subcomitÉ de factor humano, formaciÓn y guardia · 2020. 6. 3. · colreg, iala, navigation...

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SUBCOMITÉ DE FACTOR HUMANO, FORMACIÓN Y GUARDIA 7º periodo de sesiones Punto 3 del orden del día

HTW 7/3/3/Add.1

28 febrero 2020 Original: INGLÉS

Difusión al público antes del periodo de sesiones: ☒

VALIDACIÓN DE LOS CURSOS MODELO DE FORMACIÓN

Proyecto de curso modelo revisado 1.22 sobre gestión de los recursos del puente

Nota de la Secretaría

RESUMEN

Sinopsis: En este documento se facilita el proyecto de curso modelo revisado 1.22 sobre gestión de los recursos del puente.

Principios estratégicos, si son aplicables:

1

Resultados: 1.3

Medidas que han de adoptarse: Véase el párrafo 2.

Documentos conexos: HTW 7/3/3.

Generalidades 1 En el anexo de este documento figura el proyecto de curso modelo revisado 1.22 sobre gestión de los recursos del puente al que se hace referencia en el documento HTW 7/3/3. Medidas cuya adopción se pide al Subcomité 2 Se invita al Subcomité a que examine el proyecto de curso modelo revisado 1.22 sobre gestión de los recursos del puente, que figura en el anexo, junto con el informe del Grupo de examen, que figura en el documento HTW 7/3/3, y a que adopte las medidas que estime oportunas.

***

HTW 7/3/3/Add.1 Annex, page 1


ANNEX

DRAFT REVISED MODEL COURSE ON BRIDGE RESOURCE MANAGEMENT

Model Course 1.22

BRIDGE RESOURCE MANAGEMENT

2020 Edition

London, 2020



ACKNOWLEDGEMENTS

The International Maritime Organization (IMO) wishes to express its sincere appreciation to Dokuz Eylul University Maritime Faculty

and the Republic of Turkey for the valuable assistance and cooperation in the development of this model course.

Copyright © International Maritime Organization 2020



Foreword

[To be inserted by the Secretariat] Secretary-General



Contents

Introduction 1

Part A: Course framework 8

Part B: General outline 13

Part C: Detailed outline 15

Part D: Instructor manual 26

Part E: Evaluation and assessment 40

Appendix I: Non-technical skills assessment example 52

Appendix II: Technical skills assessment example 57

Appendix III: Example scenario 58

Appendix IV: Guidance on the implementation of IMO model courses 59

Appendix V: Instructor feedback on model course 76



Introduction ■ Purpose of the model course The purpose of an IMO model course is to assist organizations that focus on maritime training with the development and introduction of new training courses. This also includes the updating and improvement of existing courses so that the quality and effectiveness of seafarers' training may be consistent internationally.

It is not the intention of the model course programme to present instructors with a rigid "teaching package" which they are expected to "follow blindly". Nor is it the intention to substitute audiovisual or "programmed" material for the instructor's presence. As in all training endeavours, the knowledge, skills and dedication of the instructors are the key components in the transfer of knowledge and skills to those being trained through IMO model course material. Rather, this document should be used as a guide. Parties should modify this course to suit their respective training programmes. Because the educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably throughout the world, the model course material has been designed to identify the basic entry requirements and trainee target group for each course in universally applicable terms, and to specify clearly the technical content and levels of knowledge and skills necessary to meet the intent of the applicable IMO instruments. ■ Use of the model course To use the model course, instructors should review the General outline and Detailed outline, taking into account the information on the entry standards specified in the Course framework. The actual level of knowledge and skills and prior technical education of the trainees should be kept in mind during this review, and any areas within the detailed syllabus which may cause difficulties because of differences between the actual trainee entry level and that assumed by the course designer should be identified. To compensate for such differences, instructors are expected to delete from the course, or to reduce the emphasis on, items dealing with knowledge or skills already attained by the trainees. Instructors should also identify any academic knowledge, skills or technical training which they may not have acquired. By analyzing the detailed syllabus and the academic knowledge required to allow training in the technical area to proceed, instructors can design an appropriate pre-entry course or, alternatively, insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course. Adjustment of the course objectives, scope and content may also be necessary if the trainees completing the course are to undertake duties which differ from the course objectives specified in the model course. ■ Lesson plans Having adjusted the course content to suit the trainee intake and any revision of the course objectives, instructors should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains specific references to the teaching material proposed to be used in the course. Where no adjustment has been found necessary in the learning objectives of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist the instructor in the presentation of the material.



■ Presentation The presentation of concepts and methodologies should be repeated in various ways until instructors are satisfied that the trainee has attained each specific learning objective. The Detailed outline (part C) is laid out in learning-objective format and each objective specifies what the trainee should be able to do as the learning outcome. ■ Implementation For the course to run smoothly and to be effective, considerable attention should be paid to the availability and use of:

• properly qualified instructors, facilitators;

• relevant support staff;

• teaching and other spaces;

• appropriate equipment and teaching aids;

• videos, multimedia presentations;

• textbooks, appropriate technical papers etc.; and

• other relevant reference material. Thorough preparation is the key to successful implementation of the course. IMO has produced Guidance on the implementation of IMO model courses, which deals with this aspect in greater detail and is included as an appendix to this course. ■ Training and the STCW Convention The standards of competence that have to be met by seafarers are defined in part A of the STCW Code. This IMO model course addresses the competences and the training required to achieve the standards for the knowledge, understanding and proficiencies (KUPs) set out in table A-II/1 and paragraph 8 of section A-VIII/2 of the STCW Code. Part A provides the framework for the course with its aims and objectives and notes on the suggested teaching facilities and equipment. A list of useful teaching aids, IMO references and textbooks is also included. Part B provides an outline of lectures, demonstrations and exercises for the course. Part C gives the detailed teaching syllabus. This is based on the theoretical and practical knowledge specified in the STCW Code. It is written as a series of learning objectives, in other words what the trainee is expected to be able to do as a result of the learning experience. Each of the objectives is expanded to define a required performance of knowledge, understanding and proficiency. IMO references, textbook references and suggested teaching aids are included to assist instructors in designing lessons. Part D gives guidance notes and additional explanations to instructors on the topics and learning outcomes listed in part C. For the various topics, this part presents subject matter details, activities and recommended presentation and assessment techniques.



Part E presents a generic guide on effective evaluation and assessment of trainees. Parts C and D of this model course address the generic subject matter of part E in greater detail. Mandatory provisions concerning Training and Assessment are given in Section A-I/6 of the STCW Code that covers: qualifications of instructors, facilitators, supervisors and assessors; in-service training; assessment of competence; and training and assessment within an institution. Evaluation of competence should be designed to consider the different methods of assessment. ■ Responsibilities of Administrations Administrations should ensure that the training courses delivered meet the standards of competence required by the STCW Code. ■ Validation The guidance contained in this document has been validated by the Sub-Committee on Human Element, Training and Watchkeeping for use by Administrations and training providers in developing relevant training programmes for the effective implementation of uniform minimum standards for training and certification of seafarers. Validation in this context means that the Sub-Committee has found no grounds to object to the contents of this model course, but has not granted its approval to the document, as the Sub-Committee does not consider any model course to be an official interpretation of IMO Instruments.



Part A: Course framework ■ Aim The overall aim of this model course is to meet the mandatory minimum standard of competence for seafarers for the competence: Maintain a safe navigational watch, in particular bridge resource management in column 2 as specified in function of navigation at the operational level in table A-II/I of the STCW Code. ■ Scope This course is theoretical and practical including a simulator exercise considering table A-II/1 and paragraph 8 of section A-VIII/2 of the STCW Code. ■ Objective The objective of this course is to provide trainees with guidance and information to gain knowledge, understanding and proficiency (KUP) required to achieve the objectives of the learning outcomes to demonstrate the standard of competence for all seafarers assigned shipboard duties as set out in tables A-II/I and paragraph 8 of section A-VIII/2 of the STCW Code. The trainees who successfully complete the course should be able to successfully demonstrate their competence to maintain a safe navigational watch at the operational level, in particular their knowledge of bridge resource management principles, including: .1 allocation, assignment, and prioritization of resources: .2 effective communication; .3 assertiveness and leadership; .4 obtaining and maintaining situational awareness; and .5 consideration of team experience.

■ Entry standards

Entry standards should be in accordance with the STCW Convention or other applicable IMO instruments, where such requirements are specified. The trainee should have competency of using ECDIS, ARPA radar, radio equipment, electronic navigation aids as well as SMCP, COLREG, IALA, navigation knowledge. If such requirements are not specified, it is left to the Administration to decide entry standards in accordance with national regulations and system of education. ■ Course certificate, diploma or document

On successful completion of the course and demonstration of competence, a document may be issued to indicate that the holder has achieved the mandatory minimum standard of competence in maintaining a safe navigational watch, and the necessary level of knowledge, understanding and proficiency for bridge resource management in particular, as set out in tables A-II/1 of the STCW Code. This may facilitate the issuance of a Certificate of Competency by the Administration confirming the holder has completed approved education and training and met the standard of competence specified in section A-II/1 of the STCW Code.



■ Course intake limitations The maximum number of trainees accepted for each course will depend on the availability of adequate numbers of instructors, equipment and facilities available to conduct the training. The course intake is limited by five trainees for effective simulation exercise and workshop. Teaching staff should note that the ratio is recommendation only and could be adapted according to groups of trainees depending on their experience, ability and equipment available. ■ Staff requirements Instructors, supervisors and assessors are to be appropriately qualified in accordance with the STCW Convention or other applicable IMO instruments for the particular types and levels of training or assessment of competence of the trainees. It is left to the Administration to decide staff requirements in accordance with their national regulations. ■ Teaching aids (A)

A1 Instructor manual and its appendix (part D of the course) A2 Visual presentations

A3 ECDIS, charts, tide tables, current charts, list of lights and sailing directions for the exercise areas.

A4 Other equivalent teaching aids, including multimedia training aids such as videos, CD-ROMs

A5 E-learning materials and Computer-Based Training (CBT)

A6 Bridge Simulator as specified STCW Code section A-1/12 ■ IMO references (R) R1 International Convention for the Safety of Life at Sea (SOLAS), 1974, as amended R2 International Convention on Standards of Training, Certification and Watchkeeping for

Seafarers (STCW), 1978, as amended R3 Convention on the International Regulations for Preventing Collisions at Sea

(COLREG), 1972, as amended R4 Provision and display of manoeuvring information on board ships (resolution

A.601(15)) R5 Performance standards for electronic chart display and information systems (ECDIS)

(resolution A.817(19)) R6 Revised performance standards for electronic chart display and information systems

(ECDIS) (resolution MSC.232(82)) R7 Guidelines for voyage planning (resolution A.893(21)) R8 Model Course 1.07 on Radar Navigation at Operational Level - Radar Navigation,

Radar Plotting and Use of ARPA



R9 Model Course 1.08 on Radar Navigation at Management Level - Radar, ARPA, Bridge Teamwork and Search and Rescue

R10 Model Course 1.27 on Operational Use of Electronic Chart Display and Information

Systems (ECDIS) R11 Model Course 1.30 on Onboard Assessment R12 Model Course 1.39 on Leadership and Teamwork R13 Model Course 6.10 on Train the Simulator Trainer and Assessor R14 Guidelines on fatigue (MSC.1/Circ.1598) ■ Textbooks (T) T1 Navigation manual ■ Bibliography (B) B1 ICS Bridge Procedure Guide (2016), Fifth Edition, International Chamber of Shipping B2 OCIMF (2018a), A Guide to Best Practice for Navigational Assessments and Audits.

Retrieved from: https://www.ocimf.org/media/105826/A-Guide-to-Best-Practice-for-Navigational-Assessments-and-Audits.pdf

B3 OCIMF (2018b), Behavioural Competency Assessment and Verification for Vessel

Operators. Retrieved from: https://www.ocimf.org/media/112105/Behavioural-Competency-Assessment-and-Verification.pdf

B4 ECDIS Passage Planning and Watchkeeping (2019), Witherby B5 Seagull Maritime AS e-learning materials, (2019) B6 Maritime Resource Management (2019), CBT, Swedish Club B7 OCIMF (2017), Tanker Management and Self-Assessment A Best Practice Guide,

Third Edition B8 Chatterjea K. et al (2014) Bridge Resource Management: Teamwork and Leadership,

EMAS B9 Fjeld, G. P. (2018) "Bridge officers' non-technical skills: a literature review", WMU

Journal of Maritime Affairs, (1), pp. 475-495 B10 MCA, (2010), The Human Element - A Guide to Human Behavior in the Shipping

Industry, UK B11 Sandhåland, H., Oltedal, H. and Eid, J. (2015) "Situation awareness in bridge

operations - A study of collisions between attendant vessels and offshore facilities in the North Sea", Safety Science, 79, pp. 277-285. doi: 10.1016/j.ssci.2015.06.021.

B12 Chauvin, C., Clostermann, J. P. and Hoc, J. M. (2008) "Situation Awareness and the



Decision-Making Process in a Dynamic Situation: Avoiding Collisions at Sea", Journal of Cognitive Engineering and Decision Making, 2(1), pp. 1-23. doi: 10.1518/155534308X284345.

B13 Barnett, M., Gatfield, D. and Pekcan, C. (2003) "A Research Agenda in Maritime Crew

Resource Management", Proceedings of the International Conference on Team Resource Management in the 21st Century., pp. 1-22. Available at: http://ssudl.solent.ac.uk/433/1/Embry-20Riddle-202003.pdf

B14 Ed Verbeek (2019), BRM - back to the future?, Seaways B15 ECDIS Procedures Guide (2019), Witherby B16 Jeffery, R. (2007) Leadership Throughout, The Nautical Institute B17 A. J. Swift (1993), Bridge Team Management A practical guide, The Nautical Institute,

London B18 SEAHEALTH (2016), Crisis at Sea - how to move on, Roedovre B19 IPAS(2012), Crew Resource Management for Polair - Queensland Police Service,

Retrieved from: https://issuu.com/battlesights/docs/nsw_dpi_workbook_2018_issuu B20 Flin, R., O'Connor, P., & Crichton, M. (2008). Safety at the sharp end: A guide to non-

technical skills. In Safety at the Sharp End: A Guide to Non-Technical Skills. https://doi.org/9781315607467

B21 Flin, R., Martin, L., Goeters, K.-M., Hörmann, H.-J., Amalberti, R., Valot, C., & Nijhuis,

H. (2003), Development of the NOTECHS (non-technical skills) system for assessing pilots' CRM skills. Human Factors and Aerospace Safety, 3(2), pp. 97 - 119. https://doi.org/10.4324/9781315194035-1

■ Teaching facilities and equipment This course requires a ship handling simulator with a fully equipped bridge, including instruments showing ship's course, speed, rudder angle, rate of turn, engine RPM and propeller pitch and relative wind direction and speed. Whenever possible, ship model in use should be of similar size and manoeuvring characteristics to the ships in which trainees will serve. The models should generate realistic responses to the use of engine and rudder under various conditions. Special attention should be drawn to slow speed situations. The simulator should have a visual system capable of handling a number of ships in addition to land masses. The simulator should generate realistic radar signals and echo soundings, and simulate or emulate navigation receivers providing at least one alternative means of fixing position. Also the simulator should have at least one ECDIS equipment connected to navigation system. Manoeuvring information, in the form set out in annex to the Provision and display of manoeuvring information on board ships (Res. A.601(15)), should be provided for the model in use. The bridge should be equipped with a simulated VHF telephone, connected to the instructor station, for communicating with pilot stations, VTS, port services and other ships during exercises. The instructor will act as the other stations in answering or initiating calls. Similarly, an internal telephone to the engine-room should be connected to the instructor station.

https://issuu.com/battlesights/docs/nsw_dpi_workbook_2018_issuuhttps://doi.org/9781315607467



Means of producing the sound signals required by the Convention on the International Regulations for Preventing Collisions at Sea (COLREG), 1972, as amended, should be provided for other ships in the vicinity as well as for own ship. Adjacent to the simulator, there should be a room where briefing and debriefing may be held. Preferably, rounded or oval table in the room provides opportunity discuss course modules face to face, rather than creating distance instructor and students. The room should be suitable for displaying CBT programmed (or equivalent products). General performance standards for simulators used in assessment of competence should comply with paragraph 1 and 2 of section A-I/12, paragraph 67 and 68 of section B-I/12.



Part B: General Outline ■ Timetable This model course has been developed providing a recommended range in duration of 32 to 40 hours for lectures, demonstrations, laboratories, or simulator exercises and assessment. No formal timetable is included in this model course. Instructors must develop their own timetable depending on:

.1 the level of skills of trainees; .2 the numbers to be trained; .3 the number of instructors; and .4 simulator facilities and equipment available,

and normal practices at the training establishment. ■ Course outline The course consists of workshops and simulator exercises. Instructors should develop simulator exercises based on their own simulators in order to suit individual groups of trainees, depending on their experience, ability, and equipment as well as the staff available for training.

Instructors should determine learning objectives based on navigation accidents, near miss reports, benchmarking notes and company's specific needs.

Figure 1: BRM course flow

Bridge simulator scenarios will be developed by instructors based on learning objectives. Workshop content should also be addressed to these learning objectives. Familiarization session should follow workshop and trainees should be familiar with simulator bridge and navigation policy requirements. Passage plan preparing session is to be assessed for passage plan and also observable behaviours of the bridge team. In execution stage the bridge team will be assessed in terms of navigation practices and also attitudes and behaviours. At the final stage, debriefing is to be performed and feedback from the trainees will be received for further development of course content and implication. The table below lists the competencies and the knowledge, understanding and proficiencies (KUPs) for this course in the sequence that they are listed in table A-II/1 of the STCW Code.



Course outline

1. Resource management

1.1. Introduction to bridge resource management

1.2. Human element

1.3. Allocation, assignment and prioritization of resources

2. Effective communication

2.1. Principles of good communication

2.2. Challenge and response

2.3. Briefing and debriefing

2.4. Cultural awareness

3. Assertiveness and leadership

3.1. Authority and assertiveness

3.2. Effective leadership

3.3. Onboard management

3.4. Planning and coordination

3.5. Automation awareness

4. Obtaining and maintaining situational awareness 4.1. What is situational awareness 4.2. First level of situational awareness 4.3. Second level of situational awareness 4.4. Third level of situational awareness 4.5. Signs indicating loss of situational awareness

5. Consideration of team experience 5.1. Team experience 5.2. Workload management and delegation 5.3. Decision making process 5.4. Option generation 5.5. Outcome review

6. Navigation familiarization 6.1. Navigation policy 6.2. Passage planning 6.3. Bridge familiarization 6.4. Manoeuvring

Note: care should be taken when indicating the range of duration for the model course taking into account the entering candidates' knowledge and skills, the class size and the resources available to each training provider. (MSC-MEPC.2/Circ.15/Rev.1, appendix 3)



Part C: Detailed outline ■ Introduction Part C correlates the knowledge, understanding and proficiencies defined in the STCW Code, with the specific learning outcomes that the trainees should achieve. Each specific outcome is presented as a topic or sub-topic as a learning objective reflecting the knowledge,

understanding and proficiency (KUP) in table A-II/1 and relevant provisions in section A-VIII/2. ■ Learning objectives

The detailed outline has been written in learning objective format in which the objective describes what the trainee should perform to demonstrate that the specific knowledge and skill have been transferred, and the desired competence has also been achieved. All objectives are understood to be prefixed by the words, "The expected learning outcome is that the trainee is able to…" ■ References and teaching aids In order to assist instructors, references are shown against the learning objectives to indicate IMO references and publications and teaching aids, that instructors may wish to use when preparing and presenting the course material. The material is listed in the course framework. The following notations and abbreviations are used: A Teaching aids B Bibliography R IMO reference T Textbook ■ Instructor manual The Instructor Manual (Part D) has been used to structure and comment on the detailed teaching syllabus and will provide valuable information to instructors.

Knowledge, understanding and proficiency (Learning Objectives)

IMO Reference

Textbooks, Bibliography

Teaching Aid

1. Resource management R1-R2-R8

R13-R14

B1-B5-B8-B9-B10-B13-B14-B18

A1-A2-A4-A5

1.1. Introduction to bridge resource management

- describe Bridge Resource Management (BRM)

- explain aims, learning objectives, training outcomes and core principles of BRM



1.2. Human element

- explain cognitive dissonance, motivation and behaviour

- identify attitude

- explain resistance to change and risk acceptance

- describe cognitive biases

- explain principal cause of marine casualties

- explain human error and factors contributing to human error

1.3. Allocation, assignment and prioritization of resources

- state the resources to be managed on the bridge

- explain bridge organization

- explain the prioritization and gives examples of shipboard resource allocation, assignment and prioritization

2. Effective communication R3-R11-R12 R14

B1-B3-B4-B6-B8-B10-B11-B13-B17-B19-B20

A1-A2-A4-A5

2.1. Principles of good communication - define communication and explain

different types of communication

- explain how people communicate (sense and mind) and errors during communication

- emphasize that something may be heard incorrectly due to background noise or expect to hear something else

- emphasize that eyes may deceive due to poor lighting, fatigue or stress

- state that homonymic words may cause



misunderstanding

- explain the negative effects of anticipation while performing communication

- emphasize that our senses and assumptions should be questioned in order to prevent misunderstanding

- define the close loop method for communication

2.2. Challenge and response - explain that the master should set an

open communication style on the bridge that encourages challenge and appropriate responses from the whole bridge team

- explain that the pilot should request

challenges if time permits, validate or deny a received challenge. If time does not permit, respond cautiously

- explain that the bridge team member

should acknowledge or challenge concepts when conning the vessel

- identify and discuss team member's

own concepts, challenge whenever limits are exceeded or there is any doubt about the situation compared to the original concept

2.3. Briefing and debriefing - describe briefing and debriefing

- identify principles of good briefing and

debriefing

- explain establishing an open, interactive and closed loop communication style

- demonstrate that the bridge team should

actively support - define the points that need to be

stressed during briefing and debriefing - explain pilot/master exchange



- explain good communication and briefing for change over watch

- illustrate responsibility to brief and

coordinate operational factors with the bridge team

2.4. Cultural awareness - define cultural diversity - explain the cultural differences and

similarities - demonstrate methods for dealing with

cultural differences - describe special care needed in cross-

cultural communication onboard

3. Assertiveness and leadership R12-R14 B3-B5-B6-B8-B9-B10-B11-B15-B16-B19-B20

A1-A2-A4-A5

3.1. Authority and assertiveness - define authority and assertiveness

- explain the formal and personal authority

- identify and explain team member's

assertiveness. - recognize the need for a balance

between authority and assertiveness - state possible reasons for extreme

situations such as too high authority, too low assertiveness

- demonstrate that the master should

coordinate bridge activity so as to bring about an appropriate balance between his authority and the assertiveness of the bridge team members

- explain how team members should

balance assertiveness according to the team leader's authority.

- demonstrate that the bridge team

members, including the pilot, should seek to achieve an appropriate balance



between assertiveness and authority

3.2. Effective leadership - describes leadership qualities including:

self-awareness, situation awareness, interpersonal skills, motivation, respect

- explain leadership characteristics,

including: assertiveness, decisiveness, applying emotional intelligence

- describes leadership techniques,

including: leading by example, setting expectations, providing oversight, delegating

- identify effective leadership behaviours

3.3. Onboard management - define management styles onboard - explain using a balance between

performance-oriented and people-oriented styles

- explain different management styles for

different conditions - demonstrate how to respond different

management styles - review the ability to work with managers

of different styles, so as to maintain safe working conditions, without threatening the command or leadership roles

- debate using a balance between performance-oriented and people-oriented styles

- review management style, within the

balanced range, as appropriate - demonstrate officers to ask for

challenging duties

3.4. Planning and coordination - describe creating a plan - demonstrate identifying a problem



- apply building a plan to deal with the problem

- demonstrate checking plans with bridge

team members by an interactive briefing - demonstrate monitoring the plan is

followed - describe how to update the plan if

necessary

3.5. Automation awareness - define automation characteristics and

automation dangers - explain how to control automation more

effectively

4. Obtaining and maintaining situational awareness

R1-R2-R12-R14

B1-B3-B5-B6-B8-B10-B11-B12

A1-A2-A4-A5

4.1. What is situational awareness - describe situational awareness and

factors influencing situational awareness

- define stages of situational awareness

4.2. First level of situational awareness - explain first level of situational

awareness

4.3. Second level of situational awareness

- explain second level of situational awareness

4.4. Third level of situational awareness - explain third level of situational

awareness

4.5. Signs indicating loss of situational awareness - explain signs indicating loss of

situational awareness



5. Consideration of team experience R2-R10-R12-R13-R14

B1-B3-B5-B6-B8-B9-B12-B15-B16

A1-A2-A4-A5

5.1. Team experience - describe experience level of the crew - identify differences between high and

low experiences - demonstrate how team experience effect

decisions and work plan - explain perception barriers due to

proficiency and experience level

5.2. Workload management and delegation - determine recognizing level of workload - describe different level of workloads,

anticipating too high or too low workload, taking corrective actions to prevent their development

- describe the priorities to escape from an

overload situation - describe maintaining workload at a

reasonable level of activity - explain reduce the pilot's high workload

by all means available - debate that the bridge team members

should support the master in maintaining a reasonable workload, especially if the bridge team member tends to deviate towards high or low workload thinking

- demonstrate that the pilot should support

the bridge team in maintaining a reasonable workload

- describe work delegation - demonstrate how to delegate work

effectively - analyse delegation criteria - describe using delegation to overcome

high workload and low workload



- describe how to use delegation to as method for training subordinates

5.3. Decision making process - explain factors effecting decision making - describe quality of information - review its relevance and accuracy - explain searching for missing

information that might influence the decision

- describe involving bridge team members

in the process - explain elements of hidden pressure

- describe how to respond appropriately to

hidden pressure keeping safety the number one priority

- demonstrate that the bridge team

members, including the pilot, should actively participate in the process if time permits

5.4. Option generation - explain multiple responses for the

problem - state risks and benefits of different

options

5.5. Outcome review - explain how to review quality of the

decision

6. Navigation familiarization R1-R2-R3-R4-R5-R6-R7-R8-R9-R11

T1-B1-B2-B4-B5-B7-B16-B19-B20

A1-A2-A3-A4-A5-A6

6.1.

Navigation policy - demonstrate following items in

navigation manual:

• navigational equipment



• navigation criteria

• navigational limits

• squat effect

• UKC requirement and calculation

• depth contour on ECDIS

• position fixing frequencies and methods

• navigational watch levels

• standing orders

• visibility, state of weather and sea

• traffic density, and other activities occurring in the area in which the ship is navigating

• the attention necessary when navigating in or near traffic separation schemes or other routing measures

• the additional workload caused by the nature of the ship's functions, immediate operating requirements and anticipated manoeuvres

• the fitness for duty of any crew members on call who are assigned as members of the watch

• knowledge of and confidence in the professional competence of the ship's officers and crew

• the experience of each OOW, and the familiarity of that OOW with the ship's equipment, procedures and manoeuvring capability

• activities taking place on board the ship at any particular time, including radio communication activities, and the availability of assistance to be summoned immediately to the bridge when necessary



• the operational status of bridge instrumentation and controls, including alarm systems

• rudder and propeller control and ship manoeuvring characteristics

• the size of the ship and the field of vision available from the conning position

• the configuration of the bridge, to the extent such configuration might inhibit a member of the watch from detecting by sight or hearing any external development

• any other relevant standard, procedure or guidance relating to watchkeeping arrangements and fitness for duty

6.2. Passage planning - demonstrate berth to berth passage

planning preparation including:

• information from sailing directions and other navigational publications

• draught, squat and depth of water, UKC

• tide and current

• weather

• available navigational aids

• means of monitoring progress and determining arrival at critical points

• expected traffic

• traffic separation schemes

• requirements of vessel traffic services

• contingency plans for critical points of the passage

- make use of checklists for departure, for

arrival and for coastal waters



- make use of electronic and paper charts

- use ECDIS for planning - use the ship's manoeuvring information,

prepare a detailed plan for approach to and departure from a pilot station

- carry out the planned passage and

monitor the progress - comply at all times with the requirements

of regulation Vlll/2 of the STCW Convention and section A-II/1 of the STCW Code and COLREG 1972

- demonstrate compliance with rule 10 of

COLREG 1972 when joining, leaving or navigating in a traffic separation scheme

- demonstrate correct procedures when

communicating with a vessel traffic service

- demonstrate the approach to or

departure from a pilot station - demonstrate skill in approaching or

leaving berths under various conditions of wind and tide

- maintain a record of engine movements

and make appropriate entries in the logbook

6.3. Bridge familiarization - demonstrate bridge equipment, navigation

aids including:

• nautical charts

• radars

• ECDIS

• engine telegraph

• control panel

6.4. Manoeuvring - explain manoeuvring theories



- demonstrate wind/current effect

- demonstrate shallow water effect

- demonstrate bank/channel effect



Part D: Instructor manual

■ Introduction The Instructor manual and its Guidance Notes provide a summary of the topics that are to be presented. The manual provides information on teaching methodology and organization, and the areas that are considered relevant and important to achieve the relevant learning outcomes. Competence in maintaining a safe navigational watch is subject to combination of both technical and soft skills. Bridge resource management course focuses on human element and importance of team building as soft skills are vital for application of technical skills on board. The trainees should understand cultural difference and acquire effective communication in order to build effective teamwork. Instructors should provide a friendly atmosphere, rather than one-way lecture, to discuss these issues with trainees and allow to debate over effective resource management and team building. The attitudes and behaviours of the seafarers are strongly correlated with national, professional and organizational culture. Instructors should develop the teaching strategy and prepare relevant lesson plans for the delivery of each topic of the course according to specification of the trainee group. Part D of this model course provides further guidance notes, considering table A-II/1 and Part 3 of section A-VIII/2 of the STCW Code that states bridge resource management principles. ■ Lectures

Bridge resource management course lectures have different approach than Bridge Team Management. Trainees are encouraged to think for their own attitudes and behaviours. Bridge resource management course should provide opportunity for trainees to discuss over topics. Using Computer Based Training material facilitates relevant discussion, and trainees can discuss about the content that is not directly given by the instructors.

Productive debate climate does not only depend on the instructor but also physical condition of the teaching space. Instructors should not stand in front of the board and give lecture, rather, should be sitting with trainees and allow them to look at each other's face, offer friendly atmosphere to encourage trainees to speak out.

Trainees' profile is another criterion for effective bridge resource management course. Homogeneous distribution of the ranks provides more effective discussion environment. On the contrary, only senior officers or only junior officer group is not provocative and leads to poor debate climate. İnstructors should ensure that all trainees are free to express themselves.

The instructors should support or challenge discussion by relevant case studies in the literature.

The course content should include Navigation section that reviews navigation policy, passage planning preparation, bridge familiarization and standard manoeuvres, wind and current effects, shallow water effects, and anchoring. Planning and carrying out a voyage in normal and emergency situations are other topics that should be stressed before simulator exercise. Related presentations, diagrams and graphs should be presented.

Bridge resource management course is followed by simulator exercises. It is quite essential not to miss the specific purpose of the exercises, and instructors should allow trainees to perform simulations with awareness on what they are doing. For this reason, the instructors should present their briefing and debriefing in a specific manner of describing tasks to be done



during their performance of the simulation.

Figure 2: Bridge Resource Management

■ Guidance notes I - Determining learning objectives STCW requirements are the main source for determining learning outcomes as indicated in table A II/1. İnstructors could enrich the content with marine safety investigation reports, Casualty Investigation Code and other relevant IMO instruments, the latest technological developments and best practices of the industry. II - Development of Simulator Scenarios Basis on learning objectives, simulator exercises are to be developed by instructors. Scenarios to be performed should be set up considering matching of simulator facilities and functions and prerequisites of target group of trainees. Scope, complexity and reality of the



tasks vary according to the simulator facilities and functions, and the target group. Publications, routing charts, bridge checklists, navigation manual should be used as scenario development material along with COLREG 1972. Scenarios should contain at least one of navigation phenomena such as wind and current effect, shallow water effect, bank/channel effect, bridge/pilot interactions, anchoring/mooring and emergencies such as rudder malfunction, engine failure, navigation aids failure and windlass defect.

Validity of simulator exercises The series of tasks and the individual task can be a training programme and various combinations should be set up to address a training need and units of training programme should be examined in terms of unambiguity of learning/training objectives, international and national regulations and recommendations concerned, and duplication with other training programmes, in order to ensure validity of the simulator training exercises. The learning/training objective should be clearly specified with training outcomes at this stage and related to the competencies and requirements. III - Workshops Non-technical skills session should be given in a workshop rather than a teaching classroom. CBT modules are reflected in course content and provide a framework and instructor encourages discussion through asking questions, and allowing trainees to review their own attitudes and behaviours as well as other trainees. Some key points for non-technical skills are pointed out as guidance to instructors. 1. Resource management Bridge resource management's main focus is on human element which is vital to increase safety on board. BRM is developed for officers and aims to reduce human errors by gaining soft skills in workshops and practicing in simulator atmosphere. By the end of this course, bridge team members should gain awareness of soft skills, how to use them in normal and emergency conditions, and to set good working environment which leads to increase safety standards of onboard operations and minimize the human error. Rationale of BRM should be discussed with fundamental of human characteristics. Individuals have different characteristics that effected by various sources such as culture, gender, socialization, and inherited genetics which create personality. Emotional thoughts and behavioural patterns of individuals are consistent over a time period and it has been defined as personality. Individuals working on board have different personalities, behaviours and skills. Attitude is defined as a person's positive, negative or neutral view of an ''attitude object" such as another person, object or event. However, according to functionalist theory, attitudes may change over the time due to age or environmental conditions. Motivation is defined as physiological process which impels the members of the team to give their loyalty to the group, to carry out the task and to have accepted to play important part in the task that the group is performing. Attitude and motivation are central to an individual's behaviour. A person's behaviour and beliefs or new information opposed to their beliefs may be in conflict and this situation may cause discomfort at feelings. This is defined as Cognitive Dissonance in physiology. Change is difficult to accept in any case, resistance to change continues and will prevail unless logical reasons propose advantages over the current situation. However, change in attitudes and behaviour is possible by training. Safety and risk management perception also could be increased by training. However, determining risk acceptance differs according to culture, gender or age.



Cognitive bias is a phenomenon that affects decision making process and judgements by some forms of bias that people make. Twelve general biases are defined in literature as confirmation bias, in-group bias, expectation bias, post-purchase bias, neglecting bias, observational selecting bias, status quo bias, negativity bias, bandwagon effect, projection bias, current moment bias, anchoring effect. Instructor should identify potential biases which are crucial for decision making process as well as safety understanding and risk management strategies on board. Instructors should review bridge operations onboard and stress on human error at marine casualties. The root causes of accidents should be discussed. Various types of human errors such as inadequate leadership, failure to prioritize resources, inadequate follow-up, failure to use all available resources, improper communication and personnel conflict should be described and cases in the literature should be explained. Different sources on the bridge team members, navigational equipment, pilot support, should be introduced to trainees. It should be pointed out that there is a prioritization between these resources. The optimum allocation and prioritization of these resources are very important for the successful bridge resource management.

Figure 3: Workshop and familiarization



2. Effective communication Communication is a process through which information, thoughts and feelings are exchanged in a clear manner. Verbal, non-verbal and other means of communication should be defined. In particular, gestures, body language, voice intonation or uniforms that are worn on board should be discussed. Instructors should point out the principles of the good communication such as setting the climate, being interactive and always using closed loop communication, and trainees should be aware that communication involves two parties, sender and receiver. As a part of good communication practices on board, challenges and responses should be defined. Importance of challenges and responses environment for safety of the ship should be stressed. Discuss about how to establish open communication style on board to encourages challenge and response. Instructors should emphasize that team members should not avoid challenge when there is any doubt and recognize that the whole team is involved in challenge and response. The briefings are important part of onboard communication as they establish team spirit and commitment for work. Open and interactive communication should be established. Bridge team should be well aware of the task, duties and possible difficulties to be encountered. The debriefings should cover negative and positive points of the task. Instructors should stress that this is not a phase to blame individuals, rather, to provide positive learning experience and provide future improvements in early detection and correction of errors. Multicultural seafarers on board have become common nature for maritime industry today. Miscommunication or conflicts could easily arise due to cultural differences. While observable differences such as dressing, language, appearance are easy to recognize, beliefs, learning methods and values are not observable. Understanding others, respect or empathy is the key for successful communication. Instructors should state different cultural dynamics such as: group or individual, power distance, uncertainty avoidance, feminine or masculine and short-term or long-term strategy. 3. Assertiveness and leadership 3.1. Authority and assertiveness Assertiveness comes along with experience, skills, background and personality. Instructors should define assertiveness and discuss authority and assertiveness in balance. Different levels of authority and assertiveness should be compared for extreme situations. The dangers of the extreme combinations such as low authority/low assertiveness or high authority/high assertiveness should be debated by trainees. The team member's assertiveness is critical against leadership styles. Depending on the situation, team members should change assertiveness level to reach optimum relation on board. The team members should balance if the level of the team leader's authority is so low that it might threaten the safety of navigation. In this case, the team should increase the level of assertiveness to get essential tasks done and essential decisions made. 3.2. Effective leadership

Leadership is an essential skill for onboard activities. Building a team, performing works and achieving tasks are highly correlated with positive leadership skills. A good leader influences others to accomplish a mission, task, or objective and directs the organization in a way that makes it more cohesive and coherent. Effective leadership behaviours should



be identified. Leadership techniques need to be discussed by trainees, including: leading by example, setting expectations, providing oversight, delegating. Different types of emergencies should be stated. Leader should demonstrate the ability to solve problems and identify the situations. If the team leader cannot handle the situation, team member could take the situation diplomatically. Responsibility and confidence should be in place anytime for a leader. Instructors should encourage to discuss the leadership in approaching a problem, leadership type on board and single authority perception. After an event that causes crisis, the situation should be handled carefully to relieve tension. This is called defusing. Gathering crew, running meeting, assessing individuals that need assistance and normal reactions after abnormal situations should be discussed. 3.3. Onboard management Different management styles are to be defined. It could be classified at four different roles: (1) high task/low relationship behaviour, (2) high task/high relationship behaviour, (3) high relationship/low task behaviour, and (4) low relationship/low task behaviour. Instructors should explain different styles based on behaviours that can be observed. Reactions against challenge and response, implying effective briefing and debriefing, short term strategy acceptances give clear idea regarding management style. Switching between the different management styles is necessary depending on the situation encountered. While high task/low relationship is more concerned about performance, high relationship/low task behaviour styles are more focused on people. The ideal manager should be able to balance both sides with good communication skills, accepting challenges and using short term strategies. Management styles, their characteristics and how to respond these styles should be discussed by trainees. Readiness of followers should be highlighted in four forms: 1) able and willing, 2) able but unwilling or insecure, 3) unable but willing or confident, 4) unable and unwilling. 3.4. Planning and coordination Creating plans is essential to deal with expected or unexpected situations on board. The problem should be identified first by using all available resources. Making time is important to build plans. Priorities should be defined within this period. The team leader should ask for suggestions and plans should be compared in order to reach the optimum plan and to prevent any missing points. All team members should understand the problem and their understanding of the plan should be checked. Coordination of the team members and monitoring are key factors to achieve the goals. The plan should be changed if deemed necessary. During the workshop, the use of all available sources should be discussed, as well as how to get team members involved in the problem; their contribution and motivation should be emphasized. Assertiveness of team members, their attitudes and leadership skills are key factors for effective planning and coordination. 3.5. Automation awareness Bridge is highly equipped with electronic navigation equipment that are significant resources for maintaining a safe navigational watch. However, dependency to automation could lead to danger. Team members should be capable of handling automation on the bridge. Basic principles of bridge resource management should be implemented between human being and navigation equipment. Communication inputs, challenge and response, setting alarm limits, acknowledging alarms, data ranges or review intervals should be considered. Team members should be familiar with automation. The instructor should ask questions to discuss automation dependency on board.



4. Obtaining and maintaining situational awareness Situational awareness is described as being aware of what is happening around you and understanding what that information means to you now and in the future. It 's the core of bridge resource management. Three levels of situational awareness should be described by the instructor. The first stage is perception of the relevant elements in environment. Detailed attention needs to be paid during watchkeeping as seafarers on board are in a dynamic situation. Distractions, or missing some information, potentially will lead to errors. The second stage is understanding and creating the mental model during the evaluation process. Collected data are processed and interpreted at this level. Overloaded data, experience limitations or stress could lead to error at this stage. The third level is perception and comprehension of the current situation to anticipate what will happen in the near future. The instructor should give examples for situational awareness such as current/wind effects, collision-avoiding manoeuvre. Signs of indicating the loss of situational awareness such as ambiguity, distraction, failure to follow a plan, violating rules need to be discussed with trainees during session. 5. Consideration of team experience 5.1. Team experience Team experience level is critical for the workload management and safe navigation. Team leader should take into account experience level of the members, their background capabilities and fatigue factors. Planning and coordination should be started with identifying the problem. The following step is to build the plan while considering time, available resources and setting priorities. The plan should be checked, and the leader should be open for suggestions to improve the plan. A briefing session is to take place to confirm understanding and to gain commitment. Failures need to be corrected by proper monitoring. Instructors should open a discussion for short-term planning strategy, and the involvement of the pilot should be questioned. 5.2. Workload management and delegation Workload on board is to be balanced in order to ensure a safe and effective voyage. Recognizing level of the workload is the first step for the workload management. Overload situation is observed with frustration, tension, bad temper, errors or stopping to listen to the others. Delegation of authority is crucial to handle overload or underload situation. Personality, motivation, experience, tiredness factors need to be considered for delegation. Pre-planning is the first stage of the delegation: work to be done and available resources need to be organized. Pilot involvement in bridge team and work delegation should be considered. Instructors should provoke the trainees with questions that encourage them to discuss good and bad examples of delegation. How the team members, leader and pilot should react to anticipation, planning, setting priorities and maintain reasonable workload stages need to be stressed.



5.3. Decision making process Bridge resource management practices aim to improve decision accuracy along with skills, technical knowledge and experience. The factors affecting decision making process should be stated. Some human factors such as uncertainty due to lack of information or knowledge, lack of time, complexity of the situation, stress due to risk and personality have significant effects on judgment and decision making. Quality of information and accuracy are the key points for good judgement and decision making. Information should be cross-checked from other sources. Experience is another point to evaluate accuracy of information. Inaccurate or lack of information negatively affects decisions. Team members should take part in decision making process – if time limit allows. Multiple responses should be generated for a problem. The risk and benefits of different options should be assessed. External advice should be taken into consideration and decision should be implemented in a timely manner. Quality of the decision should be reviewed and outcome to be compared with the plan. Argument for effective decision, detecting error chain should be discussed by trainees. Instructors should exemplify hidden pressure over decision making process. 6. Navigation familiarization 6.1. Navigation manual A navigation manual should be prepared by instructors. The manual should clearly indicate company safe navigation requirements along with international rules and regulations. If trainees are working in same company, the original company manual could be taken as a reference. Typical booklet consists of three sections: Navigation Policy; Bridge Checklists; Forms and Emergency/Contingency Checklists. Navigation policy section consists of 10 sub-sections. These sub-sections are:

• Navigational equipment;

• Navigation criteria;

• Navigational limits;

• Squat;

• UKC requirement and calculation;

• Depth contour on ECDIS;

• Position fixing frequencies and methods;

• Navigational watch levels;

• Standing orders; and

• Passage planning guide.



Navigation Equipment on the course manual include 16 navigational aids such as radars, ARPAs, navigation lights, sextant, autopilot etc., and their preparation notes. Some examples about these information can be listed as follows:

• General control periods;

• Checking times before leaving port, during navigation or at anchorage;

• Output powers; and

• Responsible persons. The master and all deck officers are to recognize navigational aids including radar, radar plotters, gyro pilot, ECDIS, VDR, AIS, gyro compass, GPS and weather fax and their limitations. They should also always be conscious of the possibility of errors in the ship's navigation equipment. For this, navigational criteria should be well known. Officers are warned against allowing themselves to be lulled into a false sense of security at any time and especially in pilotage waters, poor visibility and at night. This and similar information about navigation is given in the Navigation Criteria. Another sub-section is Navigational Limits. The limits to be applied in port, ocean passage or restricted conditions are described in this sub-section on the manual. Squat and UKCs calculations related to this field are given in the following sections. Formulas and explanation about squat, UKC, category zones of confidence are illustrated with pictures and tables. Another title is Depth Contour on ECDIS. Explanation of safety contour, safety depth, shallow contour and guard zone and other issues on draft and UKC are shown in this sub-section. Position fixing frequencies and methods is another important sub-section for safety navigation. According to navigation areas, information about how often fixing and by which fixing method is shared in this sub-section. Another important sub-section is Navigation Watch Levels. According to conditions such as traffic density, weather conditions and any other situations where the master requires, table of minimum people on watch is demonstrated in this chapter. Standing orders are another issue required for safety of ship and navigation and are applied for each watch. These orders include generally information about ship and weather and emergencies or warnings affecting mariners. 6.2. Passage planning As bridge team will be requested to prepare and execute passage plan, passage planning preparation should be demonstrated to bridge team. Passage plan should comply with industrial practices as well as navigation policy of the company. 6.3. Bridge familiarization The main objective of this session is to make the trainees familiar with the layout of the bridge where the different instruments are located and how to operate them. The instructor should introduce the trainees to the bridge and then let them operate the engine and rudder as well as the other instruments. As a prerequisite, trainees are considered to have knowledge of COLREG, SMCP, IALA system, radar, ECDIS, tide, tidal current, navigation publications, manoeuvring, anchoring, mooring/unmooring, bridge procedures. Familiarization is only to ensure that the trainees are familiar with the charts, publications and equipment commonly used.



Charts Attention should be drawn to the various measures used on charts, in what units they are given and what the datums for the measures are. Trainees should also be taught the habit of always checking when the chart was last corrected and when the original was made.

Special attention should be drawn to datums. The instructor should make sure that all trainees have a thorough understanding of datum shift. This is especially important when using instruments giving positions in latitude and longitude (the difference in position from one datum to another may be several hundred meters). ECDIS Instructors should ensure that students have competency level of ECDIS including understanding of safety depth, navigation alarms, manual position fixing methods and passage planning. The instructor should make sure that all trainees have a true understanding of principle types of ECDIS systems and their display characteristics, risk of over reliance on ECDIS, detection of misrepresentation of information, factors affecting system performance and accuracy. Radar Trainees should be reminded about the normal accuracy of a navigational radar. Attention should be drawn to the possibility of mistaken identity of buoys or coastal areas when using the radar as a navigational aid. The different methods of position fixing should be reviewed. The importance of periodically checking the position by different methods should be stressed. For example, if position fixing by radar bearing and range is the method in use, every now and then the position should be checked by another means (e.g. GPS, visual).

This is mainly a classroom session, but a brief demonstration on the simulator would reinforce the lesson. The danger of over-reliance on radar when measuring the distance to a sloping coastline is a useful demonstration. If possible, a demonstration of datum shift should be done by fixing with two different methods using different datums (satellite fix in WGS84 and radar fix in the local datum of the chart for instance). Publications

Regarding publications, different volumes and issues of pilot books, tide tables and

current charts should be available. The instructor should avoid ranking them and rather point out the advantages and disadvantages of the various volumes. The instructor should use the opportunity to lead a discussion between the trainees based on their own experience. 6.4. Manoeuvring In addition to standard manoeuvring, some theories of wind/current affect, shallow water effect and bank/channel effects should be explained. The instructor should also stress the importance of making plans for anchoring and single-buoy mooring. The plan should contain details of approach tracks and courses, wheel-over positions and the points at which to reduce



speed and to reverse engines.

IV - Preparation of passage plan The team should develop a passage plan for the given route. Trainees should change their duty for each scenario. Planning includes appraisal, gathering all relevant information for the voyage, and detailed planning of the passage, execution of the plan and the monitoring of the progress of the vessel.

Figure 4: The first assessment

In the appraisal stage, team members should gather information such as routing guides, routing charts, current and tidal atlas, meteorological information, sailing directions, and admiralty list of lights, radio aids to navigation, pilot information, and port information. Detailed passage plan should include appropriate charts, route, no-go areas, margin of safety, VTS reporting positions and requirements. Passage plan should also comprise of safe speed,



navigational hazards, manoeuvring characteristics of the ship, draft and water depth, UKC, squat effect, abort positions, course alteration points. Emergency anchorage areas,

contingency plans, and position fixing methods. Each passage plan should be approved by master before sailing and to be undersigned by officer of the watch as it has been read and understood. In addition to publications, scenario text, navigational manual and check lists will be necessary documents for the trainees.

This preparation stage should be observed by instructor to assess the team. On this stage the team is expected to work in harmony, demonstrate good bridge resource management practices such as good communication, leadership, workload management. Role playing is also necessary to conduct this stage. The first assessment will be carried out end at the end of the passage planning session by the instructor. Static assessment is to be carried out over technical skills of the trainees based on their passage plan, ECDIS, Radar functions and navigation procedures implications. Dynamic assessment is to be carried out in order to assess non-technical skills such as teamwork, communication, decision making and role play.

V - Execution of the passage plan in bridge simulator

Briefing should be conducted before execution of the passage. Team members should become familiar with entire passage and critical points, reporting positions, dangerous remarks, draft restrictions, previous accident reports if there are any. During the execution stage, it is expected that bridge team complies with the passage plan as developed. Vessel's ETA, reporting points, meteorological conditions, traffic conditions,

visibility, and bridge watch level should be executed. The progress of the vessel in accordance with the passage plan should be closely monitored. Performance of the navigation equipment, position fixing methods, transit marks, parallel indexing, safe speed, pilot interactions should be checked. During exercises the instructor will be responsible for monitoring and sailing the target ships, recording the exercise and making a summary for the purposes of debriefing. Trainees will expect target ships to act in compliance with COLREG 1972, and the instructor should control the target ships accordingly Dynamic assessment is to be carried out at the end of the scenario. Both technical and non-technical behaviours are to be assessed.



Figure 5: The second assessment

VI - Debriefing and feedbacks The final stage of the course is debriefing and feedbacks. The debriefing session is a vital phase of a simulation, since this is when consolidation of lessons learned is accomplished. An atmosphere of candour should be encouraged, while trainees take responsibility for assessing actions and results of decisions made during the simulation. The time spent on debriefing will vary from exercise to exercise and should occupy between 25 and 30 per cent of the total time used for simulator exercises.



Figure 6: Debriefing and feedbacks

Various facilities may be used to assist in debriefing, such as playback (in which the whole exercise is recorded and any sequence is available for discussion), plotters (which record the tracks made by the ships), data-logging equipment and voice recorders. The instructor should refer to the summary made during the exercise to raise important points and to direct the discussion among the trainees. Instructor should encourage them to criticize the actions taken during the exercise and to suggest alternative actions which could have been taken. Trainees should provide feedback for institutions for further improvements.



Part E: Evaluation and assessment ■ Introduction The effectiveness of any evaluation depends to a great extent on the precise description of what is to be evaluated. The detailed teaching syllabus should be designed to assist trainees to meet the learning objectives, using descriptive verbs, for example, those widely used in revised Bloom's taxonomy. Evaluation/assessment should be planned to assess if the learning objectives have been achieved. It enables assessors (instructors), to ascertain if trainees have gained the required skills and knowledge needed at a given point to demonstrate effectively their competence to perform the tasks set out. ■ Assessment In assessing the achievement of competence, assessors should be guided by the criteria for evaluating competence in column 4 of tables A-II/1 of the STCW Code and the learning outcomes in the Detailed outline. The purpose of evaluation and assessment is to:

- assist trainees' learning;

- identify trainees' strengths and weaknesses;

- assess the effectiveness of an instructional strategy;

- assess and improve the effectiveness of curriculum programmes; and

- assess and improve teaching effectiveness. The different types of evaluation/assessment can be classified as: Initial/diagnostic assessment Diagnostic assessment is an evaluation of a trainee's skills, knowledge, strength and areas for development. This should take place before trainees commence a course to ensure they are on the right path. Depending on the available resources in the training institution, this assessment could be conducted individually and/or collectively. Formative assessment Formative assessment is an integral part of the teaching/learning process and is hence is a "continuous" assessment. It provides information on trainee's progress and may also be used to encourage and motivate them. Formative assessment is a basic assessment skill that should be mastered by course instructors. The proper use of this form of assessment, not only gives instructors a clear view of the impact of their own teaching as well as the need to possibly adapt their teaching methods, it also provides feedback to course trainees, motivating them and serving as a continuous basis for identifying their own strengths and weaknesses and helping them develop self-awareness.



Summative assessment It is designed to measure trainee's achievements against defined objectives and performance targets. It may take the form of an exam or an assignment and takes place at the end of a course. The purpose of summative assessment is, among others, to assess if trainees are competent or not yet competent, and to grade trainees. ■ Evaluation for quality assurance Evaluation of the assessment process would be required for quality assurance purposes for compliance with the requirements of the STCW regulation I/8. The purpose of assessment with respect to quality assurance is to:

- provide feedback to instructors on trainee's learning;

- evaluate a module's strengths and weaknesses; and

- improve teaching.

■ Assessment planning Assessment planning should be specific, measurable, achievable, realistic and time-bound (SMART). Some methods of assessment that could be used depending upon the course/qualification are as follows and should all be adapted to suit individual needs:

- observation (e.g. in oral examinations, simulation exercises, practical demonstrations)

- written assessments (objective tests, essays, etc.)

- assignments, activities, projects, tasks and/or case studies

- simulations (also refer to section A-I/12 of the STCW Code)

- computer-based tests ■ Validity The evaluation methods should be based on clearly defined objectives and should truly represent what is meant to be assessed, for example the relevant criteria and the specific learning outcomes of the course. There should be a reasonable balance between the subject topics involved and also in the testing of a trainee's knowledge, understanding and proficiency of the concepts. ■ Reliability Assessments should be reliable. In other words, if the assessment was done again with a similar group/trainee, the assessor would receive similar results. The same subject may have to be delivered to different groups of trainees at different times. If other assessors are also assessing the same course/qualification, it is to be ensured that all assessors make similar decisions.



To be reliable, an evaluation procedure should produce reasonably consistent results, no matter which set of papers or version of the test is being used. If the instructors are going to assess their own trainees, they need to know what they are to assess and then decide how to do this. The "what" will come from the standards/learning

outcomes of the course/qualification they will deliver. The "how" may already be decided for them if it is an assignment, test or examination. Instructors need to consider the best way to assess the skills, knowledge and attitudes of their trainees, whether this is formative and/or summative, as well as how the assessment ensures validity and reliability. All assessments should be valid, authentic, current, sufficient and reliable (VACSR), where:

- Valid: the assessment is relevant to the standards/criteria being assessed;

- Authentic: the assessment result has been produced solely by the trainee;

- Current: the assessment is still relevant at the time it is taken;

- Sufficient: the assessment covers all of the relevant scope of standards/criteria; and

- Reliable: the assessment is consistent across all trainees, over time and at the required level.

It is important to note that no single method can satisfactorily measure knowledge and skill over the entire range of matters to be tested for the assessment of competence. Care should therefore be taken to select the method most appropriate to the particular aspect of competence to be tested, bearing in mind the need to frame questions such that they relate as realistically as possible to the intended learning outcomes. ■ 1978 STCW Convention, as amended The training and assessment of seafarers, as required under the STCW Convention, are administered, supervised and monitored in accordance with the provisions of section A-I/6 of the STCW Code. Mandatory provisions concerning training and assessment are given in section A-I/6 of the STCW Code that covers: qualifications of instructors, supervisors and assessors; in-service training; assessment of competence; training and assessment within an institution. Column 3 (methods for demonstrating competence) and column 4 (criteria for evaluating competence) of the competence tables of the STCW Code set out the methods and criteria for evaluation of trainees with respect to the competence standards set by the Convention. Instructors should refer to these tables when designing assessments. It should be noted that column 3 distinguishes where/how competence can be evaluated by examination, by demonstration and in many cases has requirements for both. The reason for this is that while knowledge and understanding can generally be assessed with some validity using examinations, actual or simulated demonstrations are a far more valid method for evaluating proficiency. Assessment is covered in more detail in IMO model course 1.30 on On-board assessment and 3.12 on Assessment, examination and certification of seafarers. When the evaluation consists of oral and practical tests, the following should be taken into consideration. ■ Advantages and disadvantages of oral and practical tests



Some aspects of competency can only be properly judged by having candidates demonstrate their ability to perform specific tasks in a safe and efficient manner. The safety of the ship and the protection of the marine environment are heavily dependent on the human element. In general, all proficiencies require a practical demonstration, which in some cases can be performed either within training or in service. It is important that any practical testing used to evaluate competence is valid. This means that where this is to be conducted during a training course, the assessor needs to create an environment that has the key features of the work environment on ship present. The advantage of an oral/practical test is that this checks the performance of the trainee in a distinct and interactive way. In this respect, the ability of candidates to react in an organized, systematic and prudent way can be more easily and reliably judged through an oral/practical test. One disadvantage of oral/practical tests is that they can be time-consuming and require expensive equipment and facilities. Equipment should also be available in accordance with the knowledge, understanding and abilities/proficiencies that are to be tested. ■ Static and dynamic assessments Two steps of assessments are recommended for bridge resource management course. The first one should be conducted during and just after passage planning stage. The second one should be dynamic assessment during execution of the passage plan. The course consists of both technical and non-technical skills; passage planning preparation stage and execution of plan at bridge simulator. Both static and dynamic assessment technics should be used. The static assessment should be conducted before execution of passage as review of detailed passage plan prepared by trainees. The template of assessment asks questions that are to be responded as yes or no, with any additional reporting if necessary. The first dynamic assessments should be carried out during preparation stage of the passage planning. The second assessment should be carried out during simulator exercise in order to review navigational practices for both technical and non-technical skills. Assessment form should be prepared in detail in order assess learning outcomes of the course. Only yes or no responses are not satisfactory for dynamic assessment. The assessor should evaluate behaviours or practices as positive and negative within three different scales: unsatisfactory, needs improvement, meets expectations. Assessment criteria are summarized at below table.

Assessment Criteria

Meets expectations (consistently meets expectations; meets all and often exceeds expectations)

Demonstrates this competency at a level appropriate for the position. Meets and sometimes exceeds expected results. Is reliably and consistently successful. May be viewed as a role model or mentor and helps others develop this competency.

Needs improvement (sometimes meets expectations)

- Needs further development, guidance or evaluation to consistently demonstrate this competency at a level appropriate for the position.

- Needs to strengthen this competency to achieve results

- Does not always learn from feedback, coaching or training.



Source: Adopted from Behavioural Competence Assessment and Verification, OCIMF (2018)

Unsatisfactory (does not meet expectations)

- Regularly fails to achieve results. Regularly demonstrates behaviours inconsistent with this competency. Does not follow through on feedback, coaching or training.



Appendix I Non-technical skills assessment example

Category Element Examples of positive and negative behaviours

N /A

Un

sati

sfa

cto

ry

Need

s

Imp

rovem

en

t

Meets

E

xp

ecta

tio

ns

1 2 3

A -

Team

wo

rk

1. Team building and maintaining

POSITIVE: polite and friendly, inviting comments, positive comments, coaching, flexible but firm, listening without interrupting, promotes/uses interactive briefings/debriefings.

NEGATIVE: physical violence/rudeness/bad language, raising voice aggressively, ignoring inputs, making negative criticism or sarcasm, inappropriate silence, improper behaviour to shipping traditions and moral.

2. Consideration of others

POSITIVE: showing interest, respect and/or empathy, tolerance of religious/political differences, awareness of physical/mental state of others, using language common to all crew members, asking appropriate questions, tolerant of weakness. NEGATIVE: unaware of differences between self and others, dismissive gestures, forcing opinions, ignoring others' problem/stress/fatigue, displaying lack of concern, egotistical behaviour, speaking too softly or too loudly.

3. Supporting others

POSITIVE: providing backup in demanding situation, showing genuine interest, providing practical assistance, offering solutions to problems, giving individual counselling/advice, praising when appropriate.

NEGATIVE: acting impatiently/hurrying or rushing others, not fulfilling promises, withholding information/support, undermining/belittling others.

4. Conflict solving

POSITIVE: ability to de-escalate conflict/compromise/give space, being good listener, ability to define/solve problems without emotion, makes decisions impartially/admits own errors, keeping calm and collected, agreeing to disagree.

NEGATIVE: taking sides, using abusive language/physical violence, displaying bias and/or prejudice.



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Skills

1. Use of authority and assertiveness

POSITIVE: supporting and ensuring task completion, intervening/taking initiative when necessary, changing style as situation requires, appropriate assertiveness and intervention.

NEGATIVE: destructive criticism, self-contradicting and/or inconsis

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