BY EMS SEATRAIN
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REVISION 001
APPROVED SA
CHAPTER
REVISION
DATE
1 .0 2 .0 # .0 ! .0 $ .0 6 .0 % .0 " .0 9 .0 10.0 11.0 12.0 1#.0 1!.0 1$.0
000 000 000 000 000 000 000 000 000 000 000 000 000 000 000
01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07
RECORD OF REVISIONS
Course Handout
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EMS Seatrain
Issued 01.06.09
REVISION 001
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Aims
The Aim of this 3 Days Bridge Team Management course is to introduce all Deck Officers to Bridge Team Procedures and teamwork skills with emphasis on Passage Planning and the Master/Pilot interface.
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EMS Seatrain
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REVISION 001
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Course Handout
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OBJECTIVES The trainee who successfu! co"#etes this course wi $e a$e to%
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I&entif! the nee& for tea"wor' s'is ( utii)e these Tea"wor' s'is
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Or*ani)e a functiona Bri&*e tea"
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Res#on& to chaen*es of Bri&*e tea" "e"$ers
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E+#ain the i"#ortance of #annin* a #assa*e
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De"o De"ons nstr trat atee a *rea *reate terr un un&e &ers rsta tan& n&in in* * ( awar awaren enes esss of effi effici cien entt $ri& $ri&*e *e #roce&ures an& $ri&*e $ri&*e tea"wor' tea"wor' &urin* watch 'ee#in* an& shi# han&in*, in nor"a an& in e"er*enc! e"er*enc! situations-
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De"on De"onstr strate ate a *reate *reaterr awaren awarenes esss an& un& un&er ersta stan&i n&in* n* of *oo& *oo& inter interact acti.e i.e co""unication st!e an& $enefit of $ui&in* u# a co""on share& "enta "o&e of the #anne& #assa*e/
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Pre#are an& e+ecute #assa*e #annin*
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Faciitate Master0Piot e+chan*e
EMS Seatrain
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COURSE PROGRAMME
REVISION 001
APPROVED SA
Course Handout
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EMS Seatrain
Issued 01.06.09
REVISION 001
APPROVED SA
Course Handout
TIME
Day 1
091!09"0
09"0!1#00
Subject
•
Registration /Introduction
•
Introduction to BTM and its concept
•
Hazardous thoughts & Error chains
•
Teamwork
•
Situational awareness
•
Leadership and management stles
•
!ase Stud "# Torre !anon
1#00!1"00
1"00!1""
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$u%c& B'ea( $amiliarization •
Bridge e%uipment
•
Ship model Simulator Eercise " '
•
1""!1#0
Manoeu(ring the (essel in !euta port and within congested water
•
)assage )lanning/Eecution/Monitoring
•
*e+rie,ing and E(aluation Simulator Eercise - '
•
1"!1)#0
•
)assage )lanning/Eecution/Monitoring *e+rie,ing & E(aluation
•
!ultural 3wareness
•
)assage planning
•
3uthorit & 3sserti(eness
•
Short term strateg
•
State o, the +ridge
•
Day *
09#0!1#00
*eparture ,rom )etroleum ha(en +erth .o0 1 Maas ha(en2 & na(igation in congested waters
•
!ase Stud -# !ollision at 4andelaar pilot station
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REVISION 001
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Lunch Break
1#00!1"00
Course Handout
1"00! 1""
3ttitude & Management skills# 4orkshop
1""!1)#0
Simulator Eercise no 5 ' •
.a(igation ,rom Maas )ilot to )etroleum Ha(en no 0
•
Emergenc )assage )lanning/Eecution/Monitoring
•
*e+rie,ing and e(aluation
•
!ommunications and +rie,ings
•
!hallenge & Response
•
Stress Management
•
Master / )ilot relation
•
6udgment and decision making
Day #
09#0!1##0
•
•
4heel 7(er position / S%uat / Turning circle !ase Stud 5# !ollision with Trawler
Lunch Break
1#00!1"00
Simulator Eercise no 8 ' 1"00!1)1 •
• •
1)1!1)"
.a(igation in Singapore waters and preparations ,or pilot +oarding at )ilot +oarding ground 9B: )assage )lanning/Eecution/Monitoring *e+rie,ing and e(aluation
!ourse conclusion & 3ssessment
EMS Seatrain
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REVISION 001
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C&a+te' 1 I%t',-ucti,% t, BTM . its c,%ce+ts Sa,el & success,ull completing a commercial (oage is the aim o, e(er maritime ad(enture Howe(er; (oages are sometimes not completed & cargoes sa,el deli(ered In spite o, the latest technologies & power,ul ship engines; the (oage is still at risk & the ship & its crew are still su+
=ood ship management re%uires all aspects to +e controlled This &uma% act,' is the most prominent cause o, most shipping incidents These incidents include +ut are not limited to the ,ollowing P,//uti,%2 C,//isi,% a%- G',u%-i%3 Most o, them occur within coastal waters; and the ma
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Structu"l !"ilure 10%
REVISION 001
APPROVED SA
Other C"ue 14%
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Deck Off icer Error 25%
Engineer Off icer Error 2%
$ech"nic"l !"ilure 5% Equipent !"ilure #% Pilot Error 5%
Course Handout
Shore Error 14%
Crew Error 17%
Maj,' causes , P . I C/aims 4 T&e 5uma% 6act,' 4 U7 P . I C/ub 1998 It is at these times and in these places that the +ridge personnel ha(e the greatest workload The must e,,ecti(el use all the resources a(aila+le and ,unction as a team to handle the work re%uired to complete a sa,e passage and a(oid or at least reduce incidents Reducing incidents in(ol(ing the people ,actor can +e addressed +> Obse'a%ce , i%te'%ati,%a/ a%- %ati,%a/ 'e3u/ati,%s St'ict c,m+/ia%ce :it& C,m+a%y;s +,/icies2 +',ce-u'es a%- :,'( i%st'ucti,%s • •
3+o(e all; reducing incidents in(ol(ing the people ,actor relies on the crews manning the (essels; their initial training; their competence and the strict ,ollow#up training the recei(e This training course is aimed at pre(enting pe ople ,actor incidents; especiall those in(ol(ing restricted water incidents where the Bridge Team pla a (ital role in ensuring the continuous monitoring o, the (essel and its na(igation The Bridge Team should +e used to reduce incidents + allowing Pe,+/e t, m,%it,' +e,+/e; thus ne(er allowing one person to make a mistake; or letting it go unnoticed; especiall in con,ined waters; that could
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C&a+te' * *<0 ! 5a=a'-,us t&,u3&ts . E'',' c&ai%s!
! I ca% -, it> ! It :,%;t &a++e% t, me ! It :,%;t ma(e a%y -ie'e%ce
! D,%;t te// me :&at t, -, ! ?e &ae a/:ays -,%e it t&is :ay ! -, s,met&i%3 @uic(/y>
3nd work towards replacing them with their opposite positi(e or @sa,e thoughts:> ! ! ! !
?&y ta(e a%y c&a%ces It c,u/- &a++e% t, me< D,%;t 3ie i%< ?e a'e a// ,% t&e same s&i+<
! 6,//,: t&e 'u/es< ! T&e% it is ab,ut time :e c&a%3e< ! ,t s, ast2 t&i%(
*<1! C&a%3e 5a=a'-,us T&,u3&ts To assist with good management all B'i-3e Team membe's must Take action to see that minimum standards are esta+lished i, the are not (olunteered + the master and ,or pilot 4hen conning the (essel; the +ridge team mem+er should take the initiati(e to put them in place Render assistance when it appears that the master and/or pilot does not ,ull use all their a(aila+le human resources Recognize 9hazardous thoughts? and work towards replacing them with 9sa,e thoughts? •
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•
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REVISION 001
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*<*! ?e a// ma(e mista(es &ll people "ke i%t"ke%' it i% p"rt of the le"rning e(perience. O)*iou%l+ we "re "llowe, to "ke ore i%t"ke% when we "re +ounger "n, not in po%ition% of re%pon%i)ilit+. -+ the tie we h"*e re"che, %enior po%ition% of "uthorit+ our i%t"kelo", %houl, )e re,ucing B!T "# $T%&& MA'# M%$TA'#$. One w"+ of re,ucing %eriou% error% or pro)le% fro i%t"ke% i% )+ recogni/ing the f"ct th"t %eriou% pro)le% "re often the pro,uct of "n+ inor i%t"ke% The #((O( )*A%+. Error ch"in% u%u"ll+ occur )+ " com,ination of e-ternal and internal errors. #-ternal
%nternal
Increased age o, world?s ,leet !rews ,rom mied cultures $re%uent new crew turno(er Technical ,ailures Maintenance errors Missing in,ormation Mis#in,ormation 7ther organization? errors
Boredom ' inattention !omplacenc o, the routine $atigue/Tiredness Lack o, knowledge o(er con,idence in a+ilit Lack o, training Inade%uate training
.3 T&e e%i',%me%t , a% e'',' Errors will occur Their a,,ects can +e minimized i, the en(ironment in which the occur is ,unctioning e,,ecti(el and e,,icientl
T&e P'actica/ Eects , E'','s
#rror
P',tecte- system
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REVISION 001
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E'','
Vu/%e'ab/e system Res+,%se t, E'','s There are three tpes o, response to an incident or accident> Tpe " ' P'ee%t it happening again + making the com+ination o, situations impossi+le Tpe - ' I, pre(ention is impossi+le then do the net +est thing ' mi%imi=e t&e P',babi/ity o, the same com+ination happening again Tpe 5 ' I, tpe - is di,,icult t&e% t'ai% &,: t, 'ec,3%i=e a%- &,: t, a,it&e Situati,% In the worst case; train &,: t, mi%imi=e t&e c,%se@ue%ces o, the situation i, it happens
*<"!
E'',' C&ai%
.0! Pa'ts , a% E'',' C&ai%
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C,%ti%u,us Assessme%t )re(ention o, serious errors can onl come a+out + recognizing the can eist and thus monitoring people?s input; and eternal input; into an operation !ontinuous assessment o, the operation; such as )assage )lanning or Bunkering; will identi, the possi+le error areas and allow the 7,,icer to a(oid or minimize the conse%uences o, the mistakes I, an error occurs ou should not ignore it; or pretend it ne(er happened The most positi(e wa to look at it is as a learning eperience ,or our sel, and others Reporting and communicating incidents is in the +est interest o, maritime sa,et
C&a+te' #
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REVISION 001
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Team:,'(
3.1 T&e Sta3es , Team Dee/,+me%t There are ,our recogniza+le stages that teams pass through on their •
6,'mi%3
•
St,'mi%3
•
,'mi%3
•
Pe','mi%3
3.1.1 6,'mi%3 4hen a team ,irst comes together there is usuall uncertaint a+out what to do and how to do it Indi(iduals need to ,ind out a +it more a+out one another +e,ore
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the start to concentrate on the task Some team mem+ers will keep (er %uiet 7thers ma do the opposite and make an earl +id to assert themsel(es 3t this point the Team leader?s To -'a: people out To get indi(iduals to ta/( a+out their knowledge and eperience To +egin to ,cus on the
• • •
#<1<*! St,'mi%3 7nce the initial stage is o(er there is almost alwas some tension and disagreement a+out o+ 7nl listening to the more a'ticu/ate a%- c,%i-e%t mem+ers o, the team Their %uieter colleagues o,ten o,,er ideas; which are
•
•
#<1<#! ,'mi%3 This stage marks the +eginning o, the team?s stead state Broad agreement a+out what needs to +e done and how to do it +egins to emerge The team is 3etti%3 t, (%,: ,%e a%,t&e' as indi(iduals and to understand one another?s strengths and weakness Most o, the team?s tasks +egin to +ecome routine Aou can o,ten recognize the norming stage + the growth o, procedures and sstems But watch out 7ne o, the dangers at this point is that; in a reaction to the di,,iculties and disagreements o, those earl months ou will go o(er+oard in de(eloping and reling on ,ormal methods ,or recording and controlling the work o, our team 7perations that run entirel by t&e b,,( do so at the epense o, sti,ling inno(ation and initiati(e Aour role as the leader o, a team; which has reached the normal stage; is to make sure that it does not stick there; +ut progress to>
#<1<"! Pe','mi%3 High per,orming groups naturall use ,ormal use ,ormal sstems B But their main strength lies in mutua/ t'ust a%- 'e/ati,%s&i+ +etween indi(iduals
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Aou can recognize that + the high le(el o, in,ormal; work#related communication that takes place Aour contri+ution to this as the team?s manager is to do a lot o, what is o,ten called MB?A ' Management By Wandering About *on?t Stand Still
#<*! C&a'acte'istics , Eectie Teams 4hat does an eectie team look likeC How does our own team measu'e u+ to the list +elowC Success High per,orming teams ac&iee what the set out to do more o,ten than not But howe(er; the must +e the right o+
Team Re/ati,%s&i+s Relationships within the team; which are supporti(e; trusting and strong enough to stand the health con,lict and argument which properl ,unctioning teams; contain
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!on,lict can +e good ,or a team?s de(elopment and operation It sharpens a group?s per,ormance and there is something the matter with a team too ,ragile to handle disagreements Ete'%a/!Re/ati,%s&i+s Eternal Relationships are relationships outside the team; which allow the team to manage i%te'!3',u+ c,%/ict a%- c,!,+e'ati,%< T&is can +ecome e(ident when @newcomers? tr to enter the team Team leaders o,ten ha(e to manage a parado The stronger their teams get the more united the will +e in the ,ace o, all indi(iduals and groups who are outside their territor But managers ha(e to lead teams; which are part o, a larger organization Their team has to contri+ute to the wider organizational e,,ort; not sa+otage or ,ight against it E&,'tati,% ,orms no part o, the solution to this parado Team unit in the ,ace o, the common enem has +een a lesson li,e has taught mankind since the das o, the Sa+er#toothed tiger 4e won?t stop doing it +ecause our +oss or e(en the Managing *irector; tell us to In ,act it is positi(e to encourage the team spirit The concept o, OUR TEAM ! T5EIR TEAM can +e used to moti(ate and consolidate ship?s per,ormance in wide num+er o, areas The onl wa out is ,or managers to make sure; + working with their +osses; colleagues and other organizations; that their own team?s o+
C&a+te' "
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Situati,%a/ A:a'e%ess 8"# Situational awareness is knowing what is epected; and what is happening at all times
7n the +ridge situational awareness is de(eloped and practiced through communication; command/leadership and teamwork + all participants in(ol(ed
5. $ituational Awareness c"n )e i,entifie, through three %t"ge% 4 5..1 Achie6ing Situ"tion"l "w"rene%% i% "chie*e, )+ " pro"cti*e "ppro"ch of4 Pl"nning "n, prep"r"tion 3hinking "he", 5%ing the "*"il")le re%ource% !ee,)"ck • • • •
5.. 7enerating & goo, %itu"tion"l "w"rene%% i% gener"te, )+4 3he )ri,ge te" "(ii/ing the conning officer6% %itu"tion"l "w"rene%% 3he conning officer recogni/ing the )ri,ge te"6% contri)ution Encour"ging input without critici% • • •
5..3 &oss Clue% in,ic"ting the lo%% of %itu"tion"l "w"rene%% or the potenti"l of "n error ch"in i% e*i,ence, )+4 &)iguit+ Di%tr"ction !eeling of in",equ"c+ "n,or confu%ion & )re"k,own in counic"tion% 8proper con "n,or lookout De*i"tion of the *o+"ge pl"n 9iol"tion of regul"tion% • • • • • • •
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Copl"cenc+
5..3.1! Ambi3uity
*isagreement +etween two or more sources o, in,ormation; such as +etween the wheelhouse and na(igation e%uipment; +etween people; +etween written in,ormation sources ie manuals; rules; directi(es; etc "<*<#<*!Dist'acti,% Too much ,ocusing attention or concentration upon a single e(ent or item This can +e the result o, workload; an emergenc situation; simple inattention; ,atigue; stress; ineperience; etc "<*<#<#! 6ee/i%3 i%a-e@uacy ,' c,%usi,% 3 sense o, uncertaint regarding the situation at hand; a ,eeling the (essel is getting ahead o, ou and there?s nothing ou can do a+out it $re%uentl the result o, lack o, training or eperience; a +reakdown in communications "<*<#<"! B'ea(-,:% i% c,mmu%icati,%s Improper or poor communications !ustomaril due to eternal conditions ie noise; acti(it; peopleD; +ut also attri+uta+le to human +arrier ,actors ie clarit; misunderstanding; animosit; stress; and others .ot ,ollowing standard marine communications protocol; such as the IM7 marine standard (oca+ular "<*<#<! Im+',+e' c,% ,' /,,(,ut The conse%uence o, distraction resulting ,rom ,atigue or ,ailure to prioritise; organize; or share workload "<*<#<8! Deiati,% ',m t&e ,ya3e +/a%
• • • •
$ailure to meet targets o, the (oage plan This ma take man ,orms> *e(iation ,or crossing tra,,ic *i,,erent instructions in the pilots )ossi+le o+structions $ailure to recognize points o, no return
"<*<#<)! Vi,/ati%3 estab/is&e- 'u/es ,' +',ce-u'es *eli+erate de(iations ,rom the standard operating procedure; eg @+ecause it?s easier: or due to time constraint
C&a+te'
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$ea-e's&i+ . Ma%a3eme%t Sty/es <1! ?&y a'e Ma%a3eme%tFTeam:,'( S(i//s %ee-e-C Shipping is twent ,our hour a da and 5F das per ear industr; it in(ol(es> •
•
A e'y &a's& e%i',%me%t :&ic& -ea/s saa3e/y :it& t&,se t&at t'eat it c,%tem+tu,us/y Pe,+/e :&, &ae t&e same st'e%3t&s a%- :ea(%esses as ,t&e' &uma% bei%3s
Most sea#going personnel realize this and can identi, with the T5REE TRUT5S o,ten re,erred to> • • •
T&e sea is -a%3e',us ,u ca%%,t c&a%3e t&e /a:s , %atu'e ?e a// ma(e mista(es
To ensure that the ship?s operation takes these into account; centuries o, tradition ha(e pro(ided seama%s&i+ Howe(er; modern shipping recognizes that more pressure is now +rought to +ear on the ship?s 7,,icers and hence there is a need ,or an integrated Team on +oard the ship to ensure that all aspects o, the ship?s operation are co(ered ,or sa,et and e,,icienc The (ast ma the master and/pilot must not onl esta+lish minimum standards o, sa,et margins; the must demonstrate its esta+lishment and that it is +eing used - Management can onl +e achie(ed + recognizing the importance o, using all aai/ab/e &uma% 'es,u'ces and using them 7,ten the work must +e delegated 5 $inall; a 3,,- ma%a3e' must be ab/e t, i-e%tiy a%y %e3atie ,' H&a=a'-,us t&,u3&ts<
<*! I%t',-ucti,% t, Ma%a3eme%t S(i//s
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To ensure that the resources o, the compan; (essel and additional ser(ices are utilized to the ,ullest ad(antage it is ne cessar to recognize the need ,or all personnel to use Management Skills when dealing with people These skills include> Ma%a3eme%t sty/es $ea-e's&i+ C,mmu%icati,%s A:a'e%ess • • • •
<#! Ma%a3eme%t Sty/es The master must> Manage using a ba/a%ce +etween per,ormance and people#oriented stles Va'y management stle; within a +alanced range; as appropriate E%c,u'a3e o,,icers to ask ,or challenging duties • • •
The +ridge team shall> ,'ma//y use a +alanced management stle S&,: the a+ilit to work with managers o, di,,erent stles; to maintain sa,e working conditions; without threatening the commanding or leadership roles • •
)lease note that this section deals with management stles; not with persons with special characteristics Ideall; a person can switch +etween the di,,erent management stles; depending on the situation
Asse'tie%ess -,es %,t mea% A33'essi,% <"! Rec,3%i=e- Ma%a3eme%t sty/es .o matter what management stle a master and o,,icer use; t&e maste' a/:ays &as ,'ma/ a%- i%a/ aut&,'ity ,' t&e s&i+< But a management stle can +e modi,ied according to circumstances and +ridge team eper ience 7ne 4a o, looking at management stles is to identi, how people pr ioritise their work relation Some think that per,ormance and results are the onl things that matter ie c,%ce'% ,' +e','ma%ce 7n the other hand; some ,eel that people?s needs are to ha(e the highest priorit ' ie c,%ce'% , +e,+/e
Perfor"ance
B
D
E C
Peo#e
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A 4 $,: C,%ce'% ,' Pe','ma%ce a%- Pe,+/e • • •
Low task orientation Sets standards too low )oor short term strateg
Eects , t&is Sty/e Bridge Team uncoordinated; so either nothing gets done or each person has their own agenda •
B 4 5i3& C,%ce'% ,' Pe','ma%ce Little concern ,or people 3uthoritarian stle 7ne wa communication *oes not like challenges Strong leader good in crisis 7ne#man#+and • • • • • •
• • •
• •
Low people orientation )oor communications .o authorit
Bridge Team .ot moti(ated )oor or no leadership
C 4 5i3& C,%ce'% ,' Pe,+/e Little concern ,or per,ormance Gses too much unimportant communication The challenge and response are weak Too supporti(e o, Bridge Team mem+ers Lower standards tolerated • •
•
•
•
Effect% of thi% St+le :uiet2 ,efen%i*e -ri,ge 3e" e)er% Poor counic"tion "n, few ch"llenge% Decline in perfor"nce ;o or"le • •
• •
D *igh concern for Performance A+D People =igh t"%k orient"tion &ccept% ch"llenge% 5%e% %hort ter %tr"teg+ 8,entifie% o)
Effect% of thi% St+le ener"l lowering of profe%%ion"l %t"n,"r,% $or"le ;ittle on the
• • •
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•
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Effect% of thi% St+le Pro"cti*e "ppro"ch th"t en%ure% "ll h"/"r,% "n, critic"l e*ent% "re i,entifie,. E%t")li%hent of goo, ch"llenge "n, re%pon%e en*ironent •
=igh people orient"tion -e%t u%e of -ri,ge >e%ource% oo, counic"tion% oo, le",er%hip
•
-ri,ge 3e" tot"ll+ oti*"te, People in*ol*eent "% " ?te"@ Counic"tion% "n, )riefing% c"rrie,
•
?Show% proi%e )ut coul, ,o )etter@
• •
•
# Middle on Performance and People >e"%on")le counic"tion Ch"llenge% "ccepte, Short ter %tr"teg+ u%e, • • •
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0.0 B'i-3e Team Ma%a3eme%t Sty/es Management Leadership in(ol(es the a+ilit to e,,ecti(el manage and/or participate in a +ridge team This re%uires> Technical knowledge a+out the ship Leadership or people skills )roacti(e approach • • •
<8!
E/eme%ts , 3,,- B'i-3e Team /ea-e's&i+ i%c/u-e • • • • • • •
<8<1!
7rganize the team 7rganize the +ridge Train and coach the team Build team spirits? pro,essionalism )ractice e,,ecti(e communication 3ccept challenge Manage con,licts
O'3a%i=e t&e team Esta+lish +asic team organization and manning + o+ser(ance o, compan polic and guidelines $urther esta+lish procedures and guidelines 1to the etent possi+le2 +ased on the !ompan?s S7)E) to co(er contingencies; emergencies; or other operational situations
<8<*!
O'3a%i=e t&e b'i-3e Eliminate; as ,ar as possi+le; all phsical o+stacles to e,,icient team operations; such as noise; lights; heat/cold; ine,,icient placement o, e%uipment; etc Ensure that all rele(ant charts; na(igational e%uipment and pu+lications are present
<8<#!
T'ai% a%- c,ac& t&e team Esta+lish the 9master as trainer? concept See that all team mem+ers understand and practice +oth esta+lished procedures and +asic nautical skills E%c,u'a3e a// ,ice's t, t'ai% eac& ,t&e'< $ollow the training program with (oage con,erences and de+rie,ings See that our team mem+ers sta health; rested; and capa+le o, coping with the
<8<"!
Bui/- team s+i'it a%- +',essi,%a/ism
!reate a positi(e atmosphere on the ship and the +ridge that will lead to satis,action in a
P'actice eectie c,mmu%icati,% Gse communication techni%ues that will cause an echange o, in,ormation and thoughts in a clearl understood manner
<8<8!
Acce+t -isa3'eeme%t ,' c'iticism 3(oid authoritarian leadership stle; lea(e open a(enues o, legitimate dissent +etween Bridge Team mem+ers with the o+
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Ma%a3e c,%/ict 3 good manager must +e capa+le o, resol(ing con,licts +etween team mem+ers
$ea-e's&i+
<)!
F"# There are ,our +asic stles o, team leaders in which the in(ol(ement and commitment o, su+ordinates can +e seen to increase progressi(el • • • • •
•
Te// t&em ! the leader decides what to do and tells the su+ordinates to get on with it Se// t&em # the leader decides what to do and persuades the su+ordinates to accept it C,%su/t t&em # the leader listens to su+ordinates alternati(e solutions and then makes a decision De/e3ate it # the leader allows the su+ordinates to decide what action to take and +acks up their decision
$rom these stles there is no one @best: stle o, leadership ,or all on#+oard situations Because o, the (er nature o, shipping; some ship+oard e(ents are reacti(e and there is little or no time ,or consultation or discussion 4hile other; longer term operations; allow a more proacti(e approach with much su+ordinate in#put It is ,air to sa; howe(er; that the more consultation a leader puts into an operation; the +etter moti(ated and in(ol(ed the su+ordinates +ecome =ood leadership is knowing when consultation and delegation is; or is not; necessar or ad(isa+le )assage planning is a prime eample o, allowing su+ordinate in#put and discussion It must +e completed in plent o, time; with much eternal in,ormation; ,rom charts; tide ta+les; pilot +ooks etc This will allow ship?s in put and eperience that a master can draw upon and use Howe(er a master must choose the appropriate and e,,ecti(e stle ,or the pre(ailing circumstances and use that to in,luence and moti(ate his 7,,icers and !rew F-# Eme'3e%cies
. $ea-e's&i+
Eme'3e%cies -ema%- /ea-e's&i+ There ma +e little time to consider a short# term strateg or to discuss management stle But leadership is alwas important Leadership works +est when conditions are right 3nd it is the leader?s ,irst responsi+ilit to create these conditions That means using all the BRM tools; in particular> =ood communications 3n open challenge and response stle Short term strategies !ontrolling workload Management stle • • • • •
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There are man sty/es , /ea-e's&i+ =ood leaders use some o, the +etter ones )erhaps the most common stle is leadership by first action Aou don?t ha(e to ha(e all the answers; +ut
<)<#! $ea-e's&i+ . M,tiati,% & goo, le",er trie% to un,er%t"n, people "n, re%pect the "% in,i*i,u"l% "n, profe%%ion"l%. =e in*ol*e% the in the oper"tion. Aou c"nnot le", unle%% +ou know where +ou6re going. So setting and communicating clear goals "re "l%o iport"nt. !or e("ple the go"l% c"n )e rel"te, to %che,ule%2 tow"r,% qu"lit+2 tr"ining "n, gener"l %"fet+2 or tow"r,% co%t%. &% " le",er +ou ,o not h"*e "ll the "n%wer%2 )ut +ou u%t )e prep"re, to u%e "ll re%ource% "t +our ,i%po%"l to get the. -+ ,eleg"ting +ou get the )e%t perfor"nce fro the te" "% " whole. -eing " goo, follower i% "lo%t "% ,ifficult "% )eing " goo, le",er. &% goo, follower u%t un,er%t"n, the re%pon%i)ilitie% of the le",er2 gi*e %upport "n, if nece%%"r+ %tep into the le",er%hip function without thre"tening the )ri,ge te"6% "uthorit+. The master should8 Show the ")ilit+ to %hift "n eergenc+ fro "n un"nticip"te, f"%t re"ction t+pe to the "nticip"te, %low re"ction t+pe. 3"ke the le",er%hip in %ol*ing " pro)le )+ u%ing "ll "*"il")le re%ource%. =e %houl, re%i%t the tept"tion to %tep in "n, ,o it "ll )+ hi%elf. Show the ")ilit+ to i,entif+ %itu"tion% where he%he %houl, )e in ph+%ic"l control of the %hip cop"re, to who he%he %houl, ,eleg"te control. 8n "n or,erl+ "nner2 when the pilot i% on )o"r,2 ,eleg"te cert"in ite% to hi. •
•
•
•
The pilot should8 Show the ")ilit+ to %hift "n eergenc+ fro "n un"nticip"te, f"%t re"ction t+pe to the "nticip"te, %low re"ction t+pe. &%%i%t the le",er%hip in %ol*ing " pro)le )+ u%ing "ll "*"il")le re%ource%. =e %houl, re%i%t the tept"tion to %tep in "n, ,o e*er+thing )+ hi%elf. •
•
The ,ridge mem,er should8 &% f"r "% pri"r+ ,ut+ perit p"rticip"te in the %olution of the pro)le. &llow the "%ter to re%ue control of the %itu"tion when he c"n ,o %o or when the eergenc+ i% o*er. Clo%el+ onitor the "n"geent function% )eing u%e,. • •
•
C&a+te' 8
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Cu/tu'a/ A:a'e%ess The shipping industr unites man di,,erent cultures In the same crew; o,,icers ma misunderstand each other E(er+od ma misunderstand the compan?s instructions But we can communicate despite different cultures. !ommunication is di,,icult The Master is central to ship?s operations and he needs to communicate with man di,,erent people and or ganizations; all with di,,erent languages and language a+ilit
CRE)
C,S+OMS
V+S +O MS
CHAR+ERERS +OMS
C*ASSI-ICA+ION
O)NER
POR+ S+A+E CON+RO* M A S T E R
'RID(E INS,RERS
PI*O+
A(EN+
!ulture can make this communications more di,,icult Because o, cultural di,,erences; communications ma +e weakened; misunderstood or e(en ignored There is no magic answer to this pro+lem; +ut an increase in communication and sa,et ma +e achie(ed +> Becoming more culturall aware uestioning attitudes Treating people as indi(iduals $inding ,lei+le solutions • • • •
!ulture depends on man ,actors> region; spoken language; +od language;
Individuals in different cultures can have more in common than individuals in the same culture.
$ind this common ground and increase cultural awareness There are no rules; +ut there are some guidelines> *on?t stereotpe people •
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*on?t assume people ha(e our (alues *on?t o,,end people Respect other people?s culture 4ith out respect ,rom +oth cultures good communications will not e(en start Learn what moti(ates people as indi(iduals and as mem+er s o, their culture )eople ha(e reason ,or their +eha(ior )a care,ul attention to +od language and to reactions Gse a cultural interpreter Some+od ,amiliar with a culture can act as a link +etween two cultures Eplain our actions and gi(e clear messages in simple language; check understanding Tr to make procedures +pass culture 7ne wa is to use written checklists !hecklists can reduce misunderstandings Jeep a consistent approach and attitude !ultural communications is two wa I, the recei(er can understand our culture this can +ring ou +oth closer together Gse a person?s name This helps communications in most i, not all cultures 4ork at increasing our understanding o, a culture
C&a+te' )
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Passa3e P/a%%i%3 The ,our stages o, )assage )lanning are># " - 5 8
3ppraisal )lanning Eecution Monitoring
" 3ppraisal># In order to understand the risks in(ol(ed in the (enture ; the appraisal stage o, passage planning is carried out Such appraisal will +e made + considering the in,ormation ,rom sources including +ut not limited to># !hart !atalogue; na(igational charts; 7cean )assages o, the world; routing !harts; sailing *irections; Light Lists; Tide Ta+les; Tidal stream 3tlas; .otice to Mariners; Loadline !hart; *istance Ta+les; na(igational warnings; (essel particulars; Mariner?s Hand+ook; =uide to )ort Entr; .autical almanac ; Ship?s Routing etc - )lanning># )lanning ma +e considered ,or 7pen waters or !oastal waters 7nce all the na(igational charts ,or the intended (oage is collected; ensure that all o, these charts are corrected to the latest .otices to Mariners & .a(igational warnings In the )lanning stage; ,actors like @.o#=7 3reas:; Sa,et Margins; Sa,e 4ater areas; 7pen water & !oastal tracks; !hart changes; *istances o,, dangers; local & International regulations; de(iations ,rom track; under keel clearances; tidal windows; stream allowances; 4heel o(er points; )arallel Indeing; 4apoint locations; 3+orts & !ontingencies; )osition ,iing methods; radar & na(aids; land,all lights; radar targets; Buo age; $i ,re%uenc; Reporting points; )ilot +oarding areas; Tra,,ic areas; Transits; compass errors; leading lines & lights; !learing marks & +earings; 3IS etc should +e thoroughl considered
5 Eecution># 3,ter making the )lan and a,ter discussing & appro(ing it; the manner o, eecution is to +e determined In this phase; the +est manner o, using the a(aila+le resources is determined In this phase; the ,ollowing will +e considered># ET3?s ,or tide or dalight; tra,,ic conditions; destination ET3; tidal streams; plan modi,ications; additional personnel; +rie,ings; ,atigue; preparation o, +ridge etc 8 Monitoring># This ensures that the ship is ,ollowing the pre#determined passage plan & is a primar ,unction o, the dut o,,icer Monitoring consists o, a series o, ,unctions; analsing its results and taking action +ased on such analsis $ollowing are among those considered># $iing method; (isual +earings; regularit; estimated position; soundings; cross track error; ,ollowing International Regulations ,or )re(ention o, !ollisions at Sea; non#na(igational emergencies; time management; lookouts; under keel clearances; wapoints; transits; leading lines; clearing lines & +earings; rising/dipping distances; light sectors etc
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C&a+te' Aut&,'ity a%- Asse'tie%ess )erhaps +ecause o, histor and traditions; authorit and asserti(eness is a ma
4hat do we mean + authoritC 3 master has ,ormal authorit +ecause o, his legal and compan responsi+ilit Howe(er; he ma also ha(e personal authorit 4hat do we mean + asserti(enessC 3sserti(eness is putting ,orward our ideas right o, wrong It can come ,rom con,idence; knowledge; skills; eperience; etc 3uthorit and asserti(eness are (er similar 4e normall associate authorit with master and the person in charge and asserti(eness with the o,,icers;
MA$T#(
Assertieness
Autorit/
3(D O99%)#(
3rd Officer
MASTER PI1OT
HE1MSMAN
There is an authorit asserti(eness relationship +etween e(er+od on the +ridge
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Most people would agree that a +alance +etween the authorit and asserti(eness o, an two mem+ers gi(es the sa,est situation E(erone must +e asserti(e enough to contri+ute to and i, necessar challenge decision
But wh +alanceC The degree o, authorit/asserti(eness will alter di,,erent situations $or eample ' in a high risk situation the master will issue orders and epect immediate response I, a team mem+er realizes the order is incorrect; his asserti(eness to countermand it will need to +e ,irm and con,ident 3s the Bridge Team is a (ital component o, the sa,e and e,,icient eecution o, a (essel?s (oage; the authorit o, each mem+er must +e recognized + all other mem+ers Master must> !o#ordinate +ridge acti(it to +ring a+out an appropriate +alance +etween his authorit and asserti(eness o, the +ridge team mem+ers )ro(ide correcti(e management action when an im+alance occurs 4hen the pilot is on +oard; the master must co#ordinate +ridge acti(it to cause appropriate +alance +etween the pilot?s authorit and asserti(eness o, the +ridge team •
• •
7ther Bridge Team mem+ers must> Seek to achie(e an appropriate +alance +etween asserti(eness and authorit Identi, the le(el o, the Master?s authorit> I, the le(el is so low that the sa,et o, the (oage is threatened; the o Bridge Team shall increase their le(el o, asserti(eness to get essential tasks done and essential decisions made o I, the le(el is so high that ecessi(e stress and workloads might +e created; the +ridge team ma; o a(oid interpersonal con,licts; lower their le(el o, asserti(eness; G.LESS THE S3$ETA 7$ THE K7A3=E IS THRE3TE.E* • •
<1! $ee/s , Aut&,'ity a%- Asse'tie%ess )ercei(ed le(els o, authorit and asserti(eness can (ar +etween mem+ers o, the Bridge Team The Master or )ilot ma ha(e T,, Muc& Aut&,'ity +ecause the> Epected total command Lack o, communication skill !annot delegate 3re per,ormance oriented .eeds to pro(e himsel, • • • • •
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The 7,,icer o, 4atch is o,ten T,, $,: ,% Asse'tie%ess +ecause he> Is silenced + master?s authorit Is unaware o, what is epected Lacks communication and management skills Eperiences a personalit clash with the master Is o, a di,,erent cultural • • • • •
3lthough too high and too low authorit or asserti(eness are etremes it is interesting to look at the ,our possi+le com+inations> •
•
•
•
5i3& aut&,'ity 4 $,: asse'tie%ess This situation means that the whole team does not participate in decision making ' their ideas and challenges are put down little thought $,: aut&,'ity 4 5i3& asse'tie%ess This is the least dangerous situation ' high asserti(eness can compensate ,or low authorit But it?s ,ar ,rom ideal 5i3& aut&,'ity 4 5i3& asse'tie%ess This could +e (er dangerous 4hat would happen if there w"% "n eergenc+ while the+ were "rguingB oul, the+ e*en noticeB 8t will "l%o t"ke tie "n, eotion"l effort to rep"ir the )", feeling for the re%t of the *o+"ge. 3here "+ )e incre"%e, %tre%% "n, higher worklo", on )o"r,. &ow authority &ow asserti6eness 3here i% perh"p% the o%t ,"ngerou% co)in"tion )ec"u%e no)o,+ recogni/e% the pro)le. Deci%ion "+ not )e ",e. 3he+ "+ )e ",e too l"te or incorrectl+ )ec"u%e of the l"ck of ch"llenge%.
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C&a+te' 9 S&,'t te'm st'ate3y 3s indi(iduals we are o,ten %uite good at crisis management; that is at sol(ing immediate pro+lems But under time pressure we sometimes don?t work as a team making the +est use o, all our resources S&,'t te'm st'ate3y ' is a structure ,or +rie,ing all the team into the pro+lem sol(ing process 3 common structure sa(es time and minimizes misunderstanding 4h short term strategC Each person has a percentage o, total relevant knowledge to sol(e a pro+lem on the +ridge It could +e sit; se(ent or e(en ninet percent The knowledge ma + eperience; in,ormation; skills attention or a+ilit 3cting alone there is a risk area in which person ma make a mistake
Risk area
Reeant no3edge
But when
Ris4 area
Reeant no3edge
)hief Officer
Ris4 area
Reeant no3edge
Third Officer
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the com+ined knowledge increases Since each will pro+a+l know something o, the other?s unknown risk area This reduces the total unknown risk area considera+l Reducing the risk area means a ma
#rd Oi5ers 4no3edge
Ris4 Ris4 area area
CieCie oi5ers Oers 4no3edge 4no3edge
Co78ined 4no3edge
T&e'e a'e ie ste+s i% s&,'t!te'm st'ate3y •
•
•
•
•
Identi, the pro+lem ' Identi, the pro+lem and make sure that it?s real pro+lem Built the plans ' Each team mem+er should +uilt his or her own plan to sol(e the pro+lem !heck the plans ' !heck the indi(idual plans and produce a com+ined plan with +est parts o, each Make sure that the com+ined plan takes care o, all possi+ilities; that nothing has +een missed Summar +rie,ing ' Brie, e(er+od with a summar o, the pro+lem and the com+ined plan The whole process should +e interacti(e Monitor ' Monitor the plan as it is eecuted *on?t +e a,raid to change the plan i, the situation changes ' +e ,lei+le
Short#term strateg works +est on a ship with good interpersonal communications ' interacti(e and closed loop ' and within an en(ironment where challenges can +e made and accepted
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S&,'t te'm st'ate3y I-e%tiy t&e +',b/em
Gse all resources Gse time a(aila+le Make time
Bui/- t&e +/a%s
Gse all resources Gse time a(aila+le Make time Set priorities
C&ec( t&e +/a%s
3sk ,or suggestions !ompare plans !onsider each input 3nthing missingC
Summa'y b'iei%3
!heck understanding Set monitoring guidelines =ain commitment
M,%it,'
Respond to challenges !orrect ,ailures to monitor
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C&a+te' 10 State , t&e b'i-3e 7ur ship?s instruments tell us the state o, the ship ' speed; course and so on But we also need a method o, checking the state o, the human components on the +ridge ' how 4E are per,orming and re acting Let?s in(ent indicator to measure our state and state o, the +ridge as a whole
Hi*h 2or'oa& 1ow Stress
1ow 2or'oa& 1ow Stress
3 &# 4
# &2
2
&1
1
1 4 O+timum> Aou are alert; attenti(e and per,orming well There are no technical pro+lems and no people pro+lems The weather is ,ine E(er+od ,eels ,ine * 4 C,%ce'%e- 3 pro+lem has de(eloped making ou ,eel concerned Sometimes it?s not clear what the pro+lem is But the ,eeling is real and is +eginning to a,,ect our per,ormance More pro+lems ma occur 4orkload ma start to increase # 4 A/a'me- 4hen ou ,eel that the situation is getting serious; then the workload or le(el o, stress can cause a strong sense
! 1 ! B,'e-
I, ou ,eel that ou?re +ecoming +ored and small errors are starting to occur
!* ! I%atte%tie at C'itica/ P&ase The last and most dangerous state Inattenti(e at a critical phase o, the (oage
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6act,'s aecti%3 t&e state , t&e b'i-3e > workload personalit moti(ation eperience tiredness health change eternal technolog • • • • • • • • •
?&at ca% y,u -, ab,ut t&e states In the optimum state simpl maintain the situation; +ut plan ahead and 3nticipate changes in workload Take care to a(oid the situation getting 4orse I, the pro+lem puts ou in plus two; increasing workload and stress; then protect the situation ,rom deteriorating to plus 5 Monitor the pro+lem care,ull Don’t be afraid to ask for help. 3(oid plus 5 at all costs But i, ou are in it , take immediate action to et out. Aou ma ha(e to +e undiplomatic !" 1Bored2 ' Low workload and stress can +e dangerous +ecause ou can graduall slip late the situation without realizing it There ma +e no clear pro+lems Aou ma +e on autopilot; ,eeling little tired; ha(ing nothing common with other o,,icers "or #hatever reason you feel bored$ +e aware o, the dangers recognize the smptoms take care to a(oid the situation getting worse 1state ' "2 take action to stop the situation getting worse • • • •
in minus two monitoring is not getting done The instruments ma +e in and ou ma +e reling on them completel Aou ma dadream or get hpnotized on minor details Aou make careless errors; ou ma get +ad tempered You must make a special effort to return to the safer balanced state But de(eloping the moti(ation to take action can +e di,,icult ' you may not have recognized the problem. 4hen ou slip into minus 5; ou are in a reall dangerous situation !lues were pro+a+l missed as the pro+lem got worse 4hen the situation gets critical ou ma notice and suddenl wake up The most di,,icult thing is to recognize the danger e(en though all the phsical ,actors appear 7J Inattention during a critical phase can be as dangerous or even more dangerous than a more recogni%able emergency 4hen the risk increases at either low or high workload side &states '( or )(* +han take action to correct the situation. Avoid the critical etremes &states '- or )-* at all costs. But if you find yourself in them, take action to + /0+ immediately. 7ne particularl dangerous situation is when an emergenc occurs in a minus 5 state This can cause con,usion and panic at a critical time Then the +ridge changes immediatel to the alarmed state; when people realise the danger
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C&a+te' 11 C,mmu%icati,%s . B'iei%3s !ommunication is the most important thing in the world B +roadcasting and recei(ing in,ormation ou are letting the team know what is happening and recei(ing their input The master must> Set the right climate ,or communications Recognize the important o, +rie,ings; in particular a good master/pilot in,ormation echange and a change o, watch +r ie,ing Recognize the importance o, de+rie,ings )ro(ide good communications • •
• •
11<1! C,mmu%icati,% Ba''ie's The +arriers ma +e internal or eternal
Ete'%a/ Language .oise Light Temperature
I%te'%a/ Bias 17h; it?s 6ack again2 Relationship Koca+ular Intimidation Background/!ulture Tone
)recise communications are (er important
11<*! B'iei%3 In general; +rie,ings are an important tool o, management !are,ull communicating the proposed plan o, action will ena+le all participants to understand what the o+ It should +e handled in an open and ,riendl manner + the person leading the pro
• •
•
•
• • •
A$?AS AS7 6OR A MORE KUESTIOS: Though in man cases it will +e the master that pro(ides the +rie,ing; it is good management ,or him to delegate to the person with rele(ant in,ormation; eg a cargo loading/discharge plan +rie,ing could +e presented + the !hie, 7,,icer
T&e maste' s&a//
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Lead a +rie,ing +e,ore departure that includes> )resentation o, the route plan Interaction with the +ridge team Setting o, stipulated re%uirements Identi,ication o, possi+le weak links on the route Esta+lishing standards and guidelines to +e met during the passage Setting the en(ironment ,or an e,,ecti(e team oriented operation Brie, the pilot on the ship?s characteristics and e%uipment using the pilot card 3sk the pilot to present his route plan and gi(e in,ormation on local conditions Show responsi+ilit to +rie, and co#ordinate operational ,actors with the +ridge team Esta+lish an open; interacti(e and closed loop communication stle *uring the (oage; +rie, the team on an signi,icant situations encountered *uring the (oage or as soon as possi+le a,ter the (oage; de+rie, the team on an signi,icant situations encountered • • • • • • •
•
•
• •
•
T&e +i/,t s&a// )resent a route plan and discuss his na(igational intentions against the ship?s (oage plan; ena+ling the +ridge team to monitor the progress o, the (essel along the planned track Brie, the +ridge team on local conditions and tra,,ic regulations In,orm +ridge team +e,ore making an change o, course or speed In,orm +ridge team o, an changes or epected changes regarding tra,,ic; weather; (isi+ilit; currents etc Should the principles o, good +rie,ings and communications not +e used + the master/+ridge team; the pilot should point this out in a diplomatic wa •
• • •
•
T&e b'i-3e team membe' s&a// 3cti(el support and participate in all +rie,ings and de+rie,ings Ensure that good +rie,ings and communications are used when changing o(er the watch 3cti(el participate in a working en(ironment that supports e,,ecti(e communications principles Should the principles o, good +rie,ings and communication not used + the master or pilot; the o,,icer o, the watch should point this out in a diplomatic wa so he is not seen to threaten the leadership and/or command • •
•
•
11<#! Deb'iei%3 3 de+rie,ing is a meeting a,ter a (oage or a,ter an incident 1good or +ad2; or 3s soon as possi+le ' Tr to de+rie, as soon as possi+le a,ter a situation while it is ,resh in e(erone?s mind Aoursel, ,irst# !onsider areas o, impro(ement ,or oursel, ,irst; then +ring in the rest o, the team =i(e them a chance to speak ,or themsel(es )ositi(e & negati(e ' learning eperience ' remem+er to address the positi(e points as well as the negati(e It can pro(ide a use,ul learning eperience 4hole team ' *o not +lame indi(iduals Talk a+out the whole team E(en though one person ma make a mistake it?s the responsi+ilit o, the whole team to detect it •
•
• •
•
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Issued 01.06.09
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REVISION 001
APPROVED SA
Course Handout
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Interesting ' Tr to keep people interesting Make plans +ased on the de+rie,ings ' Make action plans +ased on the de+rie,ings
The main ,unction o, a de+rie,ing is to identi, lessons that ha(e +een learnt ,rom an eercise It must +e carried out as soon as possi+le a,ter the e(ent; with all participants in(ol(ed in it +eing de+rie,ed To ensure that a ,ull and ,air summar is achie(ed allow participants to list the positi(e and negati(e aspects o, the eercise Highlight these results and 'eie: t&e +/a%s base- ,% t&e -eb'iei%3< The outcome o, the de+rie,ing should result in a plan ,or ,uture impro(ements and in earl detection and correction o, errors
11<"! T&e c/,se- /,,+ The sender sends a message; the recei(er acknowledges it + repeating the ke parts +ack to the sender; and the sender then con,irms the acknowledgement $or eample> Pilot steer !"#$ %elmsman steer !"#$ Pilot !"#& Thank you$ Send
Sender Conir7
MESSA(E ESSA(E
Re5ei0er A54no3edge
EMS Seatrain
Issued 01.06.09
REVISION 001
APPROVED SA
Course Handout
Page !0 o !"
In the eample; the @"-; Thank Aou: ma appear simple and unnecessar 3ctuall it is (er important and gi(es appositi(e ,eed+ack con,irming that the message has +een understood; thus rein,orcing the loop I, the loop is +roken + misunderstanding it needs to +e clearl corrected; gi(e the order again; recei(e acknowledgement and con,irmation 3lwas look ,or positi(e ,eed+ack ' .EKER accept unclear ,eed+ack and words such as> • • •
)ossi+l I think so Gsuall
• • •
Ma +e Last time Be,ore
C&a+te' 1*
3n important ,actor in the e,,ecti(e ,unctioning o, an Bridge Team is to recognize the knowledge and competence o, its mem+ers and the eperience the can +ring to +ear on a situation To ,acilitate this all personnel must learn to accept constructi(e challenges to their concept o, a situation C,%ce+t ' can +e de,ined as mental picture; understanding or assumption a+out a situation The onl clear wa to impro(e a problem of concept is through communication and discussion
EMS Seatrain
Issued 01.06.09
REVISION 001
APPROVED SA
Course Handout
Page !1 o !"
C&a//e%3es ' can +e de,ined as re%uests ,or clari,ication o, a concept; action or (iew The must +e made in a diplomatic wa that does not cause alienation and discord ie ask ,or or gi(e ,acts to support a statement Res+,%se ' gi(ing e,,ecti(e action or answers to the challenges raised To impro(e sa,et e(er+od needs to operate as a team ' monitoring; %uestioning and supporting each other So we nee to set up a stle o, open communication on the +ridge in which we can challenge each other and respond to challenges; and in which positi(e responses are normal It is called the challenge and response en(ironment 3ccident reports show that making challenges and responding openl to them is a ma Encourage challenges 3lwas challenge a di,,erence o, concept 4hen making a challenge +e diplomatic • • •
I, ou ha(e enough time; take action to con,irm the challenge I, possi+le use a third source o, in,ormation to check di,,erences in concept +etween the originator and the challenger 'elcome challenges even if they are incorrect But i, time is short; take cautious action to protect sa,et Too %uick a reaction could +e unsa,e Howe(er in certain emergenc situations ou must act instincti(el
EMS Seatrain
Issued 01.06.09
REVISION 001
APPROVED SA
Course Handout
Page !2 o !"
4e must +e alert ,or +locks that stop the working o, challenge and response Blocks ma +e inside the challenger’s head$ He ma +e %uiet Lack con,idence He ma +e not asserti(e He ma +e ,rom a high power distance societ He ma not understand sstem He ma not accept responsi+ilities Bad eperiences ,rom pre(ious challenges • • • • • • •
Blocks ma +e caused + the master or pilot$ He ma ,eel that his authorit is +eing threatened He ma lack con,idence He ma respond emotionall He ma simpl +e a poor communicator He ma +e +ad manager • • • • •
C&a+te' 1# St'ess Ma%a3eme%t
A 5 Reait/ B : -iter C : Persona ;er5e;tion
Reait/
A
B
L
C
EMS Seatrain
Issued 01.06.09
REVISION 001
APPROVED SA
Course Handout
Page !# o !"
3> =ain control o(er our personal li,e + RE!3LIBR3TI.= our epectations and attitudes 1i, ou cannot change realit; change attitude2 B> !H3.=E li,e situation/stle i, necessar 17ne has to change ,ilters ,or another look at realit2 Rec,3%ise st'ess " Aou lose our sense o, humor 1irritation2 - Aou get a peripherical (ision 1tunnel (ision2 5 Aou lose the a+ilit to register oral in,ormation 8 Aou lose our a+ilit o, treating in,ormation 1hampering2 F 3ll senses are +locked St'ess a%- c,mmu%icati,% Reduction Regression Loss o, pro,essional language Back to nati(e#tongue Bad sel,#control Ker+al aggressi(eness • •
•
St'ess a%- +e','ma%ce Ee5t o training Perfor"ance
(ood ;eror7an5e
'ad ;eror7an5e
*o3 stress
A5ute stress
STRESS
!ruise
Berthing/un+erthing Emergenc situations
Gncontrolla+le e(ents
4hat can ou do to a(oid stressC • • • • • •
Eercise and eat health to sta ,it 1phsical eercise2 Increase our knowledge 1mental eercise2 Impro(e our communication skills Learn more a+out handling con,licts 1con,lict#management2 Lean 1how2 to delegate Lear to observe oursel, and our team mem+ers
EMS Seatrain
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Issued 01.06.09
REVISION 001
APPROVED SA
Course Handout
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I, ou recognize stress# smptoms ask for or offer help Learn to pro(ide indi(idual attention 1eali%e$ what is our relation to time2
C&a+te' 1" Maste'FPi/,t Re/ati,%s&i+ The relation +etween a Master & ship?s pilot is purel pro,essional The ship?s Master is charged with the responsi+ilit ,or the sa,et o, ship The pilots are engaged to assist with na(igation in con,ined waters & to ,acilitate port approach; +erthing & departure Howe(er; the Master has the ultimate responsi+ilit & has the right and o+ligation to take o(er ,rom the pilot in the rare e(ent o, the pilot?s ineperience or mis
EMS Seatrain
Issued 01.06.09
REVISION 001
APPROVED SA
Course Handout
Page !$ o !"
4hen the pilot enters the +ridge; it is good practice ,or the master to make time ,or 3 +rie, discussion with the pilot Such discussion will include items such as pilot?s planned route; his anticipated speeds & ET3s +oth en route & at the destination; what assistance he epects ,rom the shore; such as tugs & KTS in,ormation and what contingencies he ma ha(e in mind $or his part; the master needs to ad(ise the pilot o, the handling characteristics o, his ship; in particular an unusual ,eatures & rele(ant in,ormation such as anchor condition; engine tpe & control and personnel a(aila+ilit 3lso he will need to know a+out location o, KH$; radar in use & mode & a(aila+ilit The ship?s position should +e monitored when the pilot has con eactl as it has to +e under an other conditions Such monitoring needs to +e carried out + the 774 and an de(iations ,rom the planned track or speed o+ser(ed should +e made aware to the master as i, he had the con
C&a+te' 1 Ju-3eme%t a%- Decisi,% Ma(i%3 Let?s de,ine
Inor7ation
Pro5essing
De5ision
EMS Seatrain
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REVISION 001
APPROVED SA
Course Handout
Page !6 o !"
$irst gather in,ormation ' ,ind all the a(aila+le pieces Sometimes in,ormation is eas to ,ind; o,ten ou will need to search !heck that it?s rele(ant and correct )rocess is weighting the options 1processing2 !onsult with people throughout this operation Make a decision Aou will need to summarize the options; make the choice and get agreement to proceed 6udgment is in(ol(ed in choosing the pieces o, in,ormation and in processing them to +uild up the picture 3
>es
(ood =udg7ent
No
Poor =udg7ent
Bigger decisions can alwas +e +roken down into smaller ones So the whole process is decision tree with man +ranches 7ne +ad
EMS Seatrain
Issued 01.06.09
REVISION 001
APPROVED SA
Course Handout
Page !% o !"
compromise This ma mean that the ,inal decision is not ideal But when ou can go right +ack to ,irst wrong decision ou can switch to the good Gncertaint that can result ,rom either lack o, in,ormation ,or one or +oth options; lack o, knowledge; or lack o, a+ilit !ompleit o, the situation Lack o, time Stress; caused + risk; or + high workload •
• • •
5i--e% +'essu'e 7ne ,actor that o,ten a,,ects our the personal reasons o, the o,,icers to get home 3nd not#so#hidden pressure> the weather and technical pro+lems 5,: t, -ea/ :it& &i--e% +'essu'e Be aware o, it as a possi+le pro+lem and +e alert ,or it Separate ,acts ,rom emotions 4hen making an unpopular decision it?s good idea to eplain the +asis ,or the decision )eople will o,ten see the logic in the decision and go with it • • •
Kua/ity , Ju-3me%t The %ualit o, our
6
!ollecti(e Eperience
6
BRM
5
Impro(ed decision
Eme'3e%cies $rom eperience a master will o,ten know what to do 4hen a situation arises that is out o, the ordinar or (er rare; he will re%uire assistance ,rom whate(er source he can get it to regain the initiati(e and control !ontrolling the situation is (ital Ha(ing an esta+lished; tried and tested processes and procedures will aid the master in this control 7,ten + taking a step#+ack and o(er# (iewing the situation is more e,,ecti(e than rushing in without an o(erall idea or plan
C,%t',//e-
U%c,%t',//eE(ent Situation )ro+lem 3ccident Incident Emergenc !risis Grgent .on#routine
!ontingenc )lanned )rocedural ualit
P',!actie
Re!actie
EMS Seatrain
Issued 01.06.09
REVISION 001
APPROVED SA
Course Handout
Page !" o !"
Emergencies come in di,,erent le(els Gn,ortunatel man people onl recognize the are in a higher le(el emergenc when it is too late Eme'3e%cies are situations that re%uire special attention The need good
Tr to mo(e the di,,icult emergencies into eas ones )reparation and anticipation o, di,,erent situations can assist Rehearsing what could +e necessar is use,ul 4hat i, this happens; what would we doC Jeep alert and get read ,or possi+le emergencies; e(en unlikel ones *rills and eercises pro(ide a (ital part o, emergenc preparedness !hanging reaction speed ma sometimes +e impossi+le 3t other times ou !3. slow down reactions + using all the time a(aila+le ' reducing the risk o, an error
(e6iew The ,oregoing has identi,ied man important aspects o, Teamwork )assage )lanning and Master/)ilot inter,ace Lessons can +e learned and incidents a(oided The most important thing is that A7G ha(e completed the course and A7G are now a+le to pass on the in,ormation recei(ed
