이 연구의 목적은 중소기업 근로자 대상 교육과정 중 가장 니즈가 많은 것으로 나타난 마케팅, 인사, 회계, 생산관리 분야에 요구되는 역량을 도출하여 이를 기반으로 역량 기반 교육과정(Competency-Based Curriculum; CBC)을 개발하는데 있으며, 이를 통해 중소기업 근로자의 직무전문역량을 향상시킬 수 있도록 돕고자 한다. 본 연구는 역량을 기반으로 개발된 교육프로그램 뿐 아니라 직무별 역량진단 도구 및 TRM(Traning Road Map)을 제공함으로써 프로그램을 이용하기 위해 자신의 현재 상태를 주도적으로 진단하고 스스로 경력개발 경로를 구축할 수 있도록 하였으며 더불어 본 교육 프로그램의 성공적인 시행을 위한 운영방안에 대해 제언하였다. 이 연구를 진행하게 된 배경은 2007년 산업인력공단에서 중소기업 근로자의 핵심직무능력 향상훈련지원분야를 확대하고자 하는 국가의 요구에 맞추어 진행한, 이찬 외(2007)의 ⌜근로자 경력개발 지원체계 방안연구⌟ 연구에서 사무활동분야별 직무교육 필요성에 대해 조사한 결과, 마케팅, 인사관리, 회계, 생산관리 분야의 교육과정에 대한 니즈가 가장 높게 나타났으며, 제언으로써 4개 직무분야에 대한 직무역량도출 및 역량기반 교육과정개발에 필요성을 언급한 바 있어 본 연구에서 이를 수행하게 되었다. 본 연구의 특징은 중소기업 근로자들을 위해 기존에 제공되었던 교육과정과 차별화하여 근로자들이 자신의 직무를 수행하면서 요구되는 역량을 도출하여 이를 바탕으로 교육과정을 개발함으로써 실제로 업무수행에 필요한 역량을 향상시킬 수 있도록 시도했다는 점과 스스로 경력개발 경로를 구축해나 갈 수 있도록 자가진단도구와 학습경로 로드맵을 함께 제시하였다는 점을 들 수 있다.

Based on “Research to Create a Support System to Support Worker’s Career Development: Focusing on Office Workers”(Lee et al., 2007), The four areas of marketing, personnel, accounting, and production management were selected as those most requiring educational needs. With the aim of helping to develop Competency-based Curriculum(CBC) based on the four areas of Office Work, this research first derived competencies related to four areas of Office Work's duties through workshops and interviews then used these competencies to develop CBC, including measurement tools, road maps etc. the Procedures of CBC Development employed the following competency modeling after synthesizing the above research. a) In order to examine the results of a particular task, the results of various tasks were derived and grouped according to significant similarities. b) After examining and defining the competency necessary to achieve results, the knowledge, technology and attitude(K.S.A.) and behavior index was derived. c) After conducting interviews in order to determine the validity of the competency derived, the competency modeling was finally decided upon. After the competency modeling, the following methods considered most appropriate for educational process development were chosen (Kim e. al., 2005). Development of educational process after grouping the knowledge, technology, attitude (K.S.A.) into those with similar meanings Development of educational method after deciding on the priority of the competencies, creating the competency matrix, and formulating the program according to each unit Formulating a TA-centered program after determining the priority of the competencies and making a competency matrix.

Based on “Research to Create a Support System to Support Worker’s Career Development: Focusing on Office Workers”(Lee et al., 2007), The four areas of marketing, personnel, accounting, and production management were selected as those most requiring educational needs. With the aim of helping to develop Competency-based Curriculum(CBC) based on the four areas of Office Work, this research first derived competencies related to four areas of Office Work's duties through workshops and interviews then used these competencies to develop CBC, including measurement tools, road maps etc. the Procedures of CBC Development employed the following competency modeling after synthesizing the above research. a) In order to examine the results of a particular task, the results of various tasks were derived and grouped according to significant similarities. b) After examining and defining the competency necessary to achieve results, the knowledge, technology and attitude(K.S.A.) and behavior index was derived. c) After conducting interviews in order to determine the validity of the competency derived, the competency modeling was finally decided upon. After the competency modeling, the following methods considered most appropriate for educational process development were chosen (Kim e. al., 2005). Development of educational process after grouping the knowledge, technology, attitude (K.S.A.) into those with similar meanings Development of educational method after deciding on the priority of the competencies, creating the competency matrix, and formulating the program according to each unit Formulating a TA-centered program after determining the priority of the competencies and making a competency matrix.

Office Work Competencies, Competency Modeling, Competency-Based Curriculum