a study on training needs assessment:- a case study of ... · among the under graduate nautical...

A STUDY ON TRAINING NEEDS ASSESSMENT:- A CASE STUDY OF SEAMANSHIP TRAINING AT TOLANI MARITIME

INSTITUTE PUNE

Deep Chand Dhankher1* Shivaji Walunj 2 Dnyaneshwar Godse3 Yesh Pal Singh4 Bapu Dalvi5

1Asst. Professor -Tolani Maritime Institute Induri Pune.

2,3,4,5Senior Seamanship Instructor - Tolani Maritime Institute Induri Pune.

ABSTRACT

This study aimed to identify effectiveness of Seamanship Training and to identify training gap in the Seamanship skill among the under graduate nautical /marine engineering students of Tolani Maritime Institute (TMI) Pune (India).

The study was conducted among Deck Cadets, Engine Cadets who were pursuing their pre sea training at TMI. The strength and weakness of seamanship training was also ascertained from Alumina, of the Institute and performance feed from the shipping company was obtained where TMI cadets are employed .A opinion survey /Interview was conducted with the help of a questionnaire.

The study is cross sectional study with mixed method approach for data collection

Since this is the first known case of conducting Training Need Assessment (TNA) in Indian Maritime Training and Education system , it will be a path breaker in spreading awareness of the importance of conducting Training Needs Assessment (TNA) for a particular Academic & STCW courses or for a professional skill oriented subject like seamanship

The results of this study showed that impact of Seamanship Training had a favorable effect in transforming boys into a matured Seaman .Seamanship Training had contributed in developing safety behavior among cadets which is required on board

Based on the outcome of TNA study we have drawn a Prioritized Training Needs of seamanship modules where Institute needs to focus more in order to maintain the TMI cadets Seamanship skill competencies

Over all Seamanship training is good, however study found a slight training gap in seamanship skill among deck cadets as reported by shipping companies

For The shipping company (prospective employer for Placement) TMI remains a preferred destination that further justify the importance of conducting the Training Need Assessment, hence the goal for the present study was set up

Keywords: Seamanship, Training needs , Deck cadets, Engine cadets Training effectiveness , Tolani Maritime Institute(TMI) Maritime Training and Education

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Volume 8, Issue 4, 2020

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http://aegaeum.com/ Page No: 942

Background

Mr W. a teacher in a college of health sciences was asked to teach a group of trainee nursing orderlies

about weighing babies in an MCH clinic. He carefully planned a series of lectures about child development

and told the students about nutrition and malnutrition. He explained why babies should be weighed regularly

and he brought scales into the classroom and demonstrated, using a doll, how to weigh a baby At the end of

the course the students took an examination in which they wrote short notes on questions such as " What are

the major causes of malnutrition?" and "List three reasons for weighing babies regularly". The students all

answered the questions quite well and Mr W was pleased with their performance.

However, when the nursing orderlies started to work in the MCH clinics there was chaos They did not know

how to organize the queue of mothers and children because the teacher had not told them They had great

difficulty picking up and weighing the babies, because they had only seen the teacher weigh a doll. They did

not know how to record the weights on a growth chart, because they had never used graphs and did not

understand them.

What went wrong?

Even though the task was specified (weighing babies), Mr W had not thought in detail about how the

students would do the task - he had not done a task analysis.

The above story describes how to do a task analysis. Task analysis will help teachers to make sure that their

students learn exactly how to do each of the tasks in their job.

What is task analysis?

Task analysis involves looking at some part of a person's job (a task) and writing down exactly what is done.

This description is then analyzed to find out what students need to learn in order to do the task well.

Task analysis can be done in great detail by professional teams who may take years to do a full task

analysis. However, it can also be done in much less detail and much more quickly by teachers.

The example is intended to show how to assess Task analysis which is the fiest step in conducting training

needs and imparting a good training. (Source intranet).

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1. Introduction

The Cadet Training Program at Tolani Maritime Institute, is an extensive Maritime Professional Training .

On completion of shore based pre sea training ranging from 12 months to 48 months , the deck cadets &

engine room cadets joins their ship to embark upon their seafaring profession

A Cadet is an officer under training (TNO or TME) in much the same way as the Navy/military context. All

Cadets receive training in basic seamanship, firefighting, first aid and survival techniques.

TMI receives readymade curriculum from Indian Maritime University (academic) and from DGS for STCW

courses, however, in practical experience most courses and training program needs some adaptation to the

customer’s requirements and organization. Therefore training at TMI always starts with “ Customer First” ,

any suggestion /complain /short coming in TMI training if received from any source ,360 degree (shipping

company , alumina, students, faculty, parents, academic and governing council )are immediately

implemented by the institute through changes in pedagogy or curriculum.

TMI Management “Go Ahead’ signal for granting permission for this study is an evidence of management

willingness for bridging the training gap

2. Research Objectives The objective of this study is to investigate seamanship training effectiveness by conducting a training needs analysis for both nautical science and marine engineering students that will serve as a basis for future training.

The intention of this study is to consult with a range of stakeholders to analyze and evaluate the effectiveness of seamanship training

Following are the main objectives:-:

1. To study the effectiveness of seamanship training offered at TMI

2. To conduct training needs analysis for seamanship training

3. To assess the perceptions of the all stake holders regarding the most important Seamanship skill set

and not so not so important due to change in ships design and technology thus prioritize the

present day Seamanship Training Needs

3. About Tolani Maritime Institute

Tolani Maritime Institute, commonly known as TMI, was established in 1998. Its courses are approved by

the Directorate General of Shipping (DGS), Government of India. TMI offers Graduate and Diploma

programme which are affiliated to the Indian Maritime University IMU. It also offers a post graduate

programme with the University of Strathclyde, UK. TMI also conducts various modular courses under the

STCW convention and in addition offers value added courses to its clients. Hazard simulation and

Situational safety awareness course is one such value-added course.

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4. MARITIME EDUCATION & TRAINING

Maritime education can be defined as a series of interdependent processes of teaching, learning, researching

and investing in resources including the human element, material and information that interact harmoniously

to carry out chosen educational objectives.

The importance of maritime education and training cannot be understated particularly with the current global

market scenario and implementation of the 2010 revised Standard Training and Certificate Watch keeping

(STCW) Convention and Code. Around 80 to 90 percent of maritime accidents are ascribed to human error.

4.1 TRAINING

“Training is everything. The peach was once a bitter almond; cauliflower is nothing but cabbage with a

college education” – “ Mark Twain in Pudd'nhead Wilson”

In general sense, the term training implies the act of imparting a special skill or behavior to a person,

which is commonly offered to employees of operational level

4.2. EDUCATION

By the term education, we mean learning in the classroom to acquire certain knowledge.

4.3 TRAINING HUMAN ELEMENT

In future, the human element in shipping will be increasingly important, not just for the commercial reasons

but also as the industry moves towards ever higher standards of safety, environmental impact, and

sustainability. It is the human element that will translate new objectives

The influence of the human element is paramount. The human element is a very important factor in the

process of carrying out the various functions within shipping companies the most crucial role in almost all

operations at sea and ashore.

5. ABOUT TRAINING NEEDS ASSESSMENT

5.1.WHAT IS A TRAINING NEED?

A training need is a specific skill which an individual must acquire in order to perform a task efficiently

& effectively.

5.2. What is the process of conducting TNA? The analysis for the Training Needs Assessment can be done on the basis of three aspects:

a. Organizational analysis - what organizational goals should be met through training program b. Personnel analysis - who are the people to be trained for particular training c. Task analysis - what tasks should be effectively performed as a result of training

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5.3. Types of training needs

The need is defined as the gap between the existing and the desired situation. In other words, it refers to what is indispensable or at least valuable, to the organization or to individuals for the purpose of achieving an evaluated, appropriate objective (Fernandez 1988, 57). Training needs may be:-

Individual or collective.

Example: A notice issued by the Director General Of Shipping about “Security Training for Seafarers with designated Security Duties as per Section A - VI/6 (para 4, 5,& 6) of STCW 2010”

Anticipated or future need

Example Anticipated Likely change in MLC /new regulations /STCW requirement

Critical-incident need

Example : Recent incident of a deck cadet on board a M.S.C ship falling in to the cargo space from a height

while he was sent to check the sounding

5.4 Training gap Training gap is defined as the difference between the skills required to complete the job and existing skill set of any particular team member.

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5.5. An example of SKILL required to be developed Among Deck cadets in context of seamanship

Skills Required To be developed Among deck cadets

1. Operation and Control - Controlling operations of equipment or systems. 2. Operation Monitoring - Watching gauges, dials, or other indicators to make

sure a machine are working properly. 3. Monitoring - Monitoring/Assessing performance of yourself, other

individuals, or organizations to make improvements or take corrective action.

4. Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.

5. Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.

6. Coordination - Adjusting actions in relation to others' actions. 7. Troubleshooting - Determining causes of operating errors and deciding

what to do about it. 8. Speaking - Talking to others to convey information effectively. 9. Social Perceptiveness - Being aware of others' reactions and understanding

why they react as they do. 10. Time Management - Managing one's own time and the time of others. 11. Management of Personnel Resources - Motivating, developing, and

directing people as they work, identifying the best people for the job. 12. Writing - Communicating effectively in writing as appropriate for the

needs of the audience.

5. Seamanship 6.1 Definition

The Oxford English Dictionary states that Seamanship is the “The skill, techniques, or practice of handling a ship or boat at sea” .Way back in 1867 Seamanship was defined as “The noble, practical art of rigging and working a ship, and performing with effect all her various evolutions at sea.” Seamanship is defined as “the art of sailing, maneuvering and preserving a ship or boat in all positions and under all circumstances It is worth also to mention that seamanship involves a knowledge on a variety of fields and development of specialized skills including but not limited to: management, navigation, weather meteorology and forecasting, watch keeping, ship-handling, operation of deck equipment, cargo pumps, anchors and cable. Seamanship, it states baldly, is “skill in the art of working a ship or boat.”

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6.2 Importance of Seamanship Training “To ensure safety at sea, the best that science can devise and that naval organization can Provide must be regarded only as an aid, and never as a substitute for good seamanship, Self-reliance and sense of ultimate responsibility which are the first requisites in a seaman...” (C.W. Nimitz Letter to U.S. Pacific Fleet 13 February 1945 ) “As a sailor you’re a separate animal from the rest of humanity. You’re always on the edge. We like that.”(Captain Richard Woodman, 2005)

It is said that Seamanship training is as old as the rivers & oceans

5.3. Different Components of Seamanship Training

There are three basic seamanship components.

Deck Work: - concerns the general deck work and the equipment used. Berthing, anchoring and mooring are deck seamanship skills. Cadets should be able to identify deck equipment and have a basic understanding of what each item is used for. Ground tackle,(anchor.

Boat Work: as the name implies, concerns the handling of boats.

.Marlinespike Seamanship (Rigging Work) :- concerns the ability to make, repair, and take care of rope. It is important to teach a few knots well, and in particular, trainee to learn any specific knots that the bosun or first officer can depends on cadet’s ability.

6. Literature Review

Arshad, Yusof, Mahmood, Ahmed & Akhtar “A Study on TNA Process among Manufacturing Companies

Registered with Pembangunan Sumber Manusia Berhad (PSMB) at Bayan Lepas Area, Penang, Malaysia”

found that out of six, five organization contextual variable has a relationship with TNA factors. Even though

it is not really an in-depth study, it is significant enough to agree upon that the recommendation made by

TNA researchers are followed

Shulagna Sarkar(2013) “Competency based Training Need Assessment – Approach in Indian companies”

All organizations must focus on conducting training need assessment before deputing any employee for

training. Though most of the organizations are aware of the fact of conducting a need assessment for training

their employees; yet most of the organizations fail to practice it. In a large number of the smaller

organizations, attending training is merely a luck factor where individuals are nominated for trainings only

by the seniors.

Jacqueline Reed(2003) “ What a role can a TNA plays in Organization change?”Organisational culture and

change issues had a very large role to play in the development of a needs analysis process for the

organisation. The development of a needs analysis process was a struggle and in the end the determination of

the specific methodologies to use was the easiest part of the whole process. By far the most difficult element

was dealing with and understanding the cultural and change issues arising. It is interesting to reflect as noted

earlier that the bulk of the training needs analysis literature focuses on methodology and gives only passing

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reference to culture or change issues (Boydell and Leary 1996, McClelland 1993, Leat and Lovell 1997,

Schneier et al 1988)

7. METHODOLOGY

7.1 Data Collection

The Primer data was collected through feedback survey & interview using questionnaires, secondary data

was obtained from TMI records, shipping company feedback, suggestions and other correspondence related

to seamanship training. The following were also referred to collect information related to TNA study

Methods of Data Collection as well as TNA Process is shown given in Fig 1

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7. 2 SAMPLING PAPULATION( Drawn based on OTP model )

Stream Deck (nautical science) Engine Room(Marine

Engineering)

Total

No % No % No %

Top Level

(O)

20 10 20 10 40 20

Mid level

(T)

40 20 40 20 80 40

Lower level

(P)

40 20 40 20 80 40

Total 100 50% 100 50% 200 100

Table no 1 department wise distribution of respondents

7.3 Task Analysis an Integral part of TNA (EXAMPLE SEAMANSHIP)

Task analysis is the process of learning about ordinary users by observing them in action to understand in detail how they perform their tasks and achieve their intended goals.

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8. LIMITATIONS OF THE STUDY

The study is limited to TMI and Its seamanship training only. The first limitation is the authors themselves,

they are Seamanship Trainers and has little knowledge on concept of TNA & other statistical tools. Authors

are embarking on TNA study for the first time. The following are the other limitations

1. The study has the limitation as all data have been collected from and within Tolani Maritime institute and its stakeholders only

2. The Primary research instrument in this study were questionnaires which has a certain degree of validity and reliability, however the majority of the respondents and one of the important stakeholder are students who have never been to sea, and their image and attitude towards Seamanship is “ a subject of least interest, low importance in comparison to other technical subjects or subjects of complicated numerical etc ,but The Faculty at TMI, Alumina and those experienced merchant marine would consider “ Seamanship “ as a profession thus the responses received from students could be defensiveness, pretending, personal, full of emotion and other attitudes

3. Gender age and marital status of the respondents have not been considered in analyzing the research conclusions

4. The time factor and financial issues were also the obstacles in completing this study.

9. SIGNIFICANCE OF THE STUDY

The relevant of this study is situated at three levels: to the authors, to academics and the organizations. On

the part of the authors, the study will enable the them, how to assess training needs of their own subject

(seamanship). The Finding of the study will help the TMI in bridging the reported training gap

.This being a maiden study on Training Need Assessment for Seamanship as well as TNA Study in Indian

Maritime education and Training set up. This study will equally establish precedents for continuous and

detail evaluation of training needs in other departments in TMI as well as in other MTI‘s, as this is the First

known TNA study being done in Maritime education and Training in India

10. DISCUSSION

The main objective of this study was to study the effectiveness of seamanship training at TMI In this study

the prime stakeholders were the students (TNA at Personnel Level) The feedback analysis reported that

seamanship training was effective and generally rated as very helpful, relevant, and useful for the shipping

industry and the courses was well received by many leading shipping companies who continued to select

deck and engine cadet during placement interviews ( TNA at organizational Level) .

Although students’ satisfaction in any training feedback is an elementary level of assessment, the

effectiveness of seamanship training was acknowledged by the TMI Alumina (TNA at Personnel & Task

Level) Shipping company the prime end user of TMI product (cadets) were found to satisfied and they

reported gap in seamanship skill in comparison to other soft skills needed in a prospective deck officer

A comprehensive evaluation of the training program was made using OTP model i.e Transfer of Seamanship

knowledge , skill Acquired , relevance of training . Various issues were examined to obtain an accurate

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picture of the entire seamanship training program. The results and conclusions on each issue are presented

graphically under different Task Modules. The details of data analysis are shown graphical from graph 1 to 9

as the whole seamanship training was dived in to 9 Training modules

10.2 Key Findings

10.2.1. Facilities Seamanship Laboratories-Equipment-Other Physical Learning Environment is an excellent set up

Seamanship lab is well-equipped one of the best facilities but it lacks availability of operational deck equipment

Anchor & mooring (Windlass .mooring winch ) accommodation ladder to name a few

All above items present in the seamanship training area can serve only as a training model but they should be

operational to give a realistic training to TMI cadets

10.2.2. INSTRUCTORS All Instructors have seafaring background and meets all the requirements set by the DGS .Most Instructor have more

than 15 years of work /teaching experience. There are 3 Bosun ex merchant marine (Instructors)

.10.2.3 Graphical presentation of TNA survey and its results

With the help of graphic presentation the outcome of TNA is explained in the succeeding pages

11648

11443

10632

9652

5665

TRAINING ANALYSIS

2NT

DNS

4ME

3NT

2ME

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In order to understand how far the skill knowledge has been acquired by the students and their satisfaction level A SKILL survey of seamanship work activity was carried out.

Results of the Survey – Skill Analysis Work Activity: - 1. Rope work

13

9

6

5

2

4

6 6

5

10

9 9

12

6

12

11

7

6 6

7

8

13

7

8

0 0

4 4 4

2

0

1

0

2

4

6

8

10

12

14

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

Excellent

Good

Satisfactory

Fair

Poor

.

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Work Activity: - 2. (Aloft Work)

.Work Activity: -3. Anchor Work

Work Activity:- 4. Block tackles and purchase

Work Activity: -5. Mooring

5.

14 14 15 14

8 8 7 8

4 4 4 3

0 0 0 0 0

5

10

15

20

2.1 2.2 2.3 2.4

Excellent

Good

Satisfactory

Fair

Poor

14

11

18

12

16 16

5

10

5

11

7 7 6

5 3 3 3 3

0 0

4 4 4 2

0

5

10

15

20

3.1 3.2 3.3 3.4 3.5 3.6

Excellent

Good

Satisfactory

Fair

Poor

11 10 10

11

7

9 9 9 8 8

5 6

7 6

9

0 0 0 0 1

0

2

4

6

8

10

12

4.1 4.2 4.3 4.4 4.5

Excellent

Good

Satisfactory

Fair

Poor

13 14

13

11

9

11

14

8 8 9

11 12

9

6 5

3 4 4 4

6 6

0 1

0 0 0 0 0 0

2

4

6

8

10

12

14

16

5.1 5.2 5.3 5.4 5.5 5.6 5.7

Excellent

Good

Satisfactory

Fair

Poor

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Work Activity: - 6.Corrosion

Work Activity: - 7.Paint Work

Work Activity: - 8.(COSWP)

10

14

9 8

7

10

7

3

5

0

2 1

0

5

10

15

6.1 6.2 6.3

Excellent

Good

Satisfactory

Fair

Poor

Linear (Good)

11

15 16

10

7 7 6

11

8

4 4 4

0 0 0 0 0

5

10

15

20

7.1 7.2 7.3 7.4

Excellent

Good

Satisfactory

Fair

Poor

18 19

16 18

14

18

15 14

15

19

16 17

16 16

6 4

7

4

8

5

8 7

6

3

6 4

7

2 2 3 3

4 4 3

2

5 5 3 3

5

2

8

0 0 0 0 0 0 0 0 0 1 1

0 1

0 0

5

10

15

20

8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.1o 8.11 8.12 8.13 8.14

Excellent

Good

Satisfactory

Fair

Poor

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Work Activity: - 9.(Sounding)

Feedback From shipping companies reported a minor training gap in seamanship training

Through a questionnaire feedback about TMI cadets serving with different Indian as well as Multinational

companies was obtained. By and large TMI Cadets were doing very good at sea ,their general behaviour was

reported to be very god and cadets were found to be safety oriented on board however TMI cadets were

found to be lacking in seamanship skill, Overall shipping company and those on board were found to be

happy with TMI cadets

0

5

10

15

20

9.1 9.2 9.3 9.4 9.5

Excellent

Good

Satisfactory

Fair

Poor

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0

4.3 4.1 3.5 3.8 3.7 3.9 4.0

Feedback from Companies GAP

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10.2.4 Need to Prioritized Training Needs

Based on the skill survey the data we prepared a list to Prioritized Training Needs where more emphasis

needs are highlied in YELLOW ,the students themselves reported to be weak in these skills

Nylon Tail, Tonsburg/Mandal Shackle 52 Types of corrosion 56.4

Types of Seizing 53.2 Paint Spray Machine' 56.6

Wire Splicing 53.3 Container lashing gear. 56.6

Fenders 54 Anchor Terms 56.7

Slip rope 54.4 Paint Defects 56.7

Hawser Splicing 54.5 Splicing 56.8 Securing oil drums, and other loose gear. 55.8

Paint Work -Types, ingredience 57.1

Mooring Stoppers 55.9 Standard crane signals 57.5 Duties of Safety Officer 55.9 Taking hold temperature. 57.6 Personnel health and hygiene on board ship

55.9

Needle Guns, Chipping Machines, Angle Grinders, Rustibus 57.8

Taking soundings and ullage. 56.2 Bosun’s chair 57.9

Reeving a threefold purchase 58.1 Whippings. 60

Mooring Lines 58.1 Construction, care and maintenance of ropes 60.1

Reading draft marks 58.1 Permit to Work system 60.2 Belaying rope to cleats and Stag horn. 58.2

Rigging gangway 60.2

Mast Climbing 58.6 Rope climbing 60.3 Maintenance of various types of blocks, shackles and bottle screws / turnbuckles, 58.9 Stage plank 60.3

Rigging of Chain block 59.4 Rigging pilot ladder 60.5 Surface Preparation methods' required prior painting a surface 59.6 Anchoring procedure 60.6 Method for securing anchor for sea 59.9 Various types of slings 60.7 Personal Transfer Basket 59.9 Entering battery room 60.7 Safety Attending to the 'Anchoring Station 60.9 Knot, Bends & hitches 60.8 Personal Protective Equipment 60.9 Entering into Enclosed Space 61.1 Portable ladders 62.4

Anchor Arrangement 61.4 Safe bunkering practices

62.5 Hand & Power tools 61.6 Types of Anchors 62.9 Hazard &Risk assessment 62 Heaving lines 74.6 Manual lifting techniques for heavy weights 62.3 Belaying of mooring Hawsers 75.4

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11. Conclusions:

Thus, it can be said that TMI seamanship and safety training had a greater impact in transfer of seamanship skill to the expectations of all stakeholders. Cadets have learnt new things and perhaps now they have been transformed from boy to a matured seaman

After the successful conduction of this survey and the TNA process it was found that most

respondents were satisfied with the seamanship training as they thought TMI seamanship training is

appropriate in developing required skill, knowledge and attitude so as TMI cadets can sustain

onboard the ship. The respondent’s reactions was found to be positive in all aspects of seamanship

subject as well as its training

Cadets were mostly happy and satisfied with the type and kind of training they received in the training

sessions

Shipping companies rated the seamanship training at level 3 .5 (Good) in the scale of 1.-5 (Poor to

Excellent)

12. RECOMMENDATION

Seamanship is at the heart of seafaring profession, and being a good seaman is rightly identified as a high

accolade. While holding the discussion & interview , the study concluded that it is explicit and indisputable

that the Deck & engine Cadet who are prospective future officer in their respective department and therefore

are the utmost crucial part of the maritime/ shipping industry and the chain will promptly crack in case of

destitution of a qualified and competent officers on board a ship and hence it is very important that such

TNA study should be carried out more frequently . In 20 years of TMI existence , this is the First TNA study

under taken by the authors , they are the seamanship Trainers as well .

12.1: Development of Competencies

Following skills were considered to be important and it was stated that prospective TNO/TME should be

able to :

1. Rescue him/herself when abandoning ship

2. Act in fire control and extinguishing situations

3. Operate compressed-air equipment

4. Initiate immediate first-aid measures in accidents and bouts of illness

5. React in dangerous situations and emergencies

6. Apply precautionary measures to prevent the contamination of the marine environment

7. Engage in safe working procedures

8. Communicate understandably with members of the work community

9. Develop workable human relationships on board

10. Swim 200 meters without a break and be in sufficiently good condition to act as a person in charge

of survival craft

11. Float a life raft, lifeboat and rescue boat also while at sea and make them operable

12. Lead survival craft operations during floating and afterwards

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13. Start a life raft motor and operate it

14. lead the rescued as well as a life raft and lifeboat during and after abandoning ship

15. Use position-pointing, communications and signaling equipment as well as pyrotechnics, including

distress signals

16. Give first aid

17. Take the matters affecting health, safety and working capacity into account in one’s tasks

18. look after the order, tidiness and comfort of one’s working environment observe, in his/her work,

the principles of both external and internal entrepreneurship and the requirements of the quality

systems.

19. Refer Ship Safety Management system for ship board operations

20. Know contents of Code of safe working practice

21. Refer Training Manual for discharging his/her duties in a better way

12.2.Indian MTI’s should go beyond the STCW:-

Dr. Brijendra K Saxena, EX. Principal, Tolani Maritime Institute concurs, that STCW does not necessarily

address all requirements regarding training of seafarers concerning both for pre-sea and post-sea.

“STCW provides a very generic requirement especially for pre-sea level. It is therefore necessary that a

detailed syllabus is created covering all the competencies. There remains an area where the level of

standards could be different between different institutes and also between different countries. As far as post-

sea is concerned the scope of requirements is clearer and more specific. However, here also the depth of

understanding by the training institutes could be different at different places.”

https://www.marinelink.com/news/challenging-training

12.3.: Use of ADDIE model

It is recommended that ADDIE Model (Analysis, Design,Develop, Implementation and Evaluation) be used in all aspects of TMI training and education cycle

13. Scope for Future Study

Training is not a Alpha ,Beta, Gamma and not a pill for all illness , yet Maritime Training and

Education Providers should evaluate their training by conducting training evaluation and by

undertaking training needs assessment

This TNA study was for a Subject , there is a Scope for further study and could be extended to entire

nautical and marine Engineering Program offered at TMI

References

[1]. Training Methodology II-Compilation by Prof Vinayshil Gautam

[2]. www.businessballs.com

]3]. ISTD Course Communication Paper VI-Evaluation of training by Dr (Mrs) Premila Verma

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]4]. ISTD Course Communication Paper II-Human Resource Development by Dr. P.L. Rao

[5] ISTD Course Communication on Training Methodology-Paper IV & V –Shri Jagdish Verma

[7]. The trainers toolkit-by Cy Charnry & Kathy Conway

[8]. Training Need Analysis Guide-Skillnels Enterprise led learning networks

[9]. jonasroom.blogspot.in/2010/05/hrd-training-needs-analysis

[10]. www.hrwale.com

[11]. www.hr-survey.com

[12]. Evaluating management training and development by B.R.Virmani

]13]. The Fifth Discipline –The Art & Practice of the learning organisation-Peter M Senge

[14]. www.msb.se

[15]. Employee Training & Development –Raymond A. Noe

[16]Australian Institute of Training and Development, (1999) Analysing Training Needs, A.I.T.D., Lalor,

Vic

[17]Drummond, Ken, (1993) Training Needs Analysis, Gull Publishing, CoolumBeach, Qld.,

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