• Journal of Practical Engineering Education
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• v.9 no.2
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• pp.167-174
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• 2017

The purpose of this paper is to review the effects of the $4^{th}$ Industrial Revolution on job competency development by the Transitional Labor Market(TLM) model, and suggest job competency development policiy in the rea of the $4^{th}$ Industrial Revolution. The $4^{th}$ Industrial Revolution will create new jobs, destroy many current jobs, and will fundamentally change employment pattern, contents of jobs and ways of works. In these circumstances, we will confront more risks in each stage of labor market transition. To minimize the risks of TLM, we should reform education and develop life time career and job competency. We have to train high level talented persons to lead the $4^{th}$ Industrial Revolution. We have to retrain employed people to adjust new technology and to enhance employability and adaptability. We have to train vulnerable groups so that they may adjust new circumstance. Government should develop life time job competency development open platform.

• Journal of Navigation and Port Research
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• v.42 no.4
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• pp.299-310
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• 2018

This study examined the significance of the crew's professional consciousness and sought to clarify the differences in the professional consciousness of crew by considering biographical characteristics of the crew and onboard working situations, which were expected to influence the professional consciousness of crew. The empirical analysis showed the crew's individual characteristics such as age, marital status, position in ship organization and nationality significantly influenced professional consciousness. The comparison in the differences of professional consciousness level among crew's nationalities showed that the professional consciousness of Filipino crew was the highest, and in the descending order of Indonesia, Myanmar, Chinese, and South Korea. The analysis results of other variables of on-board working characteristics showed that as crew's satisfaction of welfare increased, crew's professional consciousness increased, whereas the feeling of isolation from home and society had a statistically significant negative (-) impact on crew's professional consciousness. Furthermore, the analysis of multinational crew manning characteristics stated that cross-cultural acceptance did not have a statistically significant impact on the crew's professional consciousness, while cross-cultural adaptability had a statistically significant impact. This study emphasize the importance of the crew's professional consciousness and suggest how to enhance it, which allows crew to continue their career with the charm and pride of their profession.

• Journal of the Korean Society of Marine Environment & Safety
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• v.27 no.2
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• pp.266-274
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• 2021

Ship officers are subject to excessive job stress, which has negative physical and psychological impacts and may adversely affect the smooth supply and demand of human resources. In this study, a mobile web application was developed as a tool for systematic job stress measurement and management of officers and verified through quality evaluation. Requirement analysis was performed by ship officers and staff in charge of human resources of shipping companies, and the results were reflected in the application configuration step. The application was designed according to the waterfall model, which is a traditional software development method, and functions were implemented using JSP and Spring Framework. Performance evaluation on the user interface, confirmed that proper input and output results were implemented, and the respondent results and the database were configured in the administrator interface. The results of evaluation questionnaires for quality evaluation of the interface based on ISO/IEC 9126-2 metric were significant 4.60 for the user interface and 4.65 for the administrator interface in a 5-point scale. In the future, it is necessary to conduct follow-up research on the development of data analysis system through utilization of the collected big-data sets.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.283-313
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• 2019

The purpose of this study was to develop and examine the effectiveness of 'Coping Resources Improvement Program' designed for emerging adults experiencing psychosocial difficulties during college to work transition. Based on transition model of Scholossberg(1995), the program was developed to intervene in 4S (Situation, Self, Support, Strategy) required in the transition. Participants included 31 job applicants who are senior or above and were assigned to the experimental group (N=10), comparison group (N=10), and control group (N=11). Data to verify effectiveness were collected pre-, mid-, and post treatment. Results indicated that the level of coping resources and psychosocial difficulties in the transition changed significantly after the program and those changes were still maintained after a month in the experimental group. However, there were no statistically significant changes on job-search burnout and career-adaptability in all groups. The implication and limitation of the study and the suggestions for the future studies were discussed.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).