earticle

영어

Many researches have emphasized necessary key competencies at the workplace in recent years because we have faced changes in the world of work and the implications of those changes for learning. However, colleges do not recognize rapid changes in workplace. Meanwhile, colleges do not prepare their students for work. In other words, colleges do not establish and develop programs and curricula which are included with basic skills, thinking skills, and personal qualities. Therefore, this study was to examine key competencies which students needed to succeed at workplace. The purpose of this study was to suggest the direction and strategies for improving of key competencies-communication skills, technology information application skills, interpersonal skills, communication skills, work ethics-for a success vocational life of college graduates. Specially, this study investigated necessary skills for reinforcing lifelong employability, analyzed needs of employees who took charge of students in the workplace, and provided practical strategies to promote students’ competencies. In order to achieve the purpose, this study examined the necessary skills of foreign countries and investigated needs analysis of employees about subcategories of key competencies. Data were collected through questionnaire supervisors who took charge in the workplace. The questionnaire consisted of thirty five questions which were six categories of necessary skills in the workplace. Results could not generalized to other colleges because this survey was conducted to M college students. Results of survey revealed that problem solving skill was the lowest one among the six categories of key competencies, and the second lowest one was communication skills and self-development. Otherwise, work ethics was the highest. Especially on problem solving skill, it appeared that followed words arrange the lowest in order-‘Students suggest innovative and unique idea to solve the problem.’ ‘Students constantly monitor their actions in order to solve the problem.’ ‘Students set up practical target to solve the problem.’ ‘On communication skill, supervisor’ response of question ‘Students are proficient in presentation skills.’ was the lowest and it of ‘Students communicate effectively in writing to clearly get across their ideas.’ was the second lowest on. Otherwise, on self-development, response on the ‘application of know-how and technology’ and ‘career development’ was relatively low in other terms. The major achievements from this study’s results were as follows. Programs of key competencies should be leaded, supported and operated by government, college, and each department in order for college students to acquire necessary key competencies. First, government should have concern, support financially, and suggest guideline for key competencies. Second, college should encourage and provide programs for students to reinforce their abilities. College should also develop simple manuals, divided into skill levels from basic to advanced, for each department. Especially, college systems should be integrated with students’ needs and institutions’ needs to be comparative. and investigated to demands of government, college, and department of key competencies. Third, each department should help students to have fundamental skills needed to succeed in the world of work. In order to do so, each department should understand how curriculum and instruction were changed to enable students to be comparative. Curriculum should be revised and redeveloped regularly by analyzing needs of industries and students. Last, government, college, and each department should be cooperative to efficient delivery and participate in teams for operating programs effectively. This study examined needs of supervisors who coached students in field about key competencies. But it will be needed to survey the students’ needs in key competencies. Therefore, it will be necessary the follow-up studies which include gap analysis on the difference between a recognition of supervisors guided students at training place and it of students’s about key competencies

한국어

본 연구는 전문대학 졸업생이 급변하는 직업 환경 속에서 평생에 걸쳐 직업생활을 영위하는데 필요한 직업기초능력-문제해결능력, 기술 정보 활용, 대인관계능력, 의사소통능력, 직업윤리, 자기개발-을 증진시키기 위한 운영방향 및 구체적인 지원방안을 제시하는데 목적이 있다. 본 연구목적을 달성하기 위하여 외국의 사례 분석과 현장에 근무하는 실습 담당자를 대상으로 전문대학 학생들이 강화해야 할 직업기초능력을 조사하여, 그 결과를 바탕으로 직업기초능력 강화 방안을 제시하였다. 본 연구는 M대학 학생들을 대상으로 조사하였기 때문에 연구결과를 전체 전문대학 재학생으로 일반화하는 데는 한계가 있다. 설문조사결과, 직업기초능력 여섯 영역에 있어서 보통수준 이상의 능력을 가지고 있으며, 이중 ‘문제해결능력’이 가장 낮고 그 다음이 ‘의사소통능력’과 ‘자기개발’인 것으로 나타났다. 반면 직업윤리가 가장 높게 나타났다. 그리고 의사소통능력이 뛰어난 학생일수록 다른 영역도 뛰어난 것으로 보고 있었다. 특히 문제해결능력에서는 문제해결을 위한 ‘참신하고 독특한 아이디어 제시’ 및 ‘자신의 활동에 대한 모니터링’, ‘실현가능한 목표 및 방향 설정’ 능력이 낮았으며, 의사소통능력에서는 ‘보고서 작성’ 및 ‘프리젠테이션’ 능력이 비교적 낮은 것으로 나타났다. 한편, ‘자기개발능력’에서는 ‘알고 있는 지식과 기술의 활용’ 및 ‘자신의 능력에 대한인식’ 측면이 상대적으로 낮다고 응답하였다. 또한 직업기초능력 중 ‘대인관계능력’, ‘의사소통능력’ 그리고 ‘직업윤리’에 있어서 학과 간에 약간의 유의미한 차이가 있는 것으로 나타났다. 이러한 조사결과를 반영하여 본 연구에서 제시한 직업기초능력 증진 방향 및 운영방안은 다음과 같다. 즉, 직업기초능력 프로그램 운영은 학생들의 평생고용가능성을 유지하기 위해 필요한 직업기초능력을 습득하도록 하되, 직업기초능력을 체계적으로 습득할 수 있도록 정부, 대학, 학과 차원에서 직업기초능력에 대한 요구조사를 실시하고, 이를 반영하여 직업기초능력을 수준별로 구분하여 운영하되 통합적이고 협력 체제를 구축하는 것이 요구된다. 특히 학년별 혹은 단계별로 진행될 수 있도록 프로그램을 설계한다. 본 연구는 현장에서 실습생을 지도하고 있는 담당자를 대상으로 직업기초능력에 대한 요구를 조사하였으나 후속연구로 실습생을 대상으로 요구조사를 함으로써, 실습생이 스스로 부족하다고 인식하는 영역과 현장 담당자가 실습생에게 인식하는 능력간의 차이 분석이 이루어져야 할 것이다