• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.353-370
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• 2012

The observation and recommendation system was recently introduced for selecting gifted-students in science, and it has required to arrange the reliable and valid selection criteria that could identify the high potential competency of them. In this study, we explored the competencies that could help to discriminate gifted-students' inner properties, and also developed the dictionary based on them. The competencies were extracted from the proven previous competency dictionaries/models and examined by the structured survey and the focus group interview in order to ascertain the competencies of the science-gifted students. The results revealed that there were two competency clusters such as cognitive and affective domains. The cognitive cluster consisted of 6 competencies as follows: goal suggestion, planning, information collection and analysis, problem solving, higher-order thinking, and expertise and self-development competency. The affective cluster consisted of 3 competencies: confidence, achievement orientation, and curiosity competency. The dictionary categorized by the names, definitions, key elements, and behavioral indicators and their levels of the derived competencies was developed. Findings were expected to provide the implications on the selection criteria of the potential science-gifted students through the observation and recommendation system.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.421-433
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• 2021

This study examined performance-related competencies for vocational training teachers and development process of Competency-Based Curriculum(CBC). Based on literature review of competencies, education and training of vocational training teachers, we developed competency modeling integrating job analysis, Behavioral Event Interview for vocational training teachers and Competency Dictionary and analyzed validity of competency modeling and competency need and proposed education and training program across competencies and training module. Finally we proposed necessary operating and management methods to effectively develop competencies for vocational training teachers using CBC.

• The Korean Journal of Franchise Management
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• v.11 no.3
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• pp.27-41
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• 2020

Purpose: This study was conducted for purpose to derive a model of the founding competency of undergraduate students preparing for job creation. We want to support undergraduate students who are preparing to start a job creation so that they can successfully start a job creation. In Korea, research on entrepreneurship competency has been actively conducted for a variety of subjects including undergraduate students, but research on job creation competency is insufficient. To this end, we intend to contribute to the success of undergraduate students preparing for job creation by deriving a job competency model. Research design, data, and methodology: In order to derive job creation competency, interviews were conducted with best practices in the job creation activity process, and the job creation competency was derived using Spencer and Spencer's competency model development process and competency dictionary. Result: The derived competencies were further supplemented through the verification of job creation experts and HRD experts, and a total of 3 competency groups, 13 competences, and 44 specific actions were derived. The derived job creation competency model is significant in that it is an initial study that attempts to develop job creation competency, that it can be a reference point for developing curriculum for undergraduate students preparing for job creation, and that they have developed a competency model in the new field of job creation. However, despite this significance, there are some limitations. First, the derived competency model did not perform validity verification using quantitative research. Second, the difference analysis between the excellent group and the average group was not conducted. Third, the level of behaviors could not be staged. Lastly, it was not possible to compare it with the competency of franchisor and job creation for undergraduate student competency. Therefore, it is necessary to upgrade the job creation competency model by conducting follow-up studies. The following is suggested as a follow-up study. First, verification of the validity of job creation competency, and second, a comparative study of excellent cases and average group. Third, a study on the level of action level of job creation competency. Lastly, it is a comparative study of job creation competency and the competency of franchise affiliates.

• The Journal of Information Technology and Database
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• v.5 no.1
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• pp.13-37
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• 1998

인터넷 등의 컴퓨터 통신 네트워크의 발달로 인하여 분산된 정보자원의 공유를 통한 자원에 대한 재사용성의 필요성이 대두되었다. IRD(Information Resource Dictionary)는 조직 내에서 관련된 모든 정보에 대한 데이터가 논리적으로 중앙화된 정보저장소(repository)이다. IRD 내의 데이터는 다른 데이터를 기술하므로 이른바 메타 데이터라고 하기도 한다. IRD의 사전(dictionary) 요소는 정보자원의 종류, 정보자원의 의미, 정보자원의 논리적 구조, 정보자원의 위치, 그리고 정보자원의 접근방법 등을 기술한다. FIPS ANSI의 IRDS는 이항 관계를 이용하여 무결성 제약조건을 표현하므로 제약조건 규칙의 표현과 일반적인 추론 규칙의 표현이 제한되어 있으며, 다양한 형태의 무결성 제약조건의 표현과 IRD와 관련된 여러 정보의 도출 또는 추론 및 관리에 관한 사항은 IRD 응용 고유의 문제로 간주하여 언급하고 있지 않다. 한편, FIPS IRDS는 사용자가 SQL 및 IRD에 대한 전문적 지식이 없이는 사용자 질의 작성이 어려운 점등에 대한 문제점을 안고 있다. 본 논문은 FIPS IRDS의 기본모델에서 정보자원 표현, 정보자원들간의 관계, 정보자원의 관리 정보 구분을 명확히 하기 위해 정보자원 모델을 정보자원 표현요소와 정보자원 관리요소의 두 부류로 나누어 구분하고, 각 부류에 대한 자격 질의(competency question)를 통하여 유추된 요소들을 FIPS ANSI IRDS 기본 모델의 스키마 기술 레벨과 스키마 레벨에 첨가함으로써 그 기본 모델을 확장한다. 그리고, FIPS ANSI IRDS가 제공하는 IRD 기술과 관리 기능을 그대로 포함하면서 앞에서 문제점으로 지적된 제약조건 표현과 추론규칙 표현을 위하여 확장된 기본 모델을 중심으로 각 레벨의 구성 요소들의 형식적 의미(formal semantics)와 레벨 내 혹은 레벨 구성요소들간의 관계성(relationship), 그리고 제약조건의 표현과 질의 추론 규칙들을 식별하여 FOPL(First Order Predicate Logic)로 표현한다. 또한, 본 논문은 FOPL로 표현된 predicate들과 규칙들을 구현하기 위하여 Prolog로 변환하기 위한 이론적 방법론을 제시하고 정보자원 관리를 위한 기본 함수들과 스키마 진화(schema evolution)를 위한 방법론을 제안한다.

• 대한공업교육학회지
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• v.38 no.2
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• pp.267-286
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• 2013

Recently, the advanced company has been sparing no efforts in improving necessary core knowledge and technology to achieve outstanding work performance. In this rapidly changing knowledge-based society, the company has confronted the task of creating a high value-added knowledge. The role of R&D workforce that corresponds to the characteristic and role of knowledge worker is getting more significant. As the life cycle of technical knowledge and skill shortens, in every industry, the technical knowledge and skill have become essential elements for successful business. It is difficult to improve competitiveness of the company without enhancing the competency of individual and organization. As the competency development which is a part of human resource management in the company is being spread now, it is required to focus on the research of determining necessary competency and to analyze the competency of a core organization in the research institute. 'H' is the semiconductor manufacturing company which has a affiliated research institute with its own R&D engineers. Based on focus group interview and job analysis data, vision and necessary competency were confirmed. And to confirm whether the required competency by job is different or not, analysis was performed by dividing members into workers who are in charge of circuit design and design before process development and who are in the process actualization and process development. Also, this research included members' importance awareness of the determined competency. The interview and job analysis were integrated and analyzed after arranging by groups and contents and the analyzed results were resorted after comparative analysis with a competency dictionary of Spencer & Spencer and competency models which are developed from the advanced research. Derived main competencies are: challenge, responsibility, and prediction/responsiveness, planning a new business, achievement -oriented, training, cooperation, self-development, analytic thinking, scheduling, motivation, communication, commercialization of technology, information gathering, professionalism on the job, and professionalism outside of work. The highly required competency for both jobs was 'Professionalism'. 'Attitude', 'Performance Management', 'Teamwork' for workers in charge of circuit design and 'Challenge', 'Training', 'Professionalism on the job' and 'Communication' were recognized to be required competency for those who are in charge of process actualization and process development. With above results, this research has determined the necessary competency that the 'H' company's affiliated research institute needs and found the difference of required competency by job. Also, it has suggested more enthusiastic education methods or various kinds of education by confirming the importance awareness of competency and individual's level of awareness about the competency.