• Journal of Information Technology Services
• /
• v.21 no.4
• /
• pp.27-61
• /
• 2022

In order to improve project performance by analyzing the effects of the project manager's leadership competency and the individual competency of the project participants on the project performance, this study examines the effect. In this study, a research model and hypothesis were established to understand the causal relationship between leadership competency, individual competency, and project performance, and a survey was conducted based on this. Overall, it was found that the leadership competency of the project manager and the individual competency of the project participants had a positive effect on the project management performance, the project leadership competency had a positive effect on the completion performance, and the project participant individual competency had a negative effect on the completion performance. As a result of analyzing the effect of the project manager's core competency on the project management performance according to the amount or period of the project type, which is the moderating variable, it was found that there was no moderating effect on the management performance. For the success of the SI project, it is most important to understand the project characteristics well and select a PM suitable for the characteristics, and methods for nurturing excellent project managers should be further studied. In addition, it is expected that it will be possible to identify the effect of project manager leadership competency and participant competency on project performance based on sophisticated research design for more competent PM selection.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.3
• /
• pp.593-604
• /
• 2024

This study examined the effect of leadership competence on job embeddedness among child co-residence workers to mitigate the negative impact of human resource management on their low job tenure and treatment. The study initially tested the mediating effects of social capital and organizational culture between the two variables, thereby suggesting ways to enhance job attendance among workers in children's shared family homes. The results of the study are as follows. Leadership competencies among child co-residence workers were found to have a positive effect not only on job embeddedness but also on social capital and organizational culture. Social capital and organizational culture were identified as mediators in the relationship between leadership competencies and job commitment The primary significance of this study lies in its identification of the relationship between leadership competence and job attendance - a factor previously overlooked. This finding offers a pathway to increase job attendance. Furthermore, the study expands the scope of relevant variables to include leadership competence, social capital, and organizational culture. Finally, it sheds light on the mediating effects of social capital and organizational culture on the relationship between leadership competence and job embeddedness.

• The Korean Journal of Emergency Medical Services
• /
• v.23 no.2
• /
• pp.7-18
• /
• 2019

Purpose: This study aimed to determine the core competencies for 119 emergency medical technicians (EMTs) and to provide evidence for the development and utilization of 119 EMTs, education and training programs. Methods: Data were collected with a questionnaire that consisted of items on the general characteristics of the subjects (8 items) and importance and satisfaction levels for 10 competencies, including 34 items on subfactors. The Borich Needs Assessment Model was used in designing the questionnaire. A locus for focus model was used to derive the top priority competencies for the improvement of core competency in the profession. Data were analyzed with by SPSS ver.21 (IBM, Armonk, NY, USA). Results: The core competencies for 119 EMTs were derived from technical competency, information competency, communication competency, problem-solving competency, self-development competency and interpersonal competency. In addition, among the sub-factors of these competencies, 16 abilities (including leadership), ability to apply technical knowledge, technical comprehension, conflict management ability, ability to create documents, problem handling ability, ability to think, technical selection ability, and computer literacy were included in the priority category. Conclusion: This study derived and presented the core competencies for 119 EMTs to enable them to meet the modern day requirements of their roles, which may contribute to enhancing their professionalism.

• Journal of the Korean association of regional geographers
• /
• v.17 no.4
• /
• pp.477-492
• /
• 2011

The purpose of this study is to analyze korean youths' educational experiences and their global leadership competencies and to present good methods for global leadership education. In this global society, students are required to be proactive global leaders. To achieve the research goal, I used the methods of literature review and survey, To conduct the survey, I selected 200 9-grade students in Kyonggie Do. The questionaires were composed of 2 parts such as global perspective and cultural literacy, The research results are as follows. First, students should have a vision as a global citizen. Second, they should develop problem-solving skills of global issues, Third, other cultures learning should be strengthened. Fourth, diversification of cultural diversity education should be accomplished. Fifth, education of awareness of global society, global issues, and other cultures rather than only languages learning for global leadership education should be accomplished. Sixth, global education in geography education should be strengthened.

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

• Korean Medical Education Review
• /
• v.23 no.1
• /
• pp.23-36
• /
• 2021

Residents serve as educators who teach patients, medical students, fellow residents, and other medical personnel while being trained as learners. The purpose of this study was to review the literature on the competencies, perceptions, and educational status of residents as teachers, and to suggest appropriate competencies and curricular components. A literature review was conducted and resident-related institutional homepages were searched. Many countries are developing the educational competencies of residents as teachers and implementing educational programs. Residents most often taught clinical knowledge and clinical skills to patients, medical students, fellow residents, and other medical professionals, and recognized the importance of education, the joy of teaching, and the role of teachers; however, the task of teaching was burdensome. Based on these findings, competencies and educational programs for the resident as teacher are proposed. The competencies consist of the five stages of ACCESS (active learner, clinical teacher, curriculum developer, educational scholar, social communicator, supervisor/leader), and specific teaching content, methods, and assessment methods are suggested to develop these competencies. Educating residents to develop their competencies as teachers is very important as a way to foster lifelong learning skills, help others, and assist in leadership roles.

• Journal of Korean Academy of Nursing Administration
• /
• v.21 no.5
• /
• pp.575-586
• /
• 2015

Purpose: The purpose of this study was to provide a concept analysis of nursing leadership. Methods: The concept analysis process of Walker and Avant (2011) was used. A review of the literature was conducted using several databases, including PubMed, CINAHL, Ovid-Medline, DBpia, and KISS. The databases were searched using the following terms 'nursing leadership', 'nursing' & 'leadership', and 'nurse & 'leadership', and for studies published from January 2000 to March 2015. Strict inclusion and exclusion criteria were applied. Results: Analysis of these studies indicated nursing leadership attributes were individual growth, collaboration, nursing excellence, creative problem solving, and influence. The antecedents of nursing leadership were the individual maturity level, construction of mutual trust and confidential relationships, and a job requirement. The consequences were improvement in nursing productivity, development of a supportive work environment, and satisfaction with the nursing profession. Conclusion: The findings in this study provide a definite concept of nursing leadership. The findings also provide the theoretical evidence for the development of nursing leadership competencies in nursing students and professional nurses.

• Korean Medical Education Review
• /
• v.18 no.2
• /
• pp.83-89
• /
• 2016

The purpose of this study was to elucidate to what extent the goals of the leadership training program implemented in a medical college were achieved. Study subjects consisted of 74 first-year premedical students at the College of Medicine of The Catholic University of Korea. All participants completed two questionnaires: an 18-item self-leadership questionnaire asking self-expectation, rehearsal, goal setting, self-rewards, self-judgment and constructive thinking, and a 28-item self-efficacy questionnaire asking preference toward difficult work, efficacy of self-control, and confidence before and after the leadership training program. Students also competed a program satisfaction survey after the program. The collected data were analyzed with a paired t-test, descriptive statistics by IBM SPSS ver. 20.0 (IBM Co., Armonk, NY, USA). Students' overall satisfaction with the program scored 4.06 out of 5. The scores of self-leadership and self-efficacy increased after the leadership training program except for 'confidence' in self-efficacy. The results indicate that an intensive leadership program in a short period of time could help to enhance social competencies such as communication skills, empathy, self-reflection, and teamwork of premedical students.

• Journal of Fisheries and Marine Sciences Education
• /
• v.28 no.1
• /
• pp.300-314
• /
• 2016

The purpose of this study was to examine the effects of small-group discussion and panel discussion as teaching and learning methods on college students' competencies of communication, problem-solving and leadership in a general education course. Participants were 52 college students, and they participated in the 13-session lessons. The data from questionnaires collected before and/or after the experiment were analyzed using a paired t-test and percent. The results were as follows. First, each 'total' competency in communication, problem-solving and leadership was increased statistically significant after the experiment. Second, in subdomains of each key competency, 'directed communication' and 'understanding the perspective of others' in communication, and 'divergent thinking', 'decision-making' and 'assessment' subdomains in problem-solving, and all subdomains in leadership were increased statistically significant after the experiment. Based on the results and students' opinions about discussions, the education implications for small-group discussion and panel discussion were discussed.

• Journal of Technology Innovation
• /
• v.23 no.2
• /
• pp.55-80
• /
• 2015

This Study's topic is to study on the effects of core competencies as such as leadership, strategic competences' influence towards the university-industry cooperation on technology transfer and education performances. First, the existing studies and literatures have been reviewed. Second, the nationwide surveys were conducted. In results, the leadership competence did not have any impact on the operation performances. Strategic competence did not have any impact on the technology transfer, but it influenced the education performance. Human resource competence also did not have any influence on the managing performances, but it has been analyzed that the R&D competence had an influence over the technology transfer part of the managing performance. The University-Industry Cooperations create an opportunity and secures competencies for the enterprise, it also enhances the R&D competency of University and provides supports in nurturing the human resources. Especially, the strategic competency amongst the independent variables has influenced the education performance.