Recruiting Qualifications of the ID Profession and their Implication in Student Career Guidance

工業設計專業的求才條件及其在學生生涯輔導的意涵

楊敏英(Ming-Ying Yang) ； 游萬來(Man-Lai You) ； 陳斐娟(Fei-Chuan Chen)

《設計研究》 3期 (2003/07) Pp. 194-204

https://doi.org/10.30178/SJYJ.200307.0018

摘要

目前探討工業設計師應具備哪些專業知能的文獻，多半呈現一般性廣泛、多元的觀點，只有少部份針對產品開發過程中不同設計工作的內涵，或是企業設計部門與設計顧問公司產業型態的差異，而指出其所需的特定知能。本研究想了解目前台灣企業招聘工業設計相關專業的職稱及其求才條件的內容，並比較企業設計部門或設計顧問公司求才條件的差異。相較於直接訪談調查設計業者或設計教育界的專家意見，本研究從求職網站（2002年10月至2003年l月）及報紙的求職廣告（2002年6至10月），收集了台灣的工業設計相關工作265個，以內容分析法分析每項職稱所列出的求才條件。研究結果發現，工業設計專業相關工作涵蓋13項職稱，可歸類為工業設計、機構設計、及其他等三大類別，其中以ID的工作最多，共151個（57％），且工業設計專業相關人才的需求仍以企業設計部門為主，共216個（81.5％）。企業的求才條件可分為基本條件及知能要求，前者包括學歷、年齡、性別、年資、及其他經歷等，後者分為專業知能、一般知能、及個性與態度等三大類。知能要求最多前五項為熟悉3D繪圖軟體、基本的英語溝通能力、英語流利、2D軟體、創造力及想像力。除了3D繪圖軟體是企業設計部門及設計顧問公司共通要求的專業知能以外，前者較重視如英語能力等一般知能，後者則較強調如2D軟體、創造力及想像力等其他專業知能。工業設計相關工作的求才資訊不僅能讓學生了解目前職場上可就業的相關職稱、求才條件、及應具備的知能，並可協助設計教育界思考目前設計課程的安排，是否能符合不同產業、職稱及學生個別差異的需求。

關鍵字

工業設計 ； 求才條件 ； 設計生涯規畫 ； 要求知能 ； 設計教育

並列摘要

Although many studies have been done on what competencies industrial designers should have, little information shows which particular competencies are needed for the contents of different types of design work during the product development process, or for the various types of industry, such as in-house design departments or design houses. This study, mainly based on the perspective of career guidance for the ID students, aims to understand the various job titles currently relating to ID profession in Taiwan and their recruiting qualifications, and to compare the differences between in-house design departments and design houses. Instead of directly surveying design professionals' opinions, this research collects job opportunities within the ID profession from both twenty major job searching websites and the classified ads in two major newspapers in Taiwan from June 2002 to January 2003. Then content analysis was used to analyze recruiting qualifications requested by each job. Overall, 265 jobs are categorized into 3 groups: industrial design, mechanism design, and others, including 13 job titles within the ID profession. Recruiting qualifications are classified into basic requirements (education, age, gender, and others) and competency required (professional and general skills, personality and attitudes). The top five competencies are familiarity with 3D software, basic communication ability in English, fluency in English, 2D software ability, as well as creativity and imagination. Familiarity with 3D software is required by both in-house design departments (IHD) and design houses (DH). Overall, IHO place value more on general skills, and DH focus more on professional skills. Information about ID recruiting not only enables students to better understand the job market, but also helps design educators to consider whether or not design courses can satisfy different types of industry, job titles, and individual students' needs.

並列關鍵字

industrial design ； recruiting qualifications ； career guidance ； required competencies ； design education