S. Nazir et al.

5.6 Training needs analysis

5.6.1 Training program development

Before choosing the suitable simulator, one must establish the training goals and
objectives, and consequently, develop the training program. Half of the cases, cases
1, 2, and 6, were found to develop their training program after they bought the
simulators. Nevertheless, case 2 specified that they lacked information regarding the
development of the first simulator training program. However, since the decision
making and exercise development were described as an event which transpired after
the new simulator was installed, this indicates that the training program development
occurred after the simulator was selected.

5.6.2 Training objectives

All cases were found to provide the students with the training objectives for the
simulator training and the exercises. However, cases 1, 2, 3, 5, and 6 were found to
provide the exercises and the learning objectives on the institutions virtual platforms
designated to the students.
In addition, case 3 provides each student with a logbook during their watch-keeping
course, stating all the exercises and their learning objectives. Case 4 presents the
exercises and the training objectives on the actual briefing before the exercise.
Since cases 1, 2, 3, 5, and 6 all present the exercises and their objectives before the
sessions start, this indicates that the students in these cases have the opportunity to
prepare more for each exercise. Consequently, the students may have the
opportunity to study the underlying conditions for the specific exercise before
entering the training and therefore gain an increased understanding (Bransford et al.
2000), in comparison to the students in case 4, which does not get the opportunity to
know the exercises on beforehand.

5.7 Assessment

5.7.1 Assessment procedure

As shown in Table 6, 83.33%, cases 1, 2, 3, 4, and 5, performed the assessment in

accordance with the literature review. Assessment in simulator training exercise is
performed to see if the students can perform an activity in a specific role,
according to specific standards. The assessment can be subjective or objective,
depending on whether pre-conceptions regarding the students are taken into account
during the assessment.
The findings were analyzed to comprehend whether the cases performed their
assessments in accordance with the literature review. Four cases, 2, 3, 4, and 5, were
found to perform their assessment with the use of rating scales or a specific assessment
form (Farmer et al. 1999; IMO 2012). However, even though case 1 did not describe
the use of a specific form, or criteria table, as suggested in the literature review, the
main objective of the assessment was explained to regard the performing of a Bsafe
voyage without endangering the vessel or others.^ In addition, case 1 described the