• Asia pacific journal of information systems
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• v.21 no.4
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• pp.63-104
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• 2011

The study examines the relationships among employee's goal orientation, IT personnel competency, personal effectiveness. The goal orientation includes learning goal orientation, performance approach goal orientation, and performance avoid goal orientation. Personal effectiveness consists of personal work satisfaction and personal work performance. In general, IT personnel competency refers to IT expert's skills, expertise, and knowledge required to perform IT activities in organizations. However, due to the advent of the internet and the generalization of IT, IT personnel competency turns out to be an important competency of technological experts as well as employees in organizations. While the competency of IT itself is important, the appropriate harmony between IT personnel's business capability and technological capability enhances the value of human resources and thus provides organizations with sustainable competitive advantages. The rapid pace of organization change places increased pressure on employees to continually update their skills and adapt their behavior to new organizational realities. This challenge raises a number of important questions concerning organizational behavior? Why do some employees display remarkable flexibility in their behavioral responses to changes in the organization, whereas others firmly resist change or experience great stress when faced with the need to alter behavior? Why do some employees continually strive to improve themselves over their life span, whereas others are content to forge through life using the same basic knowledge and skills? Why do some employees throw themselves enthusiastically into challenging tasks, whereas others avoid challenging tasks? The goal orientation proposed by organizational psychology provides at least a partial answer to these questions. Goal orientations refer to stable personally characteristics fostered by "self-theories" about the nature and development of attributes (such as intelligence, personality, abilities, and skills) people have. Self-theories are one's beliefs and goal orientations are achievement motivation revealed in seeking goals in accordance with one's beliefs. The goal orientations include learning goal orientation, performance approach goal orientation, and performance avoid goal orientation. Specifically, a learning goal orientation refers to a preference to develop the self by acquiring new skills, mastering new situations, and improving one's competence. A performance approach goal orientation refers to a preference to demonstrate and validate the adequacy of one's competence by seeking favorable judgments and avoiding negative judgments. A performance avoid goal orientation refers to a preference to avoid the disproving of one's competence and to avoid negative judgements about it, while focusing on performance. And the study also examines the moderating role of work career of employees to investigate the difference in the relationship between IT personnel competency and personal effectiveness. The study analyzes the collected data using PASW 18.0 and and PLS(Partial Least Square). The study also uses PLS bootstrapping algorithm (sample size: 500) to test research hypotheses. The result shows that the influences of both a learning goal orientation (${\beta}$ = 0.301, t = 3.822, P < 0.000) and a performance approach goal orientation (${\beta}$ = 0.224, t = 2.710, P < 0.01) on IT personnel competency are positively significant, while the influence of a performance avoid goal orientation(${\beta}$ = -0.142, t = 2.398, p < 0.05) on IT personnel competency is negatively significant. The result indicates that employees differ in their psychological and behavioral responses according to the goal orientation of employees. The result also shows that the impact of a IT personnel competency on both personal work satisfaction(${\beta}$ = 0.395, t = 4.897, P < 0.000) and personal work performance(${\beta}$ = 0.575, t = 12.800, P < 0.000) is positively significant. And the impact of personal work satisfaction(${\beta}$ = 0.148, t = 2.432, p < 0.05) on personal work performance is positively significant. Finally, the impacts of control variables (gender, age, type of industry, position, work career) on the relationships between IT personnel competency and personal effectiveness(personal work satisfaction work performance) are partly significant. In addition, the study uses PLS algorithm to find out a GoF(global criterion of goodness of fit) of the exploratory research model which includes a mediating variable, IT personnel competency. The result of analysis shows that the value of GoF is 0.45 above GoFlarge(0.36). Therefore, the research model turns out be good. In addition, the study performs a Sobel Test to find out the statistical significance of the mediating variable, IT personnel competency, which is already turned out to have the mediating effect in the research model using PLS. The result of a Sobel Test shows that the values of Z are all significant statistically (above 1.96 and below -1.96) and indicates that IT personnel competency plays a mediating role in the research model. At the present day, most employees are universally afraid of organizational changes and resistant to them in organizations in which the acceptance and learning of a new information technology or information system is particularly required. The problem is due' to increasing a feeling of uneasiness and uncertainty in improving past practices in accordance with new organizational changes. It is not always possible for employees with positive attitudes to perform their works suitable to organizational goals. Therefore, organizations need to identify what kinds of goal-oriented minds employees have, motivate them to do self-directed learning, and provide them with organizational environment to enhance positive aspects in their works. Thus, the study provides researchers and practitioners with a matter of primary interest in goal orientation and IT personnel competency, of which they have been unaware until very recently. Some academic and practical implications and limitations arisen in the course of the research, and suggestions for future research directions are also discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.160-169
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• 2015

The purpose of this study was to search and analyze the realities and needs of life long education, the necessity and perception of life competencies and the difference of competencies on experiences of education to support life long education system for adult learners in Busan and Ulsan. In this study, we conducted a questionnaire survey of 234 adult learners living in Busan and Ulsan. The results of this study were summarized as follows. First, adult learners perceived that life long education was very important to adults and appreciated an educational institution being managed by government. Second, adult learners thought that basic literacy competency and basic work competency were important and late fifties perceived that professional job is in important. Third, adult learners perceived that self directed learning and capacity of management are poor competencies. And they perceived that the government support adult learners who has economical difficulty. Forth, adult learners perceived that it was normal that 'professional job' and 'job transition abilities', 'women', 'the middle aged and old','the unemployed' and' low incomers' perceived that they have poor level. Fifth, according to the results of ${\chi}^2$ test for determining the statistical significance of differences in experience in lifelong learning among adult learner groups divided by their individual background, significant differences were observed in a few competencies(p<.05, p<.01).

• The Mathematical Education
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• v.46 no.1 s.116
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• pp.33-52
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• 2007

This study is based on the grade 3 National Diagnostic Assessment of Basic Competency(NDABC) in 2005. The purpose of this study is to analyze the results of NDABC by students' gender. It was 19,257 grade 3 students that participated in this study. The average scores are 89.41 and 88.34 for each male and female. The percentage of Below-Basic level for male students is 4.6% and for female 5.6%. The percentage of female students at Below-Basic level is increasing for 3 years. In particular, the percentage of females at Below-Basic level is higher than that of males in the content of measurement, the cognitive domain of reasoning and problem solving, and the situation of real life. The item difficulty for males is lower in fraction, polygon, and right triangle than for females. But female students need to improve the space sense and the problem solving ability in real life. As for the background of students, males think that mathematics is exciting and not difficult in comparison with what females think. And parents of mates are more concerned about children's learning than those of females.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.283-308
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• 2008

A poor achievement of basic competency leads to obstacles of the same subject and other subjects from a series of accumulative losses and social life. The Grade 3 National Diagnostic Assessment of Basic Competency (NDAHC) dated from 2002, Teaching Plan Responsible to Basic Competency and compensational education materials for students of the below-basic level has marked a line in the chain of policy to realize educational welfare. The goal of NDABC is to collect information of the reason with regard to learning deficiency and individual student's information, and ultimately teach them on the basis of those informations. This study analyzed the characteristics of below-basic students in the basic mathematics with data from NDABC from 2003 to 2007. Students of the below-basic level were affected in achievement by numerical distinction, regrouping, arrangement and descriptive form of item, information-providing way, typical example, familiarity, frequency in use in daily life etc. This study provides a basic important information with regard to teaching below-basic students and suggestions with compensational education materials for them.

• International Journal of Contents
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• v.13 no.4
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• pp.16-22
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• 2017

The purpose of this study was to investigate the daily life experiences of medical students and to explore gender differences in these experiences using the Experience Sampling Method (ESM) as the method. The instrument, the Experience Sampling Form (ESF), consisted of questions on the external and internal experiences of the respondents. Data were collected from 2,035 ESFs by 91 students (male=52, female=39) at three medical schools for one week. The data was analyzed using the statistical tests of the t-test and ${\chi}^2$ test. Activity places were significantly different by gender (${\chi}^2=16.576$, p=.001). Males spent more time in learning places such as schools, libraries, etc., whereas females spent their time in personal places, including their homes, dormitories, etc. Males undertook more learning activities than did females, and females undertook more social/leisure activities and basic life activities than did male students (${\chi}^2=18.753$, p=.001). They were in a learning place and performing learning activities. There were significant perceptual differences between males and females about their flow levels, competency levels, and difficulty levels, based on the activity type. These results can help us to understand the daily lives of medical students and can be useful in developing counseling programs and educational activities for students.

• 대한공업교육학회지
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• v.41 no.2
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• pp.69-88
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• 2016

The study tried to investigate perception of the importance and educational needs of job performance competency of National Competency Standards based vocational education curriculum in technical specialized high schools and meister high schools. For this, the survey was conducted targeting 269 specialty subject teachers in technical specialized high schools and meister high schools. And the results are as follow: First, job performance competency were divided into 5 categories(curriculum guidance, school life guidance, class management, extraordinary activities and administrative duties) and 34 sub-categories. Second, higher importance values were curriculum guidance, extraordinary activities and school life guidance. Higher educational needs values were curriculum guidance, extraordinary activities and administrative duties in categories. Third, higher importance values were construction and reconstruction of NCS learning modules, organization and manage of NCS based vocational education curriculum, guide of the new laws and employment, student records manage, research activities of NCS, hands-on-background training, NCS projects in sub-categories. Fourth, the results show that the NCS experienced teachers more highly evaluated the importance and educational needs of the job performance competency than the NCS inexperienced teachers did.

• Journal of the Korea Convergence Society
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• v.12 no.5
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• pp.239-254
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• 2021

The aim of this study is to provide basic data for college life adaptation support measures at the college level by identifying college life adaptation status, the relevance of university life adaptation and the core competencies. In order to ahieve this aim there are three objectives. This study is a research study to understand the relationship between college life adaptation and core competencies of college students before and after the coronavirus. The subject of this study was 171 university students from Seoul, Gyeonggi, and Honam. Data was collected through an untact questionnaire, and data analysis was performed using the SPSSWIN 25.0 program for mean, descriptive statistics, frequency analysis, T-test, correlation, and regression analysis. As a result, first, the difficulty of "emotional adaptation" before the coronavirus was high, and the difficulty of "academic adaptation" was high after the coronavirus. Second, the core competencies of college students were highest in the order of 'interpersonal relationship competency', 'problem solving competency', and 'information communication competency'. Third, as a result of analysis of the relationship between core competency factors and adaptation to university life, difficulties in social adaptation were found both before and after the coronavirus. After the corona, difficulties in adapting to school and learning new skills appeared. In conclusion, in order for university students to adapt to university life in the post-corona era, university-level support is needed to reinforce interpersonal relations competencies in unrect situations, reinforce information and communication competencies to promote academic adaptation, and reinforce new skills acquisition competencies.

• Journal of Agricultural Extension & Community Development
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• v.7 no.2
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• pp.327-331
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• 2000

The purposes of this study were to analyze achievement of the Korea Agricultural Extension Specialist Association and suggest new directions for further development. The Korea Agricultural Extension Specialist Association was organized to develop competencies in specialized field for extension educators in 1996. About 47% of extension educators joined academy during the 5 year period, even though there were many difficulty in organizing extension educators, the Korea Agricultural Extension Specialist Association has achieved to increase independent learning activity, to share new information and improve agent’s competency. New directions for the future development of the Korea Agricultural Extension Specialist Association activities should include the following measures; 1) Academy manages to help member’s competency, 2) Every member of the Association tries to make a concrete goal of activity, 3) The Association members should find ways to enable farmers to remain informed on agricultural extension services to people.

• The Journal of Korean Association of Computer Education
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• v.10 no.1
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• pp.31-40
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• 2007

The qualities that are commonly necessary in the occupation life and the abilities to cope with the changing job-world are getting more important. This study proposed the project-learning model and applied it to the homepage-developing learning of the computer course in the commercial high school. Then, this study conducted the nonrandomized controlgroup pretest - posttest design in order to verify how the model influence Information-skills of Key-competencies. At the posttest, the difference between the traditional learning group and project-learning was meaningful. Therefore, It can be confirmed that project-learning was more affirmative in enhancing information-skills of the students. Through this study, it can be concluded that the instructional method is very important and we propose there be a lot of studies about the instructional methods enhancing the various Key-competencies.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.21 no.3
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• pp.651-656
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• 2017

Virtual Training generates virtual situation or environment with specific goals in order to instruct trainees as if they are in the real-world. Recently, the demand of experiencing certain incident, which we are not able to experience in real life, has been increased along with the fast developing Virtual Reality (VR) technology. Particularly, Virtual Training(VT) enables us to learn various fields those require high risk and high cost. The system of VT provides interaction and allows us absorb these learning materials better which augments learning effect. Based on the demand of Virtual Training system, this research analyzes current education paradigm National Competency Standards (NCS) in Korea and suggests possible education that utilizes Virtual Training system. At the end of the day, our future goal is to apply suggested Virtual Training contents to universities that reflect NCS curriculum like polytechnic university.