• Journal of vocational education research
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• v.36 no.4
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• pp.41-56
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• 2017

The purpose of this study is to analyze the level of current difference of education needs for instructional competency of lifelong education instructor and the level of importance of lifelong education for drawing priority. Through the literature review, this is divided the lifelong education instructor's competencies such as planning, implementation, management and support and analyzed the current level and importance with 35 items through t-test analysis. The priority for education needs is applied to Borich and the Locus for Focus model simultaneously. According to result for study, the largest item of competency for lifelong education instructor is verified with the current level and importance for building of social networking and managing competency. The top priority item of education needs for instructional competency of lifelong education instructor is located in the first quadrant of model and the Locus for Focus model, according to priority in needs for Borich and was showed in program competency. The second items in priority were derived by learning resources, information gathering, competency for focus development, equitable evaluation for student, competency for building team work. Therefore, these competencies are considered as factors for priority of lifelong instructor and will be developed in personal and organizational development.

• Proceedings of the Safety Management and Science Conference
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• 2007.04a
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• pp.437-448
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• 2007

This paper introduce information technology of software process assessment. It consists of eight parts such as concepts and introductory guide, a reference model for processes and process capability, performing an assessment, guide to performing assessments, an assessment model and indicator guidance, guide to competency of assessors, guide for use in process improvement, and guide for use in determining supplier process capability.

• Journal of Korean Academy of Nursing Administration
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• v.10 no.2
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• pp.211-218
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• 2004

Purpose: The purpose of this study was to examine the core competency and career commitment of the preceptors to identify utility of the preceptorship as career management program. Method: The subjects were 107 clinical nurses who were working in one university hospital composed of the head nurses(n=27), non-preceptors(n=28), new graduate nurses(n=26) and preceptors(n=26). Demographic characteristics, core competency and career commitment were measured. The core competency was evaluated by the head nurses, non-preceptors, new graduate nurses, and preceptor themselves. And the career commitment was compared between the preceptors and non-preceptors. For data analyses, percentage, mean, t-test, ANOVA were adopted with the use of SPSS WIN 10.0. Result: The results of this study showed that the core competency of the preceptors was evaluated excellently by all subjects. In three domains, there were no significant difference in role model, socialization facillitator and educator except for learning experience planning between the head nurses, non-preceptors, new graduate nurses and preceptors. The career commitment was significant difference between the preceptors and non-preceptors. Conclusions: The finding above indicated that the preceptorship utilized the improvement of the core competency and career commitment of the preceptors as career management program. therefore, continually, the effort and interest for development of the preceptorship can be a remarkable contribution for nurses' career management in nursing organization.

• International Journal of Knowledge Content Development & Technology
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• v.14 no.1
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• pp.111-136
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• 2024

In this study, we collaborated with the National Library of Korea's Library Education Institute to pilot the operation of a librarian learning community and aimed to measure its effectiveness based on the improvement of librarian competencies. A total of 28 participants attended four programs, and the research results are as follows: First, when analyzing competencies in terms of community capacity, attitude competency was the highest, followed by knowledge and skills competencies in that order. The correlation analysis among competencies showed that there were mutual correlations among the three competencies. Second, in the pre-post analysis of the three competencies and their sub-competencies, it was found that all competencies, including sub-competencies, improved. Based on the research results, it was confirmed that through the operation of the librarian learning community, the average competencies of librarians can be improved, which can directly impact the enhancement of the library's service capabilities. Therefore, it is believed that there is a need to activate the operation of librarian learning communities and explore nationwide dissemination strategies for the operating model.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.237-245
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• 2007

Purpose: This study was to investigate actual conflicts between newly graduated nurses and preceptors during preceptorship period and the preceptor's core competency related to their conflicts in order to prepare an educational program to develop a preceptor's core competency. Method: A total of 100 questionnaire sheets were collected for data analysis from a valid pair of 94 newly graduated nurses and 94 preceptors. The questionnaire consisted of the preceptor's core competency evaluation tool, and experiences of the conflicts between newly graduated nurses and preceptors. Data was analyzed using SPSS 12.0. Result: Preceptors faced more conflicts than newly graduated nurses, but the former went through conflicts for a shorter time. The conflict-experiencing newly graduated nurses evaluated their preceptor's core competency more excellently than the other's except 'role model'. The conflict-experiencing preceptors evaluated 'learning plan implementation' competency more excellently than the other's. Conclusion: It is advisable to have educational programs and opportunities for increasing preceptor's core competency.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.3
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• pp.365-372
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• 2011

Purpose: The purpose of this study was to examine the effects of the teaching effectiveness and clinical learning environment on the clinical practice competency in nursing students. Method: Undergraduate nursing students (268) enrolled in one of 4 universities in 2 cities completed a survey questionnaire. Collected data were analyzed using descriptive statistics, Pearson's correlation coefficient and multiple regression with the SPSS/Win 11.0 program. Results: The mean score for teaching effectiveness was 3.09 (${\pm}.53$) on a 5-point scale, for clinical learning environment, 3.09 (${\pm}.50$) on a 5-point scale, and for clinical practice competency, 3.94 (${\pm}.52$) on a 6-point scale. Significant positive correlations were found between teaching effectiveness and clinical learning environment, and clinical practice competency. The regression model explained 8.8% of clinical practice competency. Teaching effectiveness and clinical learning environment were significant predictors of clinical practice competency. Conclusion: The findings of the study suggest that teaching effectiveness and clinical learning environment be considered when developing strategies to increase clinical practice competency in nursing students.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.657-670
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• 2020

The knowledge-information-processing competency is the most essential competency in a knowledge-information-based society and is the most fundamental competency in the new problem-solving ability. Data-driven science inquiry, which emphasizes how to find and solve problems using vast amounts of data and information, is a way to cultivate the problem-solving ability in a knowledge-information-based society. Therefore, this study aims to develop a teaching-learning model and strategy for data-driven science inquiry and to verify the validity of the model in terms of knowledge information processing competency. This study is developmental research. Based on literature, the initial model and strategy were developed, and the final model and teaching strategy were completed by securing external validity through on-site application and internal validity through expert advice. The development principle of the inquiry model is the literature study on science inquiry, data science, and a statistical problem-solving model based on resource-based learning theory, which is known to be effective for the knowledge-information-processing competency and critical thinking. This model is titled "Exploratory Scientific Data Analysis" The model consisted of selecting tools, collecting and analyzing data, finding problems and exploring problems. The teaching strategy is composed of seven principles necessary for each stage of the model, and is divided into instructional strategies and guidelines for environment composition. The development of the ESDA inquiry model and teaching strategy is not easy to generalize to the whole school level because the sample was not large, and research was qualitative. While this study has a limitation that a quantitative study over large number of students could not be carried out, it has significance that practical model and strategy was developed by approaching the knowledge-information-processing competency with respect of science inquiry.

• Journal of Construction Engineering and Project Management
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• v.3 no.2
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• pp.35-48
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• 2013

Weak competencies in urban local bodies (ULBs) for implementing public private partnership (PPP) projects has been recognized as a major hurdle in uptake of PPP model in India. In this context, a questionnaire survey was conducted to evaluate perception of urban PPP experts and ULB representatives on three aspects related to competency development, including, critical competencies for implementing urban PPP projects, approaches for competency development in ULBs and constraints faced by ULBs in development of competencies. The five critical competencies identified are project identification, project conceptualization, transaction design, PPP process management and contract management. The approach of training programs for municipal staff and elected representatives, and capacity building oriented technical assistance for implementing urban PPP projects have been preferred by survey respondents for competency development. The frequent transfer of municipal decision makers and low motivation among municipal staff have been identified as the most significant constraints for development of competencies.

• The Journal of Society for e-Business Studies
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• v.21 no.4
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• pp.119-136
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• 2016

Precedent studies revealed that success of IT project strongly depends on the competency of PMO(project management offices), however, there are only few studies which show the importance of PMO competency. In this study, we will suggest an evaluation model of IT PMO competency using the Pentagon Model which is a tool to assess the performance of project organization, and the Analytic Hierarchy Process. We classified effect factor of PMO competency into 25 items in 5 fields such as Structure, Technology, Culture, Interaction, Social Relations and Networks based on pentagon model, also analysis of criticality between the effect factors was conducted by AHP. The study result shows 3 factors of Structure were included in the top 10, while 2 factors of Technology, Culture, Interaction were included separately. In terms of Social Relations and Networks, only 1 factor was included in the top 10. Therefore Structure of PMO should be aggressively considered for the successful IT project.

• Journal of Korean society of Dental Hygiene
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• v.15 no.3
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• pp.547-553
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• 2015

Objectives: In this comparative analytic study the standard competency of American Dental Hygienists proposed by the America Dental Education Association was examined and compared with the competency of American school of entry-level to identify the competence required by domestic dental hygienists. Methods: Based on the standard competency presented by the America Dental Education Association the 109 schools which provide respective dental hygiene competency among 336 universities and colleges belonging to the entry-level were compared with each other, and the collected data were processed by SPSS 21.0. Results: The descriptive statistics upon overall competence were prepared and the results of survey revealed the highest average score of 7.53 for the Core competency. It was identified that there were statistically significant difference between two groups of the above(the top 25%) and below the average level(the 25% from the bottom) in all the competency. The competency of participation in local community and patients' care were appeared as significant variables affecting the core competency of dental hygienists with the 76.4% of explanatory power, and the model reveals the statistically significant results(p<0.001). Conclusions: Based on these results it was identified that the ethical, communication skill, self-development efforts, and capability of critical thinking and judgment were necessary competency for the dental hygienists. Further efforts to integrate and standardize the competency of domestic dental hygienists are thus needed and based on these integrated and standardized competencies the integrated curricula to cultivate domestic dental hygienists should be developed.