept mapping and demonstrating its importance. Methods: 16 early childhood teachers in charge of 3-5 year olds conducted statement writing, and then the importance of selected statements were rated by 160 early childhood teachers in charge of 3-5 year olds. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Early childhood teachers perceived teacher competency for ESD in early childhood as concept mapping with two-dimensions and six clusters. The following six clusters were established (1) ethics for sustainable development, (2) willingness to participate in ESD, (3) development and operation of a sustainable development curriculum, (4) recognition and practice of environmental issues, (5) realization of value for sustainable development, and (6) practical thinking for ESD. And then among the six clusters, the most important cluster was recognized as 'ethics for sustainable development', and among the statements 'having an open mind to understand multiculturalism and the disabled' was considered relatively important Conclusion/Implications: Based on these results, we discussed the importance of teacher competency for ESD in early childhood, development of teacher competency scale, and preparation of a teacher education plans for each competency.

• 대한안전경영과학회지
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• 제23권2호
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• pp.9-17
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• 2021

As interest in vocational competency development projects increases, support is increasing. In this study, in order to study ways to improve participation in vocational competency development training, related factors are selected and the main factors influencing them are derived. The main factors were influencing factors were identified and ways to improve participation rate of vocational competency development were studied. Variables were selected through prior research, and data were collected and analyzed through in-depth group interviews. Based on factor analysis and reliability analysis, as a result of confirming the factors that influence the plan for improving participation in vocational competency development training by applying the backward stage selection (condition) method of logistic regression analysis, the case of respect for minorities in the 7-point Likert scale The closer to 7 was, the higher the probability of being classified as having never participated, and the other factors except minority respect, Likert scale closer to 7 indicates higher probability of bening classified as having never participated, except for the minority respect factor. Therefore, it was confirmed that lowering the scale of the factor of respect for minority, which is job satisfaction, and increasing the factors of individual characteristics such as annual salary and organizational commitment, training system for job satisfaction, and quality assurance have effects on improving participation rates in vocational competency development training.

• 수산해양교육연구
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• 제28권2호
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• pp.456-464
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• 2016

NCS development for construction of marine terminal structure was carried out through following procedures such as analysis on characteristics, analysis on duty, development of the first draft for standards, validation of industry sites, duty competency standards through expert committee, and utilizing package. The results were as follows. Firstly, duty competency was classified as levels from 3 to 7. Educational training institutions were followed by 22 universities, 21 colleges, 16 graduate schools, and 10 high schools. Secondly, developed standards were consisted of duty and competency unit. The name of duty was construction of marine terminal structure and competency units were consisted of 9 items as survey on economic effect, evaluation of conditions on construction environment, plan for construction of structure, construction of transfer, mooring, and power equipment, and construction, startup test, and maintenance of terminal structure. 33 competency unit elements below 9 competency units were developed. Thirdly, utilizing package was developed into 3 areas of life-long career path, training criteria, and guidelines for exam according to national competency standards for in order to develop development of labor's career and perform personal management such as hiring and promotion in industry sites.

• Human Ecology Research
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• 제62권2호
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• pp.197-216
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• 2024

The dual aims of this study were i) to explore the effectiveness of an assessment method that can measure the competencies learned through high school home economics and ii) develop a competency-based assessment framework for high school home economics, including components of competency-based assessment, item development system, and other elements. The study involved the following stages: literature analysis, draft development, concretization, validity verification, and final version. Based on the results of the literature analysis and expert deliberation, a competency-based assessment framework for high school home economics was developed which comprised three dimensions: 'core idea' × 'process' × 'context and value'. Based on this, an item analysis table was presented to systematize various activities for the competency-based assessment of high school home economics, following which a holistic rubric suitable for competency assessment tasks was proposed by referring to the newly developed 'process' dimension assessment criteria. This study is significant in that it is the first to propose a competency-based assessment framework that systematically presents a variety of assessment activities. These will facilitate the development of assessment standards and tools that teachers can refer to or trust in the changing school environment due to the introduction of the standard-based assessment system based on a high school credit system, and the guarantee of a minimum achievement level.