ScholarWorks@숙명여자대학교

초록

Through establishing factories and marketing their products abroad, Korean carmakers have extended their business with many auto-parts makers. The so-called mother company, which purchases auto parts from vendor companies, requires vendor companies to train managers in order to communicate and cooperate with the mother company and create quality global products. The purpose of this study is to survey the training needs and assess the managers of small and mid-sized companies in the auto-parts industry. The study was conducted in three steps: (1) identifying managers’ competencies required by the top management and employees; (2) analyzing the difference in perception between managers and team members on the importance (the desired status) and the level of performance (the actual status) of the competencies; and (3) prioritizing the competencies by educational needs and providing reports to develop the instructional systems design and training programs. Data were collected through various research methods - survey of the needs, personal interviews, focus group interview, competency assessment survey, and SME meetings. The survey participants were selected randomly from among approximately 300 vendor companies. The collected data were processed with the statistical software PASW Statistics 18 and the statistical analysis comprised calculating the average, standard deviation, t-test, the Borich equation, and the Locus for Focus model. With the result, this research has found that. Firstly, managers need to possess eight leadership competencies –problem solving, being outcome-driven, change initiator, professional leader, communication, teamwork, customer orientation, and presenting visions - and twenty-four sub-competencies. Secondly, team members perceived a larger gap between the desired and the current status of the competencies than managers, that is, team members realized that managers needed to develop their leadership competencies. Thirdly, problem solving, communication, and teamwork (and the related eight sub-competencies: realizing problems, proposing alternatives, creative improvement, enhancing expertise, active listening, effective delivery, goal-orientedness, and conflict management) were identified as the higher priority competencies The contribution of this study is in informing the instructional systems design and program development for managers in small and medium-sized organizations.

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