• Journal of Korean Academy of Nursing
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• v.43 no.6
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• pp.714-725
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• 2013

Purpose: This study was done to provide fundamental data for the development of competency reinforcement programs to prevent addictive behavior in adolescents through the construction and examination of an addiction prevention core competency model. Methods: In this study core competencies for preventing addictive behavior in adolescents through competency modeling were identified, and the addiction prevention core competency model was developed. It was validated methodologically. Results: Competencies for preventing addictive behavior in adolescents as defined by the addiction prevention core competency model are as follows: positive self-worth, self-control skill, time management skill, reality perception skill, risk coping skill, and positive communication with parents and with peers or social group. After construction, concurrent cross validation of the addiction prevention core competency model showed that this model was appropriate. Conclusion: The study results indicate that the addiction prevention core competency model for the prevention of addictive behavior in adolescents through competency modeling can be used as a foundation for an integral approach to enhance adolescent is used as an adjective and prevent addictive behavior. This approach can be a school-centered, cost-efficient strategy which not only reduces addictive behavior in adolescents, but also improves the quality of their resources.

• Journal of the Korean Dietetic Association
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• v.7 no.1
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• pp.117-124
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• 2001

This study was conducted as a part of project developing the standards of the national board test for dietitian's licences. The purpose of this study was to define the job specification for dietitian's job description based on the knowledge, skill, attitude and related to the curriculum. The study team established the research team which composed of 11 person(7 professor in the university and 4 dietitians in hospitals, schools and private firms). The job description composed of 17 duties, 99 tasks and 576 task elements. For each element, the job specifications are written, which composed of introduction, process, required equipments, and required ability. Required ability included knowledge, skill and attitudes. The relations of the knowledge, skill and attitudes with the possible curriculum currently operated in the college or university were analyzed, also. Job specifications for 576 task elements are analyzed and framed.

• Journal of Digital Contents Society
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• v.11 no.3
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• pp.349-356
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• 2010

This study was to develop improving vocational basic skill program and content which are basic of instruction-learning ability for the vocational education substantiality. To pursue this goal, 'self-development capability' among vocational basic skills was developed through the research methodology and procedure. The interpersonal relation capability was selected as one of vocational basic skill areas when it was more effective by e-learning contents through literature review, expert conference etc. The self-development capability can be self-control and development under performing business tasks. In this study, self-development capability was programmed a interpersonal scheme, a cooperative capability, a leadership capability, a conflict management, negotiation capability, and a customer service capability. Especially this program was developed as a form of e-Learning contents focusing on improving problem solving under real case using multimedia strategies such as movies, simulation, game.

• International Journal of Human Ecology
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• v.7 no.1
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• pp.25-36
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• 2006

The purpose of this study was to investigate and compare visiting intentions by positive and negative Word-of-Mouth (WOM) and/or information of beauty shop between female college students and adult women. Data were collected from 500 consumers (250 from female students and 250 adult women) and was analyzed by using frequencies, factor analysis, t-tests and multiple regression utilizing SPSS/PC+. The findings revealed positive experience factors to prudent service, time saving/consideration for customer's position, kindness/operating system in waiting time, added services, employees' attitudes, excellent beauty and response skill, rational price and recall system/remind for customer. The negative experiences were inconsistent service, operators' convenient service, irrational price/poor skill/non-recall, non-customer central service, inappropriate face-to-face management to customer. Also, the results showed that the positive WOM information such as prudent service, time saving/consideration for customer's position, excellent beauty and response skill and rational price had influence on the visiting intention in case of female college students. The negative WOM information like non-customer central service, had influence on the visiting intention in cases of adult women.

• Asia pacific journal of information systems
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• v.13 no.3
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• pp.1-21
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• 2003

Facing competitive and complicated business environment, many companies are developing new and diverse organization forms not only to overcome to minimize costs and risks but also to maximize the efficiency of an organization. Virtual organization is one of the representative forms allowing firms to create this value though a link of core competency among firms. In order to explain the performance of virtual organization in terms of efficiency, this study utilizes a concept of trust since it is recently considered as one of core concept to enhance the cooperative performance between firms and also virtual organizations success or failure can not be properly explained by traditional transaction-cost based economic point of view. Based on previous literature this study derives three success factors, organizational reputation, skill Uniqueness, and interpersonal trust and studies how three factors influence on the efficiency of virtual organization. Findings conducted with a questionnaire survey are as follow: first, organization reputation and skill uniqueness between virtual organization's transaction parties are important elements in the success of virtual organization. Second, interpersonal trust affected by organization reputation and skill uniqueness decides virtual organization's efficiency.

• 대한공업교육학회지
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• v.30 no.2
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• pp.3-11
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• 2005

The purpose of this study is to measure the level of the key competencies of industrial high school students and to use it as the basic material so as to improve the key competencies. The subject was 359 industrial high school students(boys: 244, girls: 115) in Seoul, Daejeon, Gwangju, and Busan. The instrument used to measure the key competencies is that developed by Cheol-Young Jeong, which was partly revised with the help of a group of experts. The results of this study showed some of skills were below an average of 3.0, which were writting skill(M=2.85) and speaking skill(M=2.96) in communication skills, logical thinking(M=2.98) in problem solving skills, leadership skill(M=2.88) in interpersonal skills, and self-improvement skill(M=2.96) and the spirit of public service(M=2.93) in self-management and self-improvement skills. But technology skills were above an average of 3.0. And it appeared that technology skills(P=.023) depended on having a certificate or not, and so did communication skills(P=.020) and problem solving skills(P=.034) on the types of a course(employment or entrance into a college). So, to strengthen the key competencies which appeared below an average of 3.0 in this study, not only does the curriculum of industrial high schools need to be reorganized, but systematic strengthening program of key competencies should also be developed.

• Journal of Digital Convergence
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• v.8 no.4
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• pp.165-176
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• 2010

The aim of this study is to determine the relationship between variables affecting learning effect and flow experience on an e-Learning English program. There are 4 independent variables; English thinking structure, self-efficacy in English and flow. The results are as follows: Firstly, there is statistically significant positive correlation between each variable of English thinking structure, pre English skill, self-efficacy in English, flow and learning effect. Secondly, it appeared that flow was affected by all three variables of English thinking structure, pre-English skill and self-efficacy in English. Also flow experience affected learning improvement. Finally, it is verified that there is a mediating effect of flow experience on the relation of self-efficacy in English and learning effect.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.4
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• pp.560-569
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• 2017

This study provides the theoretical basis for the self-management of a sports center based on the core competence and technology of the future. The following conclusions were obtained. First, in the influence of self-management on the future core competencies, interpersonal management, training management, and physical management, the factors of self-management have a significant influence on cognitive, affective, and social factors of future core competence. Second, in the influence of self-management on the social skill scale, interpersonal management, training management, and physical management factors of self-management have a significant influence on the self-assertion, self-control, and cooperation of the social technology scale. Third, cognitive, affective, and social factors of the future core competence have a significant influence on the self-assertion, self-control, and cooperation of the social skill scale in the influence of the future core competence on the social skill scale. To improve the self-management and social skills of leaders by maintaining good relationships with the members including fellow instructors, it is essential to take appropriate measures for self-management behaviors considering the individual characteristics and environments of leaders; it appears that effort is important.

• Journal of the Korean Society for information Management
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• v.21 no.4 s.54
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• pp.67-88
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• 2004

Information skill, which means information technology skill and information handling skill, is related to the aims and processes of higher education as a knowledge creation activity. In this study, a curriculum design is proposed for the development of the information literate student. The framework of this curriculum derives form the US Information literacy standards for higher education 2000, the UK Information skills in higher education 2004, and Australian and New Zealand Information literacy framework 2004. The teaching plan and content is based on the information literacy programs of NMSU, CSU Hayward, and IUE. It is proposed that the development of the idea of information literacy requires a collaborative and integrated approach to curriculum design and delivery based on investigation of user's satisfaction with the curriculum.

• Journal of Practical Engineering Education
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• v.7 no.2
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• pp.147-153
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• 2015

The purpose of this research is to analyze training needs for skill assessor's competency of vocational education teachers in Korea. This research was conducted based on Russ-Eft's competency model for skill assessor. Data were gathered from 234 vocational education teachers over the country, and final respondents were 158 males and 73 females. As a result of analysis, reliability for expert (needs score 2.51), establishment for assessment management plan (needs score 2.11), management plan (needs score 2.08), and effective collaboration (needs score 2.07) have high developmental needs. On the other hand, recognition of a variety intention (needs score 1.01), observation of ethical standard (needs score 1.24), and personal relationship (needs score 1.76) have low developmental needs.