The purpose of this study was to develop a competency model of craft instructors and analyze educational needs. The research questions are: First, what are the competencies that craft instructors must have and have they been properly derived? Second, ...
The purpose of this study was to develop a competency model of craft instructors and analyze educational needs. The research questions are: First, what are the competencies that craft instructors must have and have they been properly derived? Second, what are the training needs for the competencies of craft instructors? To this end, a provisional competency model was derived by collecting data on the competency of craft instructors based on literature review and behavioral event interviews, and revised through expert review. To confirm the suitability of the competency model, a questionnaire was conducted to 98 craft instructors. As a result, the competency model of the craft instructor consisted of 14 competencies and 46 behavioral indicators in all 4 competency groups. For the feasibility analysis, using SPSS, descriptive statistics (percentage, frequency average, standard deviation) and corresponding sample t-test were used to confirm competency groups and behavioral indicators, and both were found to be valid.
The research results are as follows. First, the competency model of craft instructors was derived into 14 competencies from 4 competency groups: artistic competency group, teaching competency group, social competency group, and self-development competency group. The artistic competency group includes artistic expression competency, creative competency, and utilization of artistic integration competency, and consists of behaviors required to express and utilize works as a craft instructor. The instructional competency group consists of training needs analysis competency, instructional design competency, execution of education competency, and educational evaluation and complementary competency. Considering the characteristics of practical skill-oriented craft education, it includes behaviors to understand the characteristics of learners and educational institutions well in terms of performing educational activities, and to plan and implement education according to their training needs. The social competency group includes interpersonal relationship competency, communication competency, problem-solving competency, learning support competency, and operational management competency. It consists of behaviors that form intimate relationships with learners and stakeholders through empathy and cooperation, also to quickly and accurately process learning support and related tasks required for learners. The self-development competency group corresponds to professional development competency and change management competency, and consists of ceaseless efforts to maintain the professionalism of craft instructors in the trend-sensitive and fast-changing craft market, and actions that respond to changes in the environment and era.
Second, as a result of surveying the possession, importance, and necessity of training for each competency through a questionnaire on the competency model of craft instructors, 18 differences in competency and behavioral indicators were found which confirmed the need for training.
The training needs survey confirmed both the Borich needs formula and The Locus for Focus model. As a result, the behavioral indicators with high training needs and high differences in importance and needs appeared to be as 11-2. To make integrated education possible by providing knowledge about crafts to learners and 14-1. Have sensitivity on the changes in the trend and craft market.
The conclusions drawn through this study are as follows. First, in the artistic competency group of craft instructors, the validity of artistic expression competency, creative competency, and utilization of artistic integration competency was confirmed. Second, in the craft instructor’s instructional competency group the importance of training needs analysis competency, instructional design competency, execution of education competency, and educational evaluation and complementary competency were identified. Third, in the social competency group of craft instructors, the necessity of training was highest in terms of interpersonal relationship competency, communication competency, problem-solving competency, learning support competency, and operational management competency. Fourth, from the self-development competency group of craft instructors the professional development competency and change management competency showed the highest needs for training.
Based on this, as a result of analyzing the necessity of training to improve the competency of craft instructors, the developed competency model and training needs analysis of craft instructors will provide a measure of the competency that craft instructors must possess. It will be useful when selecting craft instructors with superior competency within the organization. In addition, it is expected to be helpfully used as a basic data on establishing a retraining plan or developing a curriculum to reinforce competency and to form the competency that a craft instructor must posses within the organization which trains craft instructors.