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기타학술도서 |
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[확대 보기] |
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| 제목 |
선박 다양성 관리 |
| 저자 |
최진철 |
| 정가 |
23,000 원 |
| 출간일 |
2026.03.10 |
| 부가정보 |
쪽수
: 586 쪽 || 판형 : 신국판 |
| ISBN |
979 - 11 - 7342 -137 -2 (93300) |
| 주문여부 |
주문가능
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망망대해, 수십 명의 선원이 몇 달째 함께 먹고 자며 일한다. 국적도 다르고, 나이도 다르고, 자라온 환경도 제각각이다. 육지에서라면 스쳐 지나쳤을 사람들이 좁은 공간에서 한 팀이 되어 움직인다. 생각해 보면, 이건 꽤 놀라운 일이다. 물론 함께하다 보면 좋은 일이 대부분이겠지만, 때로는 오해가 쌓이고 서로 다른 방식이 부딪히기도 한다. 육지라면 그냥 자리를 피하면 그만이지만, 선박 위에서는 그럴 수 없다. 이 책은 그런 순간들을 외면하지 않는다. 세대 차이, 문화적 오해, 권력 남용, 부서 간 책임 떠넘기기까지—선박 위에서 실제로 일어날 법한 20가지 이야기를 통해 '다름'이 만들어내는 다양한 상황을 생생하게 들여다보며 묻는다. 우리는 서로의 다름을 어떻게 이해하고, 어떻게 함께 나아갈 수 있을까? 다양성은 거창한 구호가 아니다. 매일 마주치는 사람과의 관계이고, 불편함을 견디는 태도이며, 내가 모르는 사이 누군가를 배제하지 않으려는 작은 노력이다. 선원들의 이야기를 담았지만, 이 책이 건네는 질문은 선박 밖 어디서나 유효하다. 다양한 사람들과 일하고, 생활하고, 관계 맺는 모든 이들에게—이 책은 그 답을 함께 찾아가는 여정이 되어줄 것이다.
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PART 1 다양성 관리 교육 모형 개발 배경
1.1 해운산업과 다양성의 현주소 / 16
1.2 국내외 해운산업의 변화와 도전 / 18
1.2.1 글로벌 해운산업의 구조적 변화 ··········································18
1.2.2 한국 해운산업의 특수성 ···················································19
1.3 선원 인구 구조의 변화와 세대 간 차이 / 24
1.3.1 전 세계 선원 인구의 인구통계학적 변화 ······························· 24
1.3.2 Z세대 선원의 등장과 새로운 도전 ······································ 25
1.3.3 다세대 혼재와 갈등 양상 ················································· 26
1.4 다양성 기반 갈등 및 오해 상황의 증대 / 27
1.4.1 선내 갈등의 실태 ··························································· 27
1.4.2 갈등이 안전과 성과에 미치는 영향 ····································· 29
1.4.3 다양성 갈등의 숨겨진 비용 ·············································· 30
1.5 미래 선원교육(MET)의 방향: 인적 요인 및 문화 감수성 교육의 중요성 / 31
1.5.1 전통적 MET의 한계 ························································31
1.5.2 패러다임 전환의 필요성 ·················································· 33
1.5.3 문화 감수성 교육의 구체적 필요성 ····································· 34
1.5.4 사례 기반 학습(Case-Based Learning)의 교육적 효과 ············ 35
1.6 연구의 목적과 책의 구성 / 37
1.6.1 연구의 목적 ································································· 37
1.6.2 책의 구성 ···································································· 39
1.6.3 연구 방법론 ································································· 40
1.7 연구의 의의와 기대 효과 / 42
1.8 소결: 다양성 관리의 본질적 함의 / 44
참고문헌 • 46
PART 2 우화 ‘기린과 코끼리’를 통해 본 해운산업과 다양성 관리
2.1 우화 소개: 기린과 코끼리의 만남 / 50
2.2 우화를 해운산업에 적용하기 / 54
2.2.1 선박이라는 “기린의 집” ··················································· 55
2.2.2 누가 기린이고 누가 코끼리인가? ······································· 56
2.2.3 실제 사례로 보는 “기린의 집“ ··········································· 57
2.3 토론 질문(Discussion Questions)과 논의 / 59
2.4 우화가 주는 교훈 / 76
2.5 소결: 우화에서 실천으로 / 78
참고문헌 • 79
PART 3 선원 다양성 성숙 지수(Crew Diversity Maturity Index, CDMI) 모형 개발 과정 및 구성 원리
3.1 CDMI 개발의 이론적 배경: PDMI 모델 / 84
3.1.1 Roosevelt Thomas와 PDMI 모델의 탄생 ····························· 84
3.1.2 PDMI의 7단계 모델························································ 86
3.1.3 PDMI의 평가 방식 ························································· 89
3.2 PDMI에서 CDMI로: 해운산업 환경에의 적용 / 90
3.2.1 적용의 필요성 ······························································ 90
3.2.2 CDMI 개발 과정 ····························································91
3.2.3 CDMI의 구성 요소 ························································· 93
3.2.4 CDMI 평가 질문의 설계 원리 ··········································· 95
3.3 CDMI의 점수 체계 및 해석 / 97
3.3.1 점수 계산 방식 ····························································· 97
3.3.2 성숙도 수준 분류 ·························································· 97
3.3.3 해석 시 주의 사항 ························································100
3.3.4 CDMI 점수의 조직 수준 활용 ··········································101
3.4 웹드라마 형식의 교육 콘텐츠 개발 / 102
3.4.1 왜 웹드라마인가? ·························································102
3.4.2 웹드라마 제작 원칙 ·······················································104
3.4.3 QR 코드 시스템 ··························································105
3.4.4 교육 효과 극대화 전략···················································106
3.5 CDMI의 활용 방안 / 107
3.5.1 개인 차원 ···································································107
3.5.2 교육 기관 차원 ····························································108
3.5.3 해운 회사 차원 ····························································109
3.5.4 정책 당국 차원 ···························································· 110
3.6 CDMI의 한계 및 보완 방향 / 111
3.6.1 현재의 한계 ·································································111
3.6.2 보완 및 발전 방향 ························································ 112
3.7 소결: 다양성 성숙의 항로 정립 / 114
참고문헌 • 116
PART 4 사례 기반 선박 다양성 관리: 선원 다양성 성숙도 함양을 위한 사례 연구
4.1 구성 및 활용 방법 / 120
4.4.1 사례 선정 및 개발 과정 ··················································123
4.4.2 15개 카테고리 개요 ·····················································125
4.2 [카테고리 1] 위계질서 및 권력남용 / 126
시나리오 1: 계급의 벽 ···························································127
시나리오 2: 폭력의 사슬 ························································142
4.3 [카테고리 2] 성희롱 및 성차별 / 158
시나리오 3: 선을 넘다 ···························································159
시나리오 4: 부적절한 농담 ·····················································174
시나리오 5: 위계와 추행 ························································188
4.4 [카테고리 3] 종교 및 신념 갈등 / 203
시나리오 6: 신앙 강요···························································204
4.5 [카테고리 4] 문화 및 국적 차별 / 219
시나리오 7: 외로운 외국인 사관 ··············································220
시나리오 8: 수당의 진실 ························································236
4.6 [카테고리 5] 업무 갈등 및 의사소통 / 251
시나리오 9: 부서 간의 벽 ·······················································252
시나리오 10: 언어 폭력 ·························································267
4.7 [카테고리 6] 안전 및 불안 / 281
시나리오 11: 노후선박의 공포 ·················································283
4.8 [카테고리 7] 규정 위반 및 책임 / 297
시나리오 12: 음주와 책임 ······················································298
4.9 [카테고리 8] 오락 및 여가 갈등 / 312
시나리오 13: 강제된 놀이 ······················································313
4.10 [카테고리 9] 정치적 견해 차이 / 327
시나리오 14: 정치적 압박 ······················································328
4.11 [카테고리 10] 통신 장애 / 342
시나리오 15: 연결의 단절·······················································343
4.12 [카테고리 11] 종교적/문화적 식단 갈등 / 360
시나리오 16: 식탁 위의 차별 ···················································361
4.13 [카테고리 12] 성별 편견 및 차별 / 375
시나리오 17: 약한 여성이라는 편견 ··········································376
4.14 [카테고리 13] 업무 압박 및 부서 간 책임 갈등 / 391
시나리오 18: 압박 속의 선택 ···················································392
4.15 [카테고리 14] 편애 및 불공정 대우 / 408
시나리오 19: 배에선 인맥이 중요해 ··········································409
4.16 [카테고리 15] 언어폭력 및 오해 / 423
시나리오 20: 죽음의 협박 ······················································424
참고문헌 • 438
PART 5 마무리 - CDMI 기반 다양성 성숙도 향상 교육의 시사점 및 해운산업의 다양성 관리 방안
5.1 연구 요약 / 446
5.1.1 연구의 배경과 목적 ·······················································446
5.1.2 이론적 기반: PDMI에서 CDMI로 ·······································448
5.1.3 방법론: 사례 기반 학습과 웹드라마 ···································451
5.1.4 주요 갈등 카테고리 ·······················································453
5.1.5 교육 모델의 혁신성 ·······················································486
5.2 주요 연구 결과 및 시사점 / 488
5.2.1 다양성 갈등의 복합성 ····················································488
5.2.2 무의식적 편견의 만연 ····················································489
5.2.3 권력 관계의 중요성 ·······················································491
5.2.4 “기린의 집” 문제 ··························································493
5.2.5 세대 간 격차 ·······························································495
5.3 한계 및 향후 연구 방향 / 498
5.3.1 연구의 한계 ································································498
5.3.2 향후 연구 방향 ····························································502
5.4 해운산업의 다양성 관리 방안 / 505
5.4.1 개인 차원: 다양성 성숙도 향상 ·········································505
5.4.2 조직 차원: 포용적 선박 문화 구축·····································510
5.4.3 산업 차원: 시스템적 변화 ···············································521
5.5 최종 제언: 다양성에서 포용으로 / 526
5.5.1 다양성과 포용의 본질적 차이 ··········································527
5.5.2 “기린의 집”을 바꾸는 것 ·················································528
5.5.3 왜 다양성이 중요한가: 네 가지 근거 ··································530
5.5.4 변화는 가능하다 ··························································534
5.5.5 개인으로서 할 수 있는 것 ···············································535
5.5.6 조직으로서 할 수 있는 것 ···············································548
5.6 맺음말: 여정은 계속된다 / 557
참고문헌 • 560
부 록
[부록 A] CDMI 전체 평가지 (20개 시나리오 통합) / 568
사용 지침 ··········································································568
점수 해석 가이드 ·································································568
재평가 권장 주기 ·································································569
[부록 B] 추가 학습 자료 / 569
추천 도서 ··········································································569
추천 영상 ··········································································574
유용한 웹사이트 ·································································576
주요 인용 문헌 ···································································577
[부록 C] 용어 사전 / 580
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최진철
독일 뮌헨대학교에서 문화인류학과 문화 간 커뮤니케이션을 공부했다. 다국적기업 Continental社 독일 본사에 근무하며 기업 조직 내 다양한 문화정체성의 만남과 조우 현상을 관찰하고 분석하였다. 현재 국립한국해양대학교 항해융합학부 해사글로벌전공 교수로 재직하며 학생들에게 문화 다양성 시대의 소통과 협상에 대해 강의하고 있다. 삼성인력개발원, 현대자동차그룹, Siemens 등 국내외 기업의 실무자들을 대상으로 다양성 관리, 異문화 이해, 해외주재원 파견교육 등의 강의도 진행하고 있다.
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