IMO Model Course 1.22

Model Course 1.22

Ship Simulator and Bridge Teamwork

First published in 1991 by the INTERNATIONAL MARITIME INTERNATIONAL MA RITIME ORGANIZATION 4 Albert Embankment, London SE1 7SR

Revised edition 2002 Printed in the United Kingdom by lntype Libra Ltd

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ISBN 92-801-4162-7 IMO PUBLICATION Sales number: TA 122E 122E

ACKNOWLEDGEMENTS

This course on ship simulator and bridge teamwork is based on

First published in 1991 by the INTERNATIONAL MARITIME INTERNATIONAL MA RITIME ORGANIZATION 4 Albert Embankment, London SE1 7SR

Revised edition 2002 Printed in the United Kingdom by lntype Libra Ltd

2

4

6

8

10

9

7

5

3

1

ISBN 92-801-4162-7 IMO PUBLICATION Sales number: TA 122E 122E

ACKNOWLEDGEMENTS

This course on ship simulator and bridge teamwork is based on

CONTENTS

Foreword

v

Introduction

1

Part A:

Course Framework

3

Part B:

Course Outline and Timetable

8

Part C:

Detailed Teaching Syllabus

12

Part D:

Instructor Manual

22

Appendix:

Ship Squat and Its Calculation

Annex:

IMO Assembly resolutions A.601 (15) and A.678 (16) Guidance on the Implementation of IMO model courses

Foreword Since its inception, the International Maritime Organization has recognized the importance of human resources to the development of the maritime industry and has given the highest priority to assisting developing countries in enhancing their maritime training capabilities through the provision or improvement of maritime marit ime training facilities at national and regional levels. IMO has also responded to the needs of developing countries for postgraduate training for senior personnel in administration, ports, shipping companies companies and maritime training institutes by establishing the World Maritime University in Malmo, Sweden, in 1983. Following the earlier adoption of the International Convention on Standards of Training, Certification and Watchkeeping for f or Seafarers, 1978, a number number of IMO Member Governments had suggested that IMO should develop model training courses to assist in the implementation of the Convention and in achieving a more more rapid transfer of information and skills regarding new developments in maritime technology. IMO training advisers and consultants also subsequently determined from their visits to training establishments in developing countries that the provision of model courses could help instructors improve the quality of their t heir existing courses and enhance their effectiveness in meeting the requirements of the Convention and implementing the associated Conference and IMO Assembly resolutions. In addition, it was appreciated that a comprehensive set of short s hort model courses in various fields of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in maritime administrations, ports and shipping companies to improve their knowledge and

Introduction

•

Purpose of the model courses

The purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in organizing and introducing new training courses, or in enhancing, updating or supplementing existing training material where the quality and effectiveness of the training courses may thereby thereby be improved. 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 audio-visual or "programmed" material for the instructor's presence. As in all training endeavours, the knowledge, skills and dedication of the instructor are the key components in the transfer of knowledge k nowledge and skills to those being trained through through IMO model course material. Because the educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, 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 technical intent of IMO conventions and related recommendations.

•

Use of the model course

To use the model course the instructor should review the course plan and detailed syllabus, taking into account the information provided under the entry standards specified

SHIP SIMULATOR AND BRIDGE TEAMWORK

to each learning area. Teaching staff should note that the sequence and length of time allocated to each subject are suggestions only. These factors may be adapted by lecturers to suit individual groups of students according to their experience and ability as well as equipment and staff available for training.

• Lesson plans Having adjusted the course content to suit the trainee intake and any revision of the course objectives, the instructor 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 making his presentation of the material.

• Presentation The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied that the trainee has attained each specific learning objective. The syllabus is laid out in learning-objective format and each objective specifies what the trainee must be able to do as the learning outcome.

• Evaluation or assessment of trainee progress The nature of this course involves all of the trainees and the instructors in an ongoing

PART A: COURSE FRAMEWORK

Part A: Course Framework

•

Scope

This course is practical and theoretical and consists of a series of exercises performed on a ship handling simulator. Classroom lectures, to provide the necessary theoretical background for the exercises, are included. Particular items dealt with in these lectures are illustrated either by including them as part of an exercise or by a separate simulator demonstration. Bridge teamwork is dealt with either as interactive Computer Based Training (CBl) or lecture. Exercises are controlled by an instructor and, initially, allow the trainees to become familiar with the equipment, the controls and the instrumentation provided by the simulator. The exercises increase in complexity as the course progresses and as trainees become familiar with the manoeuvring characteristics of the ship model and its response to the engine and helm in various conditions. The final exercises deal with the planning and execution of a coastal passage from port to port and will make use of the knowledge and skills learned in all of the previous exercises. Equipment failure or malfunction will be introduced during the later exercises to afford trainees practice in taking emergency preventive action and to practise on bridge teamwork in critical situations. During exercises, trainees are expected to make use of effective bridge procedures, to comply with International Regulations for Preventing Collisions at Sea, 1972 (COLREG


Entry standards Trainees wishing to enter this course should have a minimum of six months' watch keeping experience as officer in charge of a navigational watch and should also have completed a course of training which meets or exceeds the standard set out in IMO Assembly resolution A.483 (XII), Training in radar observation and plotting (see IMO Model Course 1.07).

• Course certificate, diploma or document On successful completion of this course, a document should be issued certifying that the holder has successfully completed a simulator course in ship handling and bridge teamwork .

• Course intake limitations The course intake will, to some extent, be dependent on the facilities provided by the simulator and the number of qualified instructors available. To allow each trainee to spend a reasonable proportion of the time engaged in exercises, the intake should be limited to two bridge teams, each consisting of three or four persons. Typically, one team would be carrying out an exercise while the other is being lectured, debriefed or planning the next


• Teaching facilities and equipment This course requires a ship handling simulator with a fully equipped bridge, including instruments showing course, speed, rudder angle, rate of turn, engine RPM and propeller pitch and relative wind direction and speed. Whenever possible, the model in use should be of similar size and manoeuvring characteristics to the ships in which trainees will serve. The models must generate realistic responses to the use of engine and rudder under various conditions. Special attention should be drawn to slow speed situations. The simulator must have a visual system capable of handling a number of ships in addition to land masses. The simulator must generate realistic radar signals and echo soundings and simulate or emulate navigation receivers providing at least one alternative means of fixing position. Manoeuvring information, in the form set out in IMO Assembly resolution 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. Means of producing the sound signals required by COLREG 1972 must 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, there should be a wall projector showing the scenario as it is seen from the instructor station. The room should be suitable for displaying charts on the walls and


Each group will require the following:

A3

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

A4

Equipment manuals and tables of corrections for simulated navigational aids.

A5

International Chamber of Shipping, Bridge Procedures Guide, 3rd edn. (London, Witherby and Co., 1998).

A6 A ship's log-book. A7

Manoeuvring information for the ship model in use.

AB

Videos BRIDGE PROCEDURES AND BRIDGE RESOURCE MANAGEMENT SERIES

V1 V2 V3 V4 VS V6

Part 1 - PASSAGE PLANNING (Code No. 496) Part 2 - BRIDGE WATCHKEEPING (Code No. 497) Part 3 - MASTER/PILOT RELATIONSHIP (Code No. 498) Part 4 - ACCIDENT PREVENTION - THE HUMAN FACTOR (Code No. 637) Part 5 - EMERGENCY PROCEDURES (Code No. 638) Part 6 - NAVIGATION CHARTS & ASSOCIATED PUBL/ CAT/ONS


R4 IMO Assembly resolution A.601 (15) - Provision and display of manoeuvring information on board ships.

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Textbooks (T)

T1

Bridge Resource Management, Student's Workbook (up-to-date edition)

T2

Bridge Team Management, Captain A. J. Swi'ft, The Nautical Institute, London

Internet website references In an attempt to learn from previous accidents and incidents further useful material to support the preparation of lessons, teaching and assessment may be found amongst the following websites: W1

Safety Digests of the Marine Accident Investigation Branch are available at www.maib.dtlr.gov.uk The site has useful links to many other similar data and reports

W2

The Nautical Institute site carries an extensive section under its Marine Accident Investigation Scheme at www.nautinst.org/marineac.htm

To be extended whenever suitable textbooks are available.


Part B: Course Outline and Timetable Training area

1. Review of basic principles

Hours Lecture

Simulator

2

*

2. Familiarization with the bridge

1

3. Standard manoeuvres

0.5

2.0

4. Wind and current effects

0.5

2.0

5. Attitude

1

6. Cultural awareness

1

7. Briefing and debriefing

1

8. Challenge and response

1

9. Shallow-water effects 10. Bank, channel and interaction effects

11. Planning

0.5

2.0

0.5

2.0

1

PART B: COURSE OUTLINE AND TIMETABLE The table below provides an alternative course sequence to the sequence proposed in this model course. The alternative sequence puts the theory of teamwork and team roles before the actual training sessions on the simulator , which may enhance the didactical effectiveness of the simulator session s.

Training area

I. Introduction and review of basic principles

2

2. Attitude and situational awareness

l

3. Cultural awareness v

Lecturer hours

4. Communication: briefing and debriefing 5. Challenge and response; Case l

Simulator hours

0.75 l

1.5

6. Familiarization on the bridge; trial run

l

7. Standard manoeuvres; Run l

0.5

2

8. Wind and current effects; Run 2

0.5

2

9. Planning and short term strategy

l

10. Authority and assertiveness

0.75

11. Management on the bridge ; Case 2

1.75


Part B (1) Ship Simulator and Bridge Teamwork Course Timetable (Group A) Period/Day

Day 1

Day 2

Day 3

Day 4

Day 5

1st Period (2 hours)

1 Review of basic principles: lecture

5 Attitude: lecture and/or interactive CBT

11 Planning: lecture and/or interactive CBT

14 Workload and stress: lecture and/or interactive CBT

18 Crisis Management: lecture and/or interactive CBT

6 Cultural Awareness: lecture and/or interactive CBT

12 Authority: lecture and/or interactive CBT

2nd Period (2 hours)

2 Familiarization with the bridge: 2 Briefing 2 Simulator exercise

3 Standard manoeuvres: lecture 4 Wind and current effects:

7 Briefing and Debriefing: lecture and/or interactive CBT 8 Challenge and Response: lecture and/or interactive CBT

13 Management on the bridge: lecture and/or interactive CBT

16 Human Involvement in Error: lecture and/or interactive CBT

17 Decision Making: lecture and/or interactive CBT

19.3 Planning a voyage: 19.3 Briefing and preparation 19.3 Simulator exercise

PART B: COURSE OUTLINE AND TIMETABLE

Part B (2)

Ship Simulator and Bridge Teamwork Course Timetable (Group B) Period/Day

Day 1

Day 2

Day 3

Day 4

Day 5

1st Period (2 hours)

1 Review of basic principles: lecture

5 Attitude: lecture and/or interactive CBT

11 Planning: lecture and/or interactive CBT

14 Workload and stress: lecture and/or interactive CBT

18 Crisis Management: lecture and/or interactive CBT

6 Cultural Awareness: lecture and/or interactive CBT

12 Authority: lecture and/or interactive CBT

16 Human Involvement in Error: lecture and/or interactive CBT

19.2 Planning a voyage: 19.2 Simulator exercise 19.2 Debriefing

17 Decision Making: lecture and/or interactive CBT

19.3 Planning a voyage: 19.3 Briefing and preparation

2nd Period (2 hours)

3 Standard manoeuvres: lecture 4 Wind and current effects: lecture 2 Familiarization with the bridge: 2 Briefing 2 Simulator

7 Briefing and Debriefing: lecture and/or interactive CBT 8 Challenge and Response: lecture and/or interactive CBT

13Management on the bridge: lecture and/or interactive CBT


Part C: Detailed Teaching Syllabus The detailed teaching syllabus indicates the contents of the course and appropriate references and teaching aids.

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Learning objectives

The detailed teaching syllabus has been written in learning objective format in which the objective describes what the trainee must do to demonstrate that the specific knowledge or skill has been transferred. All objectives are understood to be prefixed by the words, "The expected learning outcome is that the trainee is able to.................................."

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References and teaching aids

In order to assist the instructor, references are shown against the learning objectives to indicate IMO references and publications and teaching aids, which the instructor 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:

R A

IMO references Teaching aids

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency (Learning Objectives}

IMO/STCW Reference

1

Review of basic principles (2 hours)

1.1

state the basic principles to be observed in keeping a navigational watch as set out in regulation Vlll/2 of STCW 95 convention and A-Vlll/2 of STCW 95 code (watchkeeping arrangements and principles to be observed):

R1Reg. Vlll/2 Sec. A-Vlll/2

- planning prior to each voyage - verification and display of planned route - deviation from planned route - look-out - taking over the watch - performing the navigational watch - watchkeeping under different conditions

and in different areas 1.2

state the datum used on charts

1.3

explain why c orrections for datum shift must be applied to the position obtained by certain n avigational aids to agree with the position obtained by visual or radar observations

1.4

list methods commonly available for position fixing, with an indication of their accuracy

1.5

state the accuracy of range and bearing measurements required by the performance standards for radar equipment

1.6

describe factors affecting radar detection, including blind shadow

Textbooks, Bibliography

Teaching Aid A1-p. 26


Knowledge, understanding and proficiency (Learning Objectives)

IMO/STCW Reference

3

Standard manoeuvres (2.5 hours)

A1-p. 27

3.1

carry out a turning-circle trial with given initial speed and rudder angle in loaded condition

R1Sec. A-1111 Sec. A-11/2

3.2

describe how to carry out zig-zag manoeuvres

3.3

carry out a crash stop in loaded condition

3.4

carry out a coasting stop in loaded condition

3.5

repeat one manoeuvre from 3.1 to 3.4 for the same ship in the ballast condition

3.6

record times, positions, headings, speed and other relevant data

3.7

plot the manoeuvres from the recorded data

3.8

compare plots for loaded and ballast conditions

3.9

describe how trim affects the pivot point during turns

3.10

demonstrate how to make a pilot card and a wheelhouse poster

3.11

explain how the information in the manoeuvring information booklet can be used when planning a manoeuvre

4

Wind and current effects (2.5 hours)

R1Sec. A-11/1

A1-


Teaching Aid



IMO/STCW Reference


7

Briefing and Debriefing (1 hour)

R1Sec. A-Vlll/2

T1pp. 3.1-3.7

7.1

demonstrate that the master shall:

7.1.1

lead a pre-departure briefing which includes:

-

presentation of the route plan interaction with the bridge team setting of stipulated requirements identification of possible weak links on the route - establishing standards and guidelines to be met during the passage - setting the environment for an effective team oriented operation

7.1.2

brief the pilot on the ship's characteristics and equipment using the pilot card

7.1.3

ask the pilot to present his route plan and give information on local conditions

7.1.4

demonstrate responsibility to brief and coordinate operational factors with the br idge team

7.1.5

establish an open, interactive and closed loop communication style

R1Sec. B-Vlll/2

Teaching Aid

A1-p. 28 A2Module 3



IMO/STCW Reference


8

Challenge and Response (1 hour)

T1pp. 4.1-4.7

8.1


R1Sec. A-Vlll/2 Sec. 8-Vlll/2

8.1.1

8.2

8.3

9

Teaching Aid

A1-p. 28 A2Module 4

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

demonstrate that the pilot shall:

8.2.1

request challenges

8.2.2

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

demonstrate that the bridge team member shall:

8.3.1

acknowledge or challenge concepts

8.3.2

when conning the vessel, state and discuss his own concepts

8.3.3

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

Shallow-water effects (2.5 hours)

R1-

A1-p. 28


Knowled e, understandin (Learning Objectives)

and

roficienc

10 Bank, channel and interaction effects (2.5 hours) 10.1

describe the moments and forces affecting a ship's behaviour when navigating close to a bank or in a narrow channel

10.2

state that speed should be moderate in rivers, estuaries and similar channels to reduce shallow-water effects and to provide reserve power for correcting a sheer

10.3

explain the need for speed reduction to prevent damage being caused by the ship's bow wave or stern wave

10.4

describe how a passing ship affects a moored ship

10.5

describe the interaction between passing and overtaking ships

10.6

describe how to pass or overtake another ship safely in a narrow channel

10.7

apply a knowledge of bank effect and interaction in exercises in confined channels

11 Planning (1 hour) 11.1

demonstrate that the master shall: 11.1.1 create an emergency plan, whenever time permits , for problems not covered by a standard operating procedure. Such strategy shall consist of specific steps :

IMO/STCW Reference


R1-

Teaching Aid A1-p. 28

Sec. A-11/1 Sec. A-11/2

R1Sec. A-Vlll/2 Sec. B-Vlll/2

T1pp. 5.1-5.5

A1-p. 29 A2Module 5



IMO/STCW Reference


Teaching Aid


T1pp. 7.1-7.8

A1-p. 29 A2Module 7

12.1.3 when pilot is on board, the master shall coordinate bridge activity so as to bring about appropriate balance between the pilot's authority and the assertiveness of the bridge team 12.2

demonstrate that the bridge team members, including the pilot shall:

12.2.1

seek to achieve an appropriate balance between assertiveness and authority

12.2.2

if the level of the master's authority is so low as to threaten the safety of the voyage, the bridge team shall increase the level of assertiveness to get essential tasks done and essential decisions made

12.2.3

if the level of the master's authority is so high as to create excessive stress and workload, the bridge team may - to avoid interpersonal conflicts - lower their level of assertiveness unless safety is threatened

13 Management on the bridge (2 hours) 13.1


13.1.1

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

13.1.2

vary management style, within the balanced range, as


Knowledge, understanding and proficiency (Learning Objectives) 14.2

demonstrate that the bridge team members shall: 14.2.1 support the master in maintaining a reasonable workload, especially if the bridge team member tends to deviate towards high or low workload

14.3

14.2.2

maintain workload at a reasonable level of activity avoiding a false feeling of confidence and habitual thinking

14.2.3

reduce pilot's high workload by all means available

14.2.4

assist the master in pre-planning

14.2.5

encourage delegation and assist the master at the start during delegation

14.2.6

when appropriate, delegate to other officers correctly, but not lose responsibility for important tasks normally under his/her control

demonstrate that the pilot shall: 14.3.1 support the bridge team in maintaining a reasonable workload 14.3.2

assist the bridge team at the start and during delegation

14.3.3 when appropriate, delegate to other officers, but not lose responsibility for important tasks normally under his/her control

IMO/STCW

Textbooks,

Teaching

Reference

Bibliography

Aid


Knowledge, understanding and proficiency {Learning Objectives) 15.9

IMO/STCW Reference


when anchoring is complete, fix the ship's position and check bearings in the log-book

15.10 prepare a planned approach to a single-buoy mooring, taking account of relevant factors in objectives 15.2 to 15.4

16 Human Factor in Error (1 hour) 16.1

16.2


16.1.1

take the initiative to apply Bridge Resource Management throughout each Voyage

16.1.2

establish specific preventive measures to guard against external and internal errors

16.1.3

establish an open climate for debriefing and learning from errors

A3, A4, A5, A7 R1Sec. A-Vlll/2 Sec. B-Vlll/2

T1pp. 10.1-10.6

A1p. 30 A2Module 10


T1pp. 11.1-11.7

A1-p. 30 A2Module 11

demonstrate that the bridge team members, including the pilot, shall support the master in all aspects above

17 Decision Making (1 hour) 17.1

Teaching Aid


17.1.1

assess the quality of information - verify its relevance and accuracy



IMO/STCW

19 Planning and carrying out a voyage in normal and emergency situations

R1Sec. A-11/1 Sec. A-1112

(10.5 hours) 19.1

prepare a complete passage plan from harbour to harbour, taking account of the following: -

information from sailing directions and other navigational publications draught, squat and depth of water 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

19.2

make use of checklists for departure, for arrival and for coastal waters

19.3

use the ship's manoeuvring information, prepare a detailed plan for approach to and departure from a pilot station

19.4

carry out the planned passage and monitor the progress

19.5

comply at all times with the requirements of regulation Vlll/2 and

Reference


Teaching Aid

A1p. 30 A3, A4, A5, A6, A7


Part D: Instructor Manual 1

General

This manual reflects the views of the course designers on methodology and organization, and what they consider relevant and important in the light of their experience as instructors. Although the guidance given should be of value initially, the instructor should work out his own methods and ideas, refine and develop what is successful, and discard ideas which do not work.

Preparation and planning make a major contribution to effective presentation of the course. If necessary, the learning objectives should be adjusted to take account of the capabilities and limitations of the simulator and facilities in use.

1.1

Lectures

The practical exercises and demonstrations on the simulator constitute the main content of the course.

The BRM modules could be presented by means of one PC and a projector, but preferably each trainee should have a PC available. Some maritime technical topics require theoretical explanation, and provisions are made for classroom lectures.

PART D: INSTRUCTOR MANUAL

statement of the initial conditions (time, position, course, speed, etc. or the berth where the ship is moored) and instructions regarding the manoeuvre or the passage to be made. The planning, preparation and how the desired result is to be achieved will form part of the exercise to be undertaken by the trainees. Instructors should ensure that exercises are carried out with due regard to safe navigational practice and in full compliance with COLREG 1972. The use of checklists as an aid to preparation should be encouraged. A copy of the ICS Bridge Procedures Guide, which contains appropriate checklists, should be available during planning and the exercises. During each exercise, one trainee should assume the role of master, with the responsibility of ensuring that the requirements of the exercises are properly carried out. The other members of the bridge team should be engaged in the exercise as actively as possible. In normal and critical situations the bridge team should demonstrate the principles of Bridge Resource Management.

1.3

Preparing and conducting simulator exercises

The exercises should produce the greatest impression of realism. Exceptions may be made for the demonstration of particular effects. At the beginning of the course the exercises should be simple, so that trainees can appreciate the realism of the simulator. The exercises should become more complicated as the course progresses. However, exercises should not be so complicated that trainees


1.4.2 Restricted-water scenario This scenario should start where the coastal scenario ends and gradually become more narrow. The scenario should end at the harbour scenario. The restricted-water scenario will be used for much of the time and should contain a traffic separation scheme (TSS) and a vessel traffic service (VTS). 1.4.3 Harbour scenario The harbour scenario should start at the docks and go via narrow channels to join the restricted-water scenario. 1.5

Monitoring of exercises

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.

However, even an experienced instructor may occasionally fail to comply when controlling a number of targets, and any resulting incidents should be recorded and dealt with at the debriefing. This is realistic inasmuch as some ships do fail to comply with the regulations. The second instructor should monitor the trainees at work. His task will vary according to the trainees' abilities and competence. At first he may find it necessary to assist and guide


The instructor should refer to the summary made during the exercise to raise important points and to direct the discussion among the trainees. He should encourage them to criticize the actions taken during the exercise and to suggest alternative actions which could have been taken. He should avoid imposing his own views, but should ensure that trainees follow safe and correct procedures at all times.

1.7

Bibliography (B)

Bl E. S. Maloney, Dutton's Navigation and Piloting, 14th edn. (Annapolis, Maryland, Naval Institute Press, 1985) (ISBN 0-87021-157-9) B2 W. Burger, Radar Observers Handbook, 7th edn. (Glasgow, Brown, Son and Ferguson, 1983) (ISBN 0-85174-443-5) B3 Exxon International Company Reports, No. E11.4TM.79, "Manoeuvring Trials of the 287,000 dwt 'Esso Osaka' in Shallow and Deep Waters" B4

C. B. Barrass, "Ship Squat and its Calculation", Safety at Sea, February, 1978

B5 R. A. Cahill, Collisions and their Causes. (London, Fairplay Publications, 1983) (ISBN 0-905045-46-7) B6 R. A. Cahill, Strandings and their Causes. (London, Fairplay Publications, 1985) (ISBN 0-905045-60-2)


Guidance Notes 1

Review of basic principles

2 hours

The object of this review is 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 metres.) R adar

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 scenario should be open water with a glimpse of coastline some 8 n.m. away. The coastline should be visible both through the windows and on the radar. The familiarization should continue when the exercises described under "Standard manoeuvres" below are carried out.

3

Standard manoeuvres

2.5 hours

The main objective of these exercises is to give the trainees a thorough understanding of how the manoeuvring data are obtained, thus, making them better able to use this information. The trainees should also be able to improve or augment these data on board ships after completion of the course. A brief description of the manoeuvring information recommended in Assembly resolution A.601 (15) should be included. When executing these exercises it is of the utmost importance that the initial course and speed are exact and well established before the manoeuvre starts. Otherwise the results cannot be compared with other data for the same manoeuvre. If possible, some of these manoeuvres should be done with two ships, one with a fixed propeller and one with a controllable-pitch propeller. At least one manoeuvre should be repeated with the ship in loaded and ballast conditions, to demonstrate the difference in behaviour. Plotting the data obtained during the exercise onto a wheelhouse poster could be completed by the trainee on his/her own as an evening assignment. Instructions on how to do this could be a subject during the debriefing.

Because of the limited time available, the zig-zag manoeuvre may have to be omitted as an exercise. However, this manoeuvre demonstrates the time it takes to stop a turn and


5

Attitude

1 hour

The training objectives are that by the end of the lesson the trainees will be able to state the three "truths": 1. The sea is dangerous, 2. You can't change the laws of nature, 3. We make mistakes, to recognize common "hazardous" thoughts and state their opposite "safe" thoughts.

6

Cultural awareness

1 hour

The training objectives are that by the end of the lesson the trainees will be able to explain the need for cultural awareness, explain how people can vary, explain ways of classifying national culture and explain what you can do to meet these facts.

7

Briefing and debriefing

1 hour

The training objectives of this BRM module are that by the end of the lesson the trainees will be able to state the principles of good Bridge communication, recognize the importance of briefing (in particular a good master - pilot information exchange and a change of watch briefing) and to recognize the importance of debriefings.

8

Challenge and response

1 hour


During the exercise the trainees should try to control the forces and to take advantage of them. The combination of channel effect and interaction should be demonstrated by having two ships pass each other in a narrow channel.

11 Planning

1 hour

The training objectives are that by the end of the lesson the trainees will be able to remember the five steps of the Short term Strategy: • • • • •

identify the problem, build the plans, check the plans, summary briefing and monitor.

12 Authority

1 hour

The training objectives are that by the end of the lesson the trainees will be able to define Authority and Assertiveness, recognize the need for a balance between authority and assertiveness, state possible reasons for extreme personalities and state the dangers of extreme combinations.

13 Management on the bridge

2 hours


A contingency plan, outlining the actions to take in the event of something going wrong, should be included. The designated master will organize the bridge teams and assign the various tasks for performing the exercise. The same navigational procedures and record keeping should be followed as would be done aboard ship. When the exercise is carried out, realistic difficulties can be introduced by the instructor. Examples would include a ship heaving up its anchor and manoeuvring in the vicinity of the planned approach to the anchoring position and a ship anchoring in or very near to the position chosen by the trainees. Either of these examples would force the trainees to use their alternative plans and would emphasize the need for such plans. Failure of the engine or of the steering gear could exceptionally be introduced to highlight the potential dangers of a risky manoeuvre undertaken by a trainee.

16

Human factor in error

1 hour

The training objectives are that by the end of the lesson the trainees will be able to state some underlying causes of accidents, describe some causes of external errors, state some causes of internal errors and state a policy for responding to and learning from errors.

17

Decision making

1 hour

The training objectives are that by the end of the lesson the trainees will be able to state


Each group is timetabled for four one-hour sessions on the simulator for putting the plan into practice. A suitable stage of the voyage should be chosen for each session. Suggested stages, dependent upon the simulator facilities, are: 1. 2. 3. 4. 5.

leaving a berth, followed by a passage in a narrow channel; setting down a pilot and leaving the port approaches; entering and leaving a TSS, including crossing one lane in heavy traffic; making a port approach and picking up a pilot; and a passage in a narrow channel leading to berthing.

Exercises should run for a reasonable time to give trainees the opportunity to get familiar with the situation. The instructor should set up a realistic traffic pattern and when the trainees are familiar with the situation he should start to introduce difficulties. If the plans have a weak point this could be the right spot to introduce difficulties. However, the instructor must keep in mind that the exercise should be realistic. The actual picking up and setting down of pilots may have to be omitted due to the capabilities of the simulator at hand. However, in many simulators this may be done fairly realistically by the instructor manoeuvring a small target ship in the same manner as a pilot vessel would manoeuvre. In order to add to the realism, the officer of the watch should leave the bridge and go to meet the pilot. Because many institutions that provide courses in nautical training are located close to harbours, the possibility of having a real pilot embarking the ship (simulator) should be examined. He could make a valuable contribution to the course by demonstrating and explaining berthing techniques.

Final comment

GUIDANCE ON THE IMPLEMENTATI ON OF MODEL COURSES

GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

Contents Part 1

Preparation

Part 2

Notes on Teaching Technique

Part 3

Curriculum Development

Annex A1

Preparation checklist

Annex A2.

Example of a Model Course syllabus in a subject area

Annex A3

Example of a lesson plan for annex A2.

GUIDANCE ON THE IMPLEMENTATI ON OF MODEL COURSES

Part 1 - Preparation 1

Introduction

1.1

The success of any enterprise depends heavily on sound and effective preparations.

1.2

Although the IMO model course "package" has been made as comprehensive as possible, it is nonetheless vital that sufficient time and resources are devoted to preparation. Preparation not only involves matters concerning administration or organization, but also includes the preparation of any course notes, drawings, sketches, overhead transparencies, etc., which may be necessary.

2

General considerations

2.1

The course "package" should be studied carefully; in particular, the course syllabus and associated material must be attentively and thoroughly studied. This is vital if a clear understanding is to be obtained of what is required, in terms of resources necessary to successfully implement the course.

2.2

A "checklist", such as that set out in annex A1, should be used throughout all stages of preparation to ensure that all necessary actions and activities are being carried out in good time and in an effective manner. The checklist allows the status of the preparation procedures to be monitored, and helps in identifying the remedial actions necessary to meet deadlines. It will be necessary to hold meetings of all those concerned in presenting the course from time to time in order to assess the status of the preparation and "trouble-shoot" any difficulties.

2.3

The course syllabus should be discussed with the teaching staff who are to present the course, and their views received on the particular parts they are to present. A study of the syllabus will determine whether the incoming trainees need preparatory work to meet the entry standard. The detailed teaching syllabus is constructed in "training outcome" format. Each specific outcome states precisely what the trainee must do to show that the outcome has been achieved. An example of a model course syllabus is given in annex A2. Part 3 deals with curriculum development and explains

GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES 3.3

Entry standards 3.3.1 1 If the entry standard will not be met by your intended trainee intake, those entering the course should first be required to complete an upgrading course to raise them to the stated entry level. Alternatively, those parts of the course affected could be augmented by inserting course material which will cover the knowledge required. 3.3.2

If the entry standard will be exceeded by your planned trainee intake, you may wish to abridge or omit those parts of the course the teaching of which would be unnecessary, or which could be dealt with as revision.

3.3.3

Study the course material with the above questions in mind and with a view to assessing whether or not it will be necessary for the trainees to carry out preparatory work prior to joining the course. Preparatory material for the trainees can range from refresher notes, selected topics from textbooks and reading of selected technical papers, through to formal courses of instruction. It may be necessary to use a combination of preparatory work and the model course material in modified form. It must be emphasized that where the model course material involves an international requirement, such as a regulation of the International Convention on Standards of Training, Certification and Watchkeeping (STCW) 1978, as amended, the standard must not be relaxed; in many instances, the intention of the Convention is to require review, revision or increased depth of knowledge by candidates undergoing training for higher certificates.

3.4

3.5

Course certificate, diploma or document Where a certificate, diploma or document is to be issued to trainees who successfully complete the course, ensure that this is available and properly worded and that the industry and all authorities concerned are fully aware of its purpose and intent. Course intake limitations 1 The course designers have recommended limitations regarding the numbers of trainees who may participate in the course. As far as possible, these limitations should not be exceeded; otherwise, the quality of the course will be diluted.

3.5.1

GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES Equipment Arrangements must be made at an early stage for the use of equipment needed in the 3.7.2 spaces mentioned in 3.7.1 to support and carry through the work of the course. For example:

3.8

.1

blackboards and writing materials

.2

apparatus in laboratories for any associated demonstrations and experiments

.3

machinery and related equipment in workshops

.4

equipment and materials in other spaces (e.g. for demonstrating fire fighting, personal survival, etc.).

Teaching aids Any training aids specified as being essential to the course should be constructed, or checked for availability and working order.

3.9

Audio-visual aids Audio-visual aids (AVA) may be recommended in order to reinforce the learning process in some parts of the course. Such recommendations will be identified in Part A of the model course. The following points should be borne in mind:

Overhead projectors .1 Check through any illustrations provided in the course for producing overhead projector (OHP) transparencies, and arrange them in order of presentation. To produce transparencies, a supply of transparency sheets is required; the illustrations can be transferred to these via photocopying. Alternatively, transparencies can be produced by writing or drawing on the sheet. Coloured pens are useful for emphasizing salient points. Ensure that spare projector lamps (bulbs) are available. .2 Slide projectors If you order slides indicated in the course framework, check through them and arrange them in order of presentation. Slides are usually produced from photographic negatives. If further slides are considered necessary and cannot be produced locally, OHP transparencies should be resorted to.


IMO references The content of the course, and therefore its standard, reflects the requirements of all the relevant IMO international conventions and the provisions of other instruments as indicated in the model course. The relevant publications can be obtained from the Publication Service of IMO, and should be available, at least to those involved in presenting the course, if the indicated extracts are not included in a compendium supplied with the course.

3.11

Textbooks The detailed syllabus may refer to a particular textbook or textbooks. It is essential that these books are available to each student taking the course. If supplies of textbooks are limited, a copy should be loaned to each student, who will return it at the end of the course. Again, some courses are provided with a compendium which includes all or part of the training material required to support the course.

3.12

Bibliography Any useful supplementary source material is identified by the course designers and listed in the model course. This list should be supplied to the participants so that they are aware where additional information can be obtained, and at least two copies of each book or publication should be available for reference in the training institute library.

3.13

Timetable If a timetable is provided in a model course, it is for guidance only. It may only take one or two presentations of the course to achieve an optimal timetable. However, even then it must be borne in mind that any timetable is subject to variation, depending on the general needs of the trainees in any one class and the availability of instructors and equipment.


Part 2 - Notes on Teaching Technique 1

Preparation

1.1

Identify the section of the syllabus which is to be dealt with.

1.2

Read and study thoroughly all the syllabus elements.

1.3

Obtain the necessary textbooks or reference papers which cover the training area to be presented.

1.4

Identify the equipment which will be needed, together with support staff necessary for its operation.

1.5

It is essential to use a "lesson plan", which can provide a simplified format for co-ordinating lecture notes and supporting activities. The lesson plan breaks the material down into identifiable steps, making use of brief statements, possibly with keywords added, and indicating suitable allocations of time for each step. The use of audio-visual material should be indexed at the correct point in the lecture with an appropriate allowance of time. The audio-visual material should be test-run prior to its being used in the lecture. An example of a lesson plan is shown in annex A3.

1.6

The syllabus is structured in training outcome format and it is thereby relatively straightforward to assess each trainee's grasp of the subject matter presented during the lecture. Such assessment may take the form of further discussion, oral questions, written tests or selection-type tests, such as multiple-choice questions, based on the objectives used in the syllabus. Selection-type tests and short-answer tests can provide an objective assessment independent of any bias on the part of the assessor. For certification purposes, assessors should be appropriately qualified for the particular type of training or assessment.

REMEMBER - POOR PREPARATION IS A SURE WAY TO LOSE THE INTEREST OF A GROUP 1.7

Check the rooms to be used before the lecture is delivered. Make sure that all the equipment and


When holding a discussion, do not allow individual members of the group to monopolize the activity, but ensure that all members have a chance to express opinions or ideas.

2.9

If addressing questions to a group, do not ask them collectively; otherwise, the same person may reply each time. Instead, address the questions to individuals in turn, so that everyone is invited to participate.

2.10

It is important to be guided by the syllabus content and not to be tempted to introduce material which may be too advanced, or may contribute little to the course objective. There is often competition between instructors to achieve a level which is too advanced. Also, instructors often strongly resist attempts to reduce the level to that required by a syllabus.

2.11

Finally, effective preparation makes a major contribution to the success of a lecture. Things often go wrong; preparedness and good planning will contribute to putting things right. Poor teaching cannot be improved by good accommodation or advanced equipment, but good teaching can overcome any disadvantages that poor accommodation and lack of equipment can present.


Part 3 - Curriculum Development 1

Curriculum The dictionary defines curriculum as a "regular course of study", while syllabus is defined as "a concise statement of the subjects forming a course of study". Thus, in general terms, a curriculum is simply a course, while a syllabus can be thought of as a list (traditionally, a "list of things to be taught").

2

Course content The subjects which are needed to form a training course, and the precise skills and depth of knowledge required in the various subjects, can only be determined through an in-depth assessment of the job functions which the course participants are to be trained to perform Uob analysis). This analysis determines the training needs, thence the purpose of the course (course objective). After ascertaining this, it is possible to define the scope of the course. (NOTE: Determination of whether or not the course objective has been achieved may quite possibly entail assessment, over a period of time, of the "on-the-job performance" of those completing the course. However, the detailed learning objectives are quite specific and immediately assessable.)

3

Job analysis A job analysis can only be properly carried out by a group whose members are representative of the organizations and bodies involved in the area of work to be covered by the course. The validation of results, via review with persons currently employed in the job concerned, is essential if undertraining and overtraining are to be avoided.


Thus, curriculum development makes use of training outcomes to ensure that a common minimum level and breadth of attainment is achieved by all the trainees following the same course, irrespective of the training institution (i.e. teaching/lecturing staff).

7.3

Training outcomes are trainee-oriented, in that they describe an end result which is to be achieved by the trainee as a result of a learning process.

7.4

In many cases, the learning process is linked to a skill or work activity and, to demonstrate properly the attainment of the objective, the trainee response may have to be based on practical application or use, or on work experience.

7.5 The training outcome, although aimed principally at the trainee to ensure achievement of a specific learning step, also provides a framework for the teacher or lecturer upon which lessons or lectures can be constructed. 7.6

A training outcome is specific and describes precisely what a trainee must do to demonstrate his knowledge, understanding or skill as an end product of a learning process.

7.7

The learning process is the "knowledge acquisition" or "skill development" that takes place during a course. The outcome of the process is an acquired "knowledge", "understanding", "skill"; but these terms alone are not sufficiently precise for describing a training outcome.

7.8

Verbs, such as "calculates", "defines", "explains", "lists", "solves" and "states", must be used when constructing a specific training outcome, so as to define precisely what the trainee will be enabled to do.

7.9

In the IMO model course project, the aim is to provide a series of model courses to assist instructors in developing countries to enhance or update the maritime training they provide, and to allow a common minimum standard to be achieved throughout the world. The use of training outcomes is a tangible way of achieving this desired aim.

Annex A 1- Preparation checklist Ref.

Component

Identified

Reserved

Electricity supply

Purchases

Tested

Accepted

Started

Finished

Status OK

Course plan 2

Timetable

3

Syllabus

4

Scope

5

Objective

6

Entry standard

7

Preparatory course

(j)

c 0

>

z () m

8

Course certificate

9

Participant numbers

0 z -I

I

m

"U

r

m

10

m

Staffing

z

Co-ordinator Lecturers

z 6

,, 0

Instructors

Technicians Other

0 0

m r

()

0

c :I) CJ) .j::>.

w

m

CJ)

L

t

G)

Annex A 1 - Preparationchecklist (continued)

c

0

z

Ref.

Component

Identified

Reserved

Electricity supply

Purchases

Tested

Accepted

Started

Finished

0

Status OK

m 0

z-I

Facilities

11

(a)

I

m

Rooms ""O

Lab Workshop Other Class

(b)

Equipment

r

m m

z

g

6 z 0 "Tl

Lab Workshop

0 0

m r

Other

0

0

12

AVA Equipment and materials OHP Slide Cine Video

13

IMO reference

14

Textbooks

15

Bibliography

c :0 (/)

m

(/)


Annex A2 - Example of a Model Course syllabus in a subject area Subject area:

Ship construction

Prerequisite:

Have a broad understanding of shipyard practice

General aims:

Have knowledge of materials used in shipbuilding, specification of shipbuilding steel and process of approval

Textbooks:

No specific textbook has been used to construct the syllabus, but the instructor would be assisted in preparation of lecture notes by referring to suitable books on ship construction, such as Ship Construction by Eyres (T12) and Merchant Ship Construction by Taylor (T58)


COURSE OUTLINE

Knowledge, understanding and proficiency

Total hours for each topic

Total hours for each subject area of Required performance

Competence: 3.1 CONTROL TRIM, STABILITY and STRESS

3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION, TRIM AND STABILITY .1

Shipbuilding materials

3

.2

Welding

3

.3

Bulkheads

4

.4

Watertight and weathertight doors

3

.5

Corrosion and its prevention

4

.6

Surveys and dry-docking

2

.7

Stability

83

102


Part C3: Detailed Teaching Syllabus Introduction The detailed teaching syllabus is presented as a series of learning objectives. The objective, therefore, describes what the trainee must do to demonstrate that the specified knowledge or skill has been transferred. Thus each training outcome is supported by a number of related performance elements in which the trainee is required to be proficient. The teaching syllabus shows the Required performance expected of the trainee in the tables that follow. In order to assist the instructor, references are shown to indicate IMO references and publications, textbooks and teaching aids that instructors may wish to use in preparing and presenting their lessons. The material listed in the course framework has been used to structure the detailed teaching syllabus; in particular,

Teaching aids (indicated by A) IMO references (indicated by R) and Textbooks (indicated by T) will provide valuable information to instructors.

Explanation of information contained in the syllabus tables The information on each table is systematically organized in the following way. The line at the head of the table describes the FUNCTION with which the training is


Finally, each training outcome embodies a variable number of Required performances - as evidence of competence. The instruction, training and learning should lead to the trainee meeting the specified Required performance. For the training outcome concerned with fundamental principles of ship construction, trim and stability there are three areas of performance. These are:

3.1.1.1 Shipbuilding materials 3.1.1.2 Welding 3.1.1.3 Bulkheads Following each numbered area of Required performance there is a list of activities that the trainee should complete and which collectively specify the standard of competence that the trainee must meet. These are for the guidance of teachers and instructors in designing lessons, lectures, tests and exercises for use in the teaching process. For example, under the topic 3.1.1.1, to meet the Required performance, the trainee should be able to:

-

state that steels are alloys of iron, with properties dependent upon the type and amounts of alloying materials used state that the specifications of shipbuilding steels are laid down by classification societies state that shipbuilding steel is tested and graded by classification society surveyors who stamp it with approval marks

and so on.

IMO references (Rx) are listed in the column to the right-hand side. Teaching aids


FUNCTION 3: CONTROLLING TH E OPERATION OF THE SHIP AND CARE FOR PERSONS ON BOARD AT THE MANAGEMENT LEVEL

COMPETENCE 3.1

Control trim, stability and stress

IMO reference

3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION, TRIM AND STABILITY Textbooks:T11, T12, T35, T58, T69 Teaching aids: A 1, A4, V5, V6, V7 Required performance: 1.1

Shipbuilding materials (3 hours) -

states that steels are alloys of iron, with properties dependent upon the type and amounts of alloying materials used

-

states that the specifications of shipbuilding steels are laid down by classification societies

-

states that shipbuilding steel is tested and graded by classification society surveyors, who stamp it with approval marks

-

explains that mild steel, graded A to E, is used for most parts of the ship

-

states why higher tensile steel may be used in areas of high stress, such as the sheer strake

-

explains that the use of higher tensile steel in place of mild steel results in a saving of weight for the same strength

-

explains what is meant by: tensile strength •

R1

01 0

I

Annex A3 - Example of a lesson plan for annex A2

)>

z

0

Subject area: 3.1 Control trim, stability and stress

Duration: 3 hours

Lesson number: 1

I

z -i

I s:

Training Area: 3.1.1 Fundamental principles of ship construction, trim and stability

"'O

Main element Specific training outcome in teaching sequence, with memory keys

Teaching method

Textbook

IMO reference

AN

aid

Instructor guidelines

Lecture notes

r

Time (minutes)

m

s:

m

s z

1.1

I

Shipbuilding materials (3 hours)

0 "Tl

States that steels are alloys of iron, with properties dependent upon the type and amounts of alloying materials used

States that the specifications of shipbuilding steels are laid down by classification societies

Lecture

Lecture

T12, T58

T12, T58

STCW 11/2, A-11/2

STCW 11/2, A-11/2

V5 to V7

V5 to V7

A1

A1

I

omp e by the lecturer

Compiled by the lecturer

20

r

0 0

c

:a

(j)

m

(j)

Explains that mild steel, graded A to E, is used for most parts of the ship

Lecture

T12, T58

STCW 11/2, A-11/2

V5 to V7

A1


15

States why higher tensile steel may be used in areas of high stress, such as the sheer strake

Lecture

T12, T58

STCW 11/2, A-11/2

V5 to V7

A1


10

Explains that use of higher tensile steel in place of mild steel results in a saving of weight for the same strength

Lecture

T12, T58

STCW 11/2, A-11/2

V5 to V7

A1


15

IMO Model Course 1.22

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