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Addressing the Profciency Gap in Maritime Training

Kalyan Chatterjea

EMAS Training Academy & Simulation Centre

Abstract

To be profcient at sea we need to have a combination o underpinning knowledge,

relevant technical skillsand the necessary soft skills, which make us good shipboard

team players capable o managing tasks in a sae manner. During maritime training,

it is important to assess these three areas to establish the profciency gaps relating

to the learning objectives/ goals. These identifed defciencies could subsequently

guide and encourage us in more eective ways to tweak our learning artiacts to

fll in these gaps. This paper presents some o the tools, which have been

successully used in classrooms and in simulator!based training both in ormativeand in summative situations at the "#$% $cademy.

ac!ground

Traditional knowledge!based training &'(T) in maritime education was

supplemented by the advent o %T*+ *onvention to include skill!based training

&%(T) in the simulators &(jorklund, odahl, and obertson -01 *ross 23-4) . +ith

the appearance o simulators or training, there was a tendency among maritime

instructors to reduce the importance o knowledge!based components in class

rooms. The emphasis was put on the simulator!based skill acquisition, which wasperceived to improve perormance. 5et in '(T, learners try to process acts, fgures

and basic inormation, which become important or inormed decision!making later

during perormance at the workplace. 6t is argued that the learner applies the

knowledge and inormation, acquired during the '(T!phase, in a real situation &or

in a near!authentic simulation scenario) and gets an opportunity to re7ect on this

application o knowledge during the perormance stage. "ventually, this re7ection

should help the learner assimilate the domain knowledge and associated skills. 6t

can be argued urther, that the link between the knowledge, activity and the

learning objective gets stronger when adequate emphasis is placed on both theoryand practice.

6n aviation, it was established that mastering theory and practice was not enough

and the non!technical skills &8oTechs) also orm an important component required

to accomplish task goals &$irbus 23-21 9elmreich and #erritt 2333). This is now

being advocated in maritime practice &:rech, 9orberry, and %mith 23321 (arnett

233;1 :egory and %hanahan 23-3) and mandated in the %T*+ 23-3 revision.

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9ence, it can perhaps be claimed that or successul shipboard task perormance

the learners need to have a combination o underpinning knowledge, relevant

technical skillsand the necessary soft skillsas prerequisite.

6n adult learning, the concept o assessment may have negative connotations as

they could be associated with an

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Kno"ledge#based Assessments

These are traditional assessments, where we use objective testing using a

*lassroom esponse %ystem &*% ! sometimes called a personal response system,

student response system, or audience response system). *% is a set o hardware

and sotware that acilitates teaching activities such as the ollowing.

6nstructor poses an objective question &multiple!choice, true!alse, multiple

response, mapping etc.) to the learners via a computer/projector.

"ach learner submits an answer to the question using a hand!held

transmitter &a >clicker?) that beams the student!response to a receiver

attached to the instructor@s computer.

%otware on the instructor@s computer collects the students@ answers and

produces a bar chart showing how many students chose each o the answer

choices. The teacher makes >on the 7y? instructional choices in response to the bar

chart by, or e

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Aigure 2. %howing a clicker C a multiple!response objective question rom (# *ourse

The clicker could be covering the ollowing question types

$ecall %uestionsB ask learners to recall acts, fgures, inormation. They

rarely generate discussion. 8o higher order thinking is

required.

Conceptual %uestionsB checks students understanding o concepts. 9elps

to identiy misconceptions. This could generate

discussions among learners and clarifcation rom the

instructor.

Application %uestions! ask learners to make a decision or to choose rom

a given scenario. eal!world scenarios can be given

and the learners asked to choose the appropriate

action. This could generate urther interaction among

students and with the instructor.

igher#order %uestions B ask learners to analyse relationship among

multiple concepts. This could generate urther

interaction among students and with the instructor.

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Aigure E. %howing the results to the participants immediately ater conducting the test

6t is claimed that in order or learners to receive ma

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appropriate instructions during the simulation e

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Aigure G. %howing the draining o the compressed air system in engine control room and the

associated logic circuit.

Aigure 0. %howing the trigger activating assessment.

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Aigure . %howing allocation o marks.

Aigure . %howing the fnal result sheet rom the simulator.

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So't#s!ill Assessments on Simulators

%ot!skills were frst highlighted in the aviation industry when even e

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Aigure -2. %howing ratings o behavioural markers.

Aigure -E. %howing a marking sheet or behavioural markers.

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Aigure -4. %howing actual recordings o behavioural markers or two runs.

Aigure -;. %howing comparison o behavioural markers or two runs.

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Conclusions

$ssessments in maritime training is a comple< area and assessment validity and

reliability would be an area or continuous research and deliberations. The paper

shared some o the eorts, which are being carried out at the "#$% $cademy on

various aspects assessments. $ publication sharing our e9uman Ferormance "rror #anagement.? 2light #perations 3rie%ng

4otes. $ccessed Qctober 0, 23-2.http//www.airbus.com/fleadmin/mediaMgallery/fles/saetyMlibraryMitems/$irbus%aetyJibM!AJTMQF%!9R#MF

"!%"S30.pd

$ssessment eorm :roup. 2332. >Testing, #otivation and Jearning?. Rniversity o

*ambridge Aaculty o "ducation.http//assessmentreormgroup.fles.wordpress.com/23-2/3-/tml.pd.

(arnett, #ichael J. 233;. >%earching or the oot *auses o #aritime *asualties.?

56 7ournal of aritime A$airs4 &2) -E-B4;. $ccessed une 2G, 23-2.http//www.solent.ac.uk/research/mhr/resources/humanerror.pd

(jorklund, , ' odahl, and ( obertson. -0. >"ects o #aritime %imulatorTraining on Ferormance.? 6n Trondheim, 8orway #$%6# -0. $ccessed $pril -,

23-4.http//trid.trb.org/view.asp6nside the (lack (oSuality #"T Through Suality %imulator $pplications.? 6n

ijeka.http//www.pri.uniri.hr/imla-/doc/3-;.pd.

*ross, %tephen . 23-4. >%T*+ and %imulators.? aritime 'nstitute 5illem 3arents

5/27/2018 Addressing the Proficiency Gap in Maritime Training presented @ the 12th Annual GlobalMET Conference - "Maritime Education & Training:

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:rech, #ichelle ., Tim 9orberry, and $ndrew %mith. 2332. >9uman "rror in

#aritime Qperations $nalyses o $ccident eports Rsing the Jergonomics /ociety Annual eeting4G &-)

-0-B2-. $ccessed #arch , 23-E.https//www.lelement: A ?uide to =uman

3ehaviour in the /hipping 'ndustry. KJondonP T%Q or the #aritime and *oastguard

$gency. $ccessed une 2G, 23-E.http//www.dt.gov.uk/mca/theMhumanMelementMaMguideMtoMhumanMbehaviourMinMtheMshippingMindustry.pd

9elmreich, obert J., and $shleigh *. #erritt. 2333. >%aety and "rror

#anagement The ole o *rew esource #anagement.? Aviation 9esource

anagement- -30B-. $ccessed Qctober -3, 23-2.http//homepage.psy.ute$ligning 6*T in $ssessment with Teaching and Jearning

"nhancing %tudent $chievement in the #iddle 5ears.? 6n *anberra, $ustralia.http//www.acsa.edu.au/pages/images/#aryO23JincolnO23!O23$lignment.pd.

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