• Journal of the Society of Disaster Information
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• v.7 no.4
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• pp.316-327
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• 2011

The purposes of this study are to investigate various experience factors that special guards firstly appointed calculate during the occupational socialization and suggest the preliminary data which is necessary to the establishment of educational service strategy of preliminary special guard and security guard. So, in-depth interviewing and ethnographic study were conducted for 4 special guards firstly appointed. As the result, the occupational socialization process of special guards firstly appointed are quickening period, preparatory period, adaptation period and conflict/maturity period. The first, quickening period is a decision of family background, exercise experience and university entrance. The second, preparatory period is certificates and mentor of department vision, university curriculum and occupational preparation. The third, adaptation period is occupational specialty, occupational professionalism, occupational satisfaction, motivation and company colleagues. The forth, conflict/maturity period is job stress, turnover, conflict in company, efforts for self-development and prospect of job. Therefore, this study will be able to be applied as a guide for special guard's performance improvement and provide educational preliminary data for following-up studies.

• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.337-346
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• 2010

The purpose of this study is to explore how security science graduates in casinos are socialized into the workplace. Participants for this study were seven security guards who work for two of three casinos for foreign customers in the city of Seoul. All the participants majored in the security science in colleges. They had 1 to 5 years of work experience. Their main job responsibilities were deterrent to crimes and watch for impending danger in the casinos. A variety of qualitative data collection techniques for this study included formal and informal interviews, stimulated-recall interview, observations, and field notes. Analytic induction and constant comparison were utilized to analyze data. Triangulating and member checks were employed to enhance trustworthiness. The findings of this study were as follow: Firstly, In acculturation, sports experience and media attraction were revealed as factors. Secondly, In professional socialization, college education and senior students in the program were found. Lastly, organizational socialization, Difficulty of relationship, lack of risk management training, lack of team cohesion, pride himself as a security guard, and unclear evaluation system. In conclusion, a variety of influential factors appeared through his occupational socialization even though there were negative and positive factors.

• The Journal of the Korea Contents Association
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• v.10 no.2
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• pp.295-305
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• 2010

The occupational socialization process of security and secretary service goes through four stages of preparation, adaptation, conflicts, and maturity and dynamic and incessant changes. The preparation stage includes the preparation to become a security and secretary service, the importance of what to prepare, usefulness of college education, required courses, and certificates. The adaptation stage includes the percentage of bodyguard and secretary, systematic nature of work, stagnation of the job, abilities required for a security and secretary service, elements to work on, job satisfaction, information sources, professionalism of the job, and future of the job. In the conflicts stage includes conflicts at work, difficulty of security and secretary service, problem-solving efforts, advice and consultation, satisfaction with workload, job stress, perceptions of others for security and secretary service, experience of trying to get another job, and supplements. And the maturity stage includes the changes to the roles and capabilities of a security and secretary service, autonomy of business management, degree of others' recognition of one's abilities, methods to evaluate job performance, salary, social status and pride, and efforts for self-development.

• Journal of the Society of Disaster Information
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• v.8 no.3
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• pp.276-286
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• 2012

The purposes of this study are to investigate various experience factors of the court security team's occupational socialization process and suggest basic materials which are necessary to establish educational service strategies of preliminary court security and guard. Therefore, in-depth interview and ethnographic study were conducted for 4 court securities whose career is more than 3 years. As the result, the process of occupational socialization process of the court security was divided into preparation period, adaptation period, conflict period and maturity period. In the preparation period, vision of university departments, acquisition of certificates and information of the court security team are the factors of basic stage for becoming court securities. In the adaptation period, they adapt themselves for playing their own roles sincerely and become professional manpower after being court securities, through the university educational program useful for practical duties, certificates for practical duties and occupational satisfaction. In the conflict period, they aware conflicts of the company and job stress, that court securities should experience, and endure them. In the maturity period, they are grown by one more step as court securities, through the motivation, job professionalism, occupational prospect and efforts of self-development.

• The Journal of the Korea Contents Association
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• v.15 no.4
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• pp.519-529
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• 2015

The purpose of this study is to examine the determinant factors of maintaining employment in young adults with intellectual disabilities who took part in a vocational training program and was employed. The determinant factors were from four areas, such as physical competence, job-related task performance, emotional behaviors, and functional adaptive behaviors. 64 young adults with intellectual disabilities participated in this study. The participants' capacities were examined during the program, and then their job retention was examined through a follow-up survey six month after the end of the program. Tests contained hand dexterity, grasp strength, finger strength, visual-perception, Survey of Functional Adaptive Behaviors, and Observational-Emotional Inventory-Revised. After data collection, the data were analyzed by binary logistic regression. The results indicated that dexterity in both hands (OR= 1.123) in physical competence, anxiety (OR= .733) and socialization (OR= .429) in emotional behaviors, and academic skills (OR= 1.077) and vocational skills (OR= 1.542) in functional adaptive behaviors were significant determinant factors. These significant factors which affected job attention were consistent with the results from previous studies, and should be considered when designing and constructing an effective career and vocational education program for young adults with intellectual disabilities.