ScholarWorks@숙명여자대학교

초록

This study aims to compare and analyze the training courses for employees in Korea's Public Employment Service (PES), focusing on outplacement support service employees. The analysis intends to propose practical improvements to the training curriculum to enhance the professionalism of outplacement service workers. The CIPP model was used to analyze the training courses. The study subjects were public institutions, private institutions, and corporate employees who attended outplacement support service training programs. The public sector included outplacement support service workers employed at Seoul City Public Service Centers and Employment Centers, the private sector comprised employees of outplacement support consulting firms, and the corporate sector included outplacement support workers at Company S. The diagnostic results showed that in the context evaluation, there was a high degree of suitability in terms of reflecting changes in the labor market, but a low degree of responsiveness to learners' needs. In the input evaluation, the educational planning, content composition, and physical resource allocation were high, while the allocation of human resources was low. In the process evaluation, lecture planning and course management quality was high, but the teaching methods and instructors' expertise needed to be higher. The output evaluation showed high satisfaction with educational goals but low satisfaction with course improvement and instructors. An analysis of factors affecting the output evaluation revealed that all areas had a significant impact, with the process evaluation having the most excellent effect (t = 13.63, p < .001). Based on the research results, the following recommendations for improving the outplacement support service training curriculum are proposed. First, the course content and methods must consistently address learners' needs by identifying and resolving practical issues. Second, the curriculum should adapt to the digital transformation in the labor market and employment services. Third, to support a variety of outplacement support service recipients, the curriculum should encourage interaction through diverse teaching methods to share case studies and propose solutions. Fourth, educational content should address social changes brought about by artificial intelligence and carbon neutrality to equip the workforce better.

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