[논문]선교자원관리의 효과적인 교육방법에 관한 연구

김티투란; 정중식; 정재용

doi:10.7837/kosomes.2012.18.6.563

선교자원관리의 효과적인 교육방법에 관한 연구
A Study on the Effective Teaching Method for Bridge Resource Management in Korea 원문보기

海洋環境安全學會誌 = Journal of the Korean society of marine environment & safety, v.18 no.6 = no.53, 2012년, pp.563 - 568

김티투란 (목포해양대학교 대학원) , 정중식 (목포해양대학교 국제해사수송과학부) , 정재용 (목포해양대학교 국제해사수송과학부)

초록
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2010년 STCW 마닐라 수정안은 항해사에게 선교자원관리에 대한 지식 및 기능에 관한 해기능력을 강제적인 사항으로 포함하고 있다. 본 연구는 선교자원관리의 관점에서 STCW 2010 개정안에 토대를 둔 국내 교육 프로그램의 적절한 방향을 제안한다. 선교자원관리 프로그램과 관련하여 그 내용 및 교육방법이 국내 교육프로그램에 대한 설문조사를 통하여 분석되었다. 그 결과로서 본 연구는 현재의 선교자원관리 교육 프로그램을 개선하기 위한 몇 가지 제안을 한다.

Abstract ▼ AI-Helper

In 2010 the Manila Amendments established the highest practicable standards for officers and engineers. This amendments includes knowledge, understanding, skills, and proficiency required for a deck officer in terms of the BRM (Bridge Resource Management) to reduce human errors, stated in the International Convention on Standards of Training, Cerification and Watchkeeping for Seafarers (STCW). This paper proposes a proper direction to improve BRM education program in Korea. In relation to the BRM program, its contents and education method were analyzed through the satisfactions survey for cadets and the experienced officers. As a consequence, this research gives several suggestions to improve the current BRM course.

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문제 정의

Apart from readjusting lecture time, this research seeks a proper direction to improve education method. Figure 2 showed that respondent satisfied with the current maritime accident case study.
The questionnaire is designed to quantitatively measure the current BRM education program in Korea. It focuses on the respondents with maritime background and practicing professionals in the maritime academy and industry. It uses the respondent’s “sea experience” and “position” or rank as variables.
This paper aims at improving the BRM teaching in terms of educational program for cadets and mariners. A questionnaire to the cadets and the experienced mariners was conducted to measure the effectiveness and improvement of BRM training program.
This paper studies a comprehensive the BRM education program in Korea. Based on the survey, the different steps that should be taken in order to design, implement, evaluate, and ensure the upgrading of a BRM education program have been suggested.
To provide the consistency among BRM programs, the unified guideline for BRM training is required. This paper suggests a proper direction to improve the current BRM program in Korea.
This paper suggests the proper direction to improve the BRM teaching program for cadets and seafarers based on the results of questionnaire survey conducted which is meant to measure the effectiveness of the program. This research surveyed respondents satisfaction related to the comtemporary BRM course in Korea.
This paper suggests the proper direction to improve the BRM teaching program for cadets and seafarers based on the results of questionnaire survey conducted which is meant to measure the effectiveness of the program. This research surveyed respondents satisfaction related to the comtemporary BRM course in Korea.
This survey showed that participants satisfied with the content of the current BRM program. However the respondents expect to focus on the maritime navigation equipments, communication, leadership, teamwork, simulation, and ECDIS practice to prevent maritime accidents.

제안 방법

This paper aims at improving the BRM teaching in terms of educational program for cadets and mariners. A questionnaire to the cadets and the experienced mariners was conducted to measure the effectiveness and improvement of BRM training program. This paper surveyed respondents’ satisfaction level related to the comtemporary BRM course in Korea.
Herein, this research suggests that the case study for the past maritime accidents should be included in every subjects and then in group-discussion to analyze maritime accident causes(Yin, 2003). All the case study needs to be designed with the real maritime accident that occurred. Also, lectures also prefer to use multi-media to present accident cases visually with the aid of images, sound and animation.
The domestic BRM education programme was initially designed on the basis of the STCW 2010 amendment(Jeong and Sung, 2011). The BRM course is conducted in a 3-day period and focuses on the harmonized behaviors among ratings, officer, master, and pilot. The course includes both lecture and simulation.
The questionnaire also evaluated the level of participants’ satisfaction on Maritime Equipment, Communication, Leadership, Teamwork and ECDIS practice.
The questionnaire is designed to quantitatively measure the current BRM education program in Korea. It focuses on the respondents with maritime background and practicing professionals in the maritime academy and industry.

대상 데이터

Out of 100 questionnaires distributed, 40 questionnaires were gathered from those who worked on board over than 1 year. 60 questionnaires were collected from the senior cadets of a maritime university in Korea. The reliability of the survey was tested by Cronbach’s α(Alpha) and result is presented in the Table 2 below:
This survey was carried out from April till June 2012. Out of 100 questionnaires distributed, 40 questionnaires were gathered from those who worked on board over than 1 year. 60 questionnaires were collected from the senior cadets of a maritime university in Korea.
This survey was carried out from April till June 2012. Out of 100 questionnaires distributed, 40 questionnaires were gathered from those who worked on board over than 1 year.

성능/효과

1, 2 and 3, proved that more than 70 % of respondents were “satisfied” with the current BRM education program, content, lecture time and teaching method.
However the respondents expect to focus on the maritime navigation equipments, communication, leadership, teamwork, simulation, and ECDIS practice to prevent maritime accidents. From the survey results, this paper suggested the BRM education method help BRM education program to operate the BRM education program effectively, flexibly.
Lastly, it analyzed Group 4 questions which are based on sea experience as shown in Fig. 3 where 19 % of the respondents with onboard experience over 36 months were “very satisfied” with BRM education program items, while 49 % under 36-months experience was “satisfied”.
The interpret regression coefficient result showed that the respondent’ satisfaction affected on Maritime Equipment’s satisfaction (βj=4.931, P-value=0.001), Communication’s satisfaction (βj=2.026, P-value=0.101), Leadership’s satisfaction (βj=2.580, P-value=0.053), Teamwork’s satisfaction (βj=3.344, P-value=0.039), Simulation’s satisfaction (βj=2.962, P-value=0.016), ECDIS practice’s satisfaction (βj=5.535, P-value=0.000).

참고문헌 (11)

Adams, Michael R.(2006), Shipboard Bridge Resource Management, NOR' EASTER PRESS, EASTER, pp. 83-98, pp. 139-148.
Asyali, E., O. Saatcioglu and A. G. Cerit(2006), Cooperative learning and teamwork effectiveness impacts of education period on cadets, Maritime Security and MET, pp. 337-338.
Barnett, Michael, David Gatfiels, and Claire Pekcan(2003), "A Research Agenda in Maritime Crew Resource Management", Proceedings of the International Conference on Team Resource Management in the 21st Century, pp. 1-3.
Edgar, Dale(1969), Audiovisual Methods in Teaching, 3rd Ed., New York, The Dryden Press, p. 108.
IMO(2010), Final Act of any instruments, Resolutions and Recommendations Resulting from the Work of the Conference, Resolution 2 the Manila Amendments to Seafarers' Training, Certification and Watchkeeping (STCW) Code, STCW/COF.2/34 ANNEX 1, pp. 35-36.
Jeong, Jae Yong and Yu Chang Sung(2011), Bridge Resource Management, Young-Tree Press, pp. 4-6.
Rothblum, Anita M.(2002), "Human factors in Incident Investigation and Analysis," 2nd International Workshop on Human Factors in Offshore Operations, Houston TX., pp. 61-66.
Schacter, Daniel L.(2001), The seven sins of memory: How the mind forgets and remembers, New York, Houghton Mifflin, pp. 60-73.
Winbow, A.(2002), "The Importance of Effective Communication," International Seminar on Maritime English; STCW and Human Element Section IMO, pp. 20-22.
Yin, Robert K.(2003), Case Study Research: Design & Methods, 3rd Ed., Applied Social Research Methods, Vol.5, London, SAGE Publications Inc., pp. 19-20.
Yousefi, H. and R. Seyedjavadin(2012), The Role of Human Factors and Bridge Resource Management in Reducing Maritime Casualties, TransNav Journal, Vol. 6, No. 3, pp. 391-396.

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선교자원관리의 효과적인 교육방법에 관한 연구
A Study on the Effective Teaching Method for Bridge Resource Management in Korea 원문보기

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선교자원관리의 효과적인 교육방법에 관한 연구 A Study on the Effective Teaching Method for Bridge Resource Management in Korea 원문보기

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선교자원관리의 효과적인 교육방법에 관한 연구
A Study on the Effective Teaching Method for Bridge Resource Management in Korea 원문보기

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