어떤 요인들이 생산 직무들의 지적 숙련 요건에 영향을 미치는가?
What Affects the Intellectual Skills Requirements of Manufacturing Production Jobs?
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본 연구는 한국직업능력개발원의 『직무수행을 위한 숙련 요건 조사』 자료를 이용해서 생산 직무의 지적 숙련 요건에 영향을 미치는 요인들이 무엇인지에 관한 실증 분석을 시도하였다. 본 연구는 Koike(1994)와 Koike(2002)의 사례연구 결과들을 참조하고 순수한 논리적 추론을 통해서 다음과 같은 가설들을 도출하였다: 직무의 단순반복성은 지적 숙련요건을 낮추고, 생산 제품의 변화, 직무의 문제해결 포함, 컴퓨터 사용 증가 등은 지적 숙련요건을 높일 것이다 그 밖에 탐색과제로서 자동화기술이 지적 숙련 요건에 어떤 영향을 미칠지에 관한 실증분석도 시도하였다. 본 연구의 회귀모형은 OLS였고, 종속변수로는 기초적 인지숙련 요건들과 일반적 사고능력 요건 등을 사용하였다. 본 연구의 분석 결과들은 다음과 같다. 직무의 문제해결 포함과 컴퓨터 사용 등은 수학 요건, 글 읽기 요건, 글쓰기 요건, 일반적 사고능력 요건 등 4 가지 종속변수들에 대해서 통계적으로 유의한 양(+)의 영향을 미치고 있다. 직무의 단순반복성은 수학 요건, 글쓰기 요건, 일반적 사고능력 요건 등에 대해서 통계적으로 유의한 음(-)의 영향을 미치고 있다. 제품 종류의 변화는 수학 요건과 글쓰기 요건 등에 대해서만 최소한 약하게나마 통계적으로 유의한 양(+)의 영향을 미치고 있다. 마지막으로 탐색과제로 설정된 자동화기술은 글 읽기 요건과 일반적 사고능력 요건 등에 대해서 통계적으로 유의한 음(-)의 영향을 미치고 있다. 전체적으로 볼 때, 이상의 분석 결과들은 본 연구의 가설들을 대부분 지지하고 있다. 마지막으로 본 연구의 결과들을 요약·해석하고 정책적 시사점과 연구의 한계들을 논의하였다.
Abstract
This study conducts an empirical study on which factors affect intellectual skills requirements for manufacturing production jobs, utilizing Survey on Skills Requirements of Jobs administered by KRIVET. Improving upon the case study results of Koike(1994) and Koike(2002) and by pure reasoning, we draw the following hypotheses: Repetitive jobs will demand lower intellectual skills, and change in the types of products, involvement in problem-solving tasks, and use of computer will demand higher intellectual skills. Additionally we also explore how automation affects intellectual skills requirements. We estimate OLS whose dependent variables are basic cognitive skills (math, reading, writing) requirements and general thinking skills requirements. The results of this study are as follows. First, involvement in problem-solving tasks, and use of computer have statistically significant positive effects on math, reading, writing, and general thinking skills requirements. Second, repetitive job has statistically significant negative effects on math, writing, and general thinking skills requirements. Third, change in the types of products has, at least weakly, statistically significant positive effects on math and writing requirements. Fourth, automation has statistically significant negative effects on reading and general thinking skills requirements. Overall, most of our hypotheses are supported. Finally we summarize and discuss the empirical results and draw the practical implications.
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