조선식산은행과 한국산업은행의 직원 채용: 연속과 차이

Abstract

Employees of the Chosen Shiksan Bank were divided into bank clerks, temporary assistants, and temporary workers, and each of these positions were filled according to level of education. Secondary school graduates were able to apply for the position of bank clerks, the main workforce in the bank. The bank first sent workers to each school to ask for recommendations. Those recommended graduates which passed a screening process were then hired by the bank. The hiring of bank clerks can therefore be seen as an indirect hiring process through the schools rather than a public recruitment process. This "distribution of recruitment by school" was based on academic elitism. The corporation left the selection process up to the schools, and the schools strengthened that internalized selection process through grades and life evaluations. The selection process shows the ethnic discrimination against Koreans to Japanese. Only one in five new employees hired was Korean. Even had more Koreans been hired, they wouldn't have been strong enough to threaten the Japanese power structure inside the bank. The colonial method of "distribution of recruitment by school" was also used by the Korea Development Bank after liberation until 1960. However, that system lost power around 1960. The number of people who were recommended by schools but eventually turned down raised. The screening process began to focus more on a test rather than an interview, and grades rather than human connections. One's alma mater naturally continued to be important, but the final deciding factor was his personal test scores. These changes were reactions to the rise in the number of universities and graduates at the time and the resulting intensified competition amongst potential employees. Of course, the union of banks and schools and the associated academic elitism did not disappear completely with these changes. The banks merely required the applicants to take another test to differentiate the growing number of applying students. In fact, competition and results-based philosophies, inherent parts of academic elitism, were strengthened.