Model Course 1.40 Use of Leadership and Managerial Skills

E
SUB-COMMITTEE ON HUMAN ELEMENT, HTW 5/3/2/Add.1

TRAINING AND WATCHKEEPING 13 April 2018
5th session Original: ENGLISH
Agenda item 3
VALIDATED MODEL TRAINING COURSES
Draft new model course on Use of leadership and managerial skills
Note by the Secretariat
SUMMARY
Executive summary: This document provides the draft new model course on Use of
leadership and managerial skills
Strategic direction, if 1
applicable:
Output: 1.3
Action to be taken: Paragraph 2
Related documents: HTW 5/3/2
General
1 The draft new model course on Use of leadership and managerial skills referred to in
document HTW 5/3/2 is set out in the annex.
Action requested of the Sub-Committee
2 The Sub-Committee is invited to consider the draft new model course on Use of
leadership and managerial skills, as set out in the annex, together with the report of the Review
Group, as set out in document HTW 5/3/2, and take action, as appropriate.
***
I:\HTW\5\HTW 5-3-2-Add.1.docx
HTW 5/3/2/Add.1
Annex, page 1
ANNEX
DRAFT NEW MODEL COURSE ON

USE OF LEADERSHIP AND MANAGERIAL SKILLS
Model
Course
X.XX
USE OF LEADERSHIP AND

MANAGERIAL SKILLS
2018 Edition
London, 2018
HTW 5/3/2/Add.1
Annex, page 2
ACKNOWLEDGEMENTS
The International Maritime Organization (IMO) wishes to express its sincere appreciation to
Republic of the Philippines and the Maritime Industry Authority (MARINA) of the Philippines
for the valuable assistance and cooperation in the development of this model course.
Copyright © International Maritime Organization 2018
HTW 5/3/2/Add.1
Annex, page 3
Foreword
[To be inserted by the Secretariat]
KITACK LIM
Secretary-General
HTW 5/3/2/Add.1
Annex, page 4
Contents
Foreword 3
Introduction 5
Part A: Course Framework 8
Part B: General Outline 10
Part C: Detailed Outline 13
Part D: Instructor Manual 20
Part E: Evaluation and Assessment 68
Appendix I Sample marking scheme

Appendix II Sample assessment plan
Appendix III Sample case study
HTW 5/3/2/Add.1
Annex, page 5
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 be improved.
It is not the intention of the model course program 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 Instructors are the key components in the
transfer of knowledge and skills to those being trained through IMO model course material.
Because 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 skill
necessary to meet the 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 in the course
framework. The actual level of knowledge and skills and the prior technical education of the
trainees should be kept in mind during this review, and any areas within the detailed syllabus
which may cause difficulties because of differences between the actual trainee entry level and
that assumed by the course designer should be identified. To compensate for such differences,
instructors are expected to delete from the course, or reduce the emphasis on, items dealing
with knowledge or skills already attained by the trainees. Instructors should also identify any
academic knowledge, skills or technical training which they may not have acquired.
By analyzing the detailed syllabus and the academic knowledge required to allow training in
the technical area to proceed, instructors can design an appropriate pre-entry course or,
alternatively, insert the elements of academic knowledge required to support the technical
training elements concerned at appropriate points within the technical course. Adjustment of
the course objectives, scope and content may also be necessary if in the national maritime
industry the trainees completing the course are to undertake duties which differ from the course
objectives specified in the model course.
Within the course plan the course designers have indicated their assessment of the time that
should be allotted to each learning area. However, it must be appreciated that these allocations
assume that the trainees have fully met all entry requirements of the course. Instructors should
therefore review these assessments and may need to re-allocate the time required to achieve
each specific learning objective.
HTW 5/3/2/Add.1
Annex, page 6
■ Lesson plans
Having adjusted the course content to suit the trainee intake and any revision of the course
objectives, Instructor should draw up lesson plans based on the detailed syllabus. The detailed
syllabus contains specific references to the textbooks or teaching material proposed for use 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 t Instructors in the presentation of the material.
■ Presentation
The presentation of concepts and methodologies must be repeated in various ways until
Instructors are satisfied that the trainee has attained each specified 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.
■ Implementation
For the course to run smoothly and to be effective, considerable attention must be paid to the
availability and use of:
 properly qualified instructors;

 relevant support staff;
 teaching and other spaces;
 appropriate equipment and teaching aids;
 videos and multi-media presentations;
 textbooks, appropriate technical papers, etc.; and
 other relevant reference material
Thorough preparation is the key to successful implementation of the course. IMO has produced
"Guidance on the Implementation of IMO Model Courses," which deals with this aspect in
greater details.
■ Training and the STCW Convention
The standards of competence that have to be met by seafarers are defined in Part A of the
STCW Code in the International Convention on Standards of Training, Certification and Watch
keeping for Seafarers (STCW Convention), 1978, as amended. This IMO model course
addresses the competences and the training that is required to achieve the standards for the
knowledge, understanding and proficiency (KUPs) set out in tables A-II/2 and A-III/2 of the
STCW Code.
Part A provides the framework for the course with its aims and objectives and notes on the
suggested teaching facilities and equipment. A list of useful teaching aids, IMO references and
textbooks is also included.
Part B provides an outline of lectures, demonstrations and exercises for the course. A
suggested timetable is included, but from the teaching and learning point of view, it is more
important that the trainee achieves the minimum standard of competence defined in the
STCW Code than that a strict timetable is followed. Depending on their experience and ability,
some trainees will naturally take longer to become proficient in some topics than in others.
Also included in this section are guidance notes and additional explanations.
HTW 5/3/2/Add.1
Annex, page 7
Part C gives the detailed teaching syllabus. This is based on the theoretical and practical
knowledge specified in the STCW Code. It is written as a series of learning objectives, in other
words what the trainee is expected to be able to do as a result of the learning experience. Each
of the objectives is expanded to define a required performance of knowledge, understanding
and proficiency. IMO references, textbook references and suggested teaching aids are
included to assist Instructors in designing lessons.
The new training requirements for these competences are addressed in the appropriate parts
of the detailed teaching syllabus.
Part D gives guidance notes and additional explanations to instructors on the topics and
learning outcomes listed in Part C. For the various topics, this part presents subject matter
details, activities and recommended presentation and assessment techniques.
Part E presents a generic guide for effective evaluation/assessment of trainees. Parts C and D
of this model course address the generic subject matter of Part E in greater detail.
A separate IMO model course addresses assessment of competence. This course explains
the use of various methods for demonstrating competence and criteria for evaluating
competence as tabulated in the STCW Code.
■ Validation
The guidance contained in this document has been validated by the Sub-Committee on Human
Element, Training and Watchkeeping for use by Administrations and training providers in
developing relevant training programmes for the effective implementation of uniform minimum
standards for training and certification of seafarers. Validation in this context means that the
Sub-Committee has found no grounds to object to the contents of this model course, but has
not granted its approval to the document, as the Sub-Committee does not consider any model
course to be an official interpretation of IMO Instruments.
HTW 5/3/2/Add.1
Annex, page 8
Part A: Course Framework
■ Aim
The aim of this model course is to meet the mandatory minimum standards of competence for
seafarers on the Use of leadership and managerial skills specified in Function: Controlling the
operation of the ship and care for persons on board at the management level in tables A-II/2
and A-III/2 of the STCW Code.
■ Objective
The objective is to provide trainees with guidance and information to gain knowledge,
understanding and proficiency (KUP) required to achieve the objectives of the learning
outcomes to demonstrate the standard of competence for all seafarers assigned shipboard
duties as set out in tables A-II/2 and A-III/2 of the STCW Code.
This course is designed to enable seafarers to successfully demonstrate the competences on

Use of Leadership and Managerial Skills. Specifically, the trainees should be able to
demonstrate the ability to:
– manage shipboard personnel and conduct training;
– apply related international maritime conventions and recommendations, and national

legislation;
– apply effective resource management;
– apply decision-making techniques; and
– develop, implement and oversee shipboard standard operating procedures.
■ Entry standards
Entry to the course is open to all seafarers who are at the level of officers in charge of
navigational watch, and officers in charge of engineering watch, and who intend to obtain
certificates of competency at management level.
■ Course certificate
On successful completion of the course and demonstration of competence, documentary

evidence may be issued to indicate that the holder has achieved the mandatory minimum
standard of competence in the use of leadership and managerial skills as set out in tables II/2
and III/2 of the STCW Code, as appropriate.
■ Course intake
The course intake is limited by the number of trainees who can receive adequate individual
attention from the instructor(s). The maximum trainee - instructor ratio may be up to 24 to 1 for
classroom lectures, and 8 to 1 for practical sessions and simulations. Teaching staff should
note that the ratios are suggestions only and should be adapted to suit individual groups of
trainees depending on their experience, ability, and equipment available.
HTW 5/3/2/Add.1
Annex, page 9
■ Staff requirements
Instructors should be appropriately qualified in accordance with the provisions of section A-I/6
of the STCW Code for the type and level of training or assessment involved.
All training and assessments carried out, and instructions given, should be, by personnel who
understand the specific objectives of the training relating to the use of leadership and
managerial skills.
■ Teaching facilities and equipment

For the theoretical part of the course, the lectures and demonstrations should be held in spaces
suitable for the class intake, and equipped with the relevant facilities including relevant
multi-media equipment, for the delivery of the training through lectures, group exercises and
discussions, as appropriate.
For the conduct of practical exercises, the availability of full mission simulators with interface
capabilities to observe inter-departmental behavior could be advantageous. The instructor's
station of the simulators should have the capability to enable instructors and/or Assessors to
observe trainees' actions and conversations, as well as the capability to record trainees'
performance during any exercises.
Taking into account developments in nautical technology and practices at sea, and the need
for rescue training, the following equipment is recommended:
■ Teaching aids (A)

A1 Instructor's Manual - Part D of this course
A2 Visual presentations
A3 Exercise Sheets
Note: Multi-media training aids such as Videos, Computer Based Training (CBT), etc. may be
used by instructors as deemed fit when presenting this course.
■ IMO references (R)

R1 International Convention on Standards of Training, Certification and Watchkeeping
for Seafarers, 1978, as amended,
R2 International Convention for the Safety of Life at Sea (SOLAS) 1974, as amended
R3 International Safety Management (ISM) Code
R4 International Convention for the Prevention of Pollution of Pollution from Ships
(MARPOL) 73/78
R5 MSC Circular 1014on Guidelines on Fatigue Mitigation and Management
R6 Resolution A.1047 (27) on Principles of Minimum Safe Manning
■ Bibliography (B)
B1 T. Crowch (2013) Navigating the Human Element: An Introduction to Human Factors

for Professional Mariners. MLB Publishing
B2 L.A. Holder (2002) Training and Assessment Onboard 3rd ed. Livingston, Witherby &
Co Ltd.
B3 Maritime and Coastguard Agency (2010) The Human Element: A Guide to Human
Behavior in the Shipping Industry. London, The Stationery Office
B4 Maritime and Coastguard Agency, UK: The Human Element - A Guide to Human
Behavior in the Shipping Industry
B5 Situational Awareness:
http://www.hse.gov.uk/construction/lwit/assets/downloads/situational-awareness.pdf
HTW 5/3/2/Add.1
Annex, page 10
Part B: General Outline
■ Lectures
As far as possible, lectures should be presented within a familiar context and should make use
of practical examples. They should be well illustrated with diagrams, pictures and videos where
appropriate, and must be related to those skills that will be necessary for the performance of
duties on board ships.
An effective manner of presentation would be to develop techniques to transfer information

and then reinforcing the information. For example, share with the trainees briefly what you are
about to present to them; then cover the topic in detail; and, finally, summarize what you have
shared them. The use of audio-visual aids, handouts and notes will all contribute to the
effectiveness of the learning process.
■ Course timetable
Teaching staff should note that the suggested hours for lectures, demonstrations and practical
work, and length of time allocated to each objective within the sequence is for indicative
purposes only. These factors may be adapted by instructors to suit individual groups of trainees
depending on their experience, ability, equipment and the number of instructors available for
teaching.
Development of a detailed timetable depends on the level of skills of the trainees entering the
course and any revision work of basic principles that may be required.
Instructors must develop their own timetable depending on:
 the level of skills of trainees;
 the numbers to be trained; and
 the number of instructors,
and normal practices at the training establishment.
Preparation and planning constitute an important factor which makes a major contribution to
the effective presentation of any course of instruction.
■ Course outline
The tables below lists the competences and the knowledge, understanding and proficiency
(KUPs) for this course in the sequence that they are listed in tables A-II/2 and A-III/2 of the
STCW Code, together with a suggested total hours required for lectures and any practical
exercises. Teaching staff should note that the suggested timings are for indicative purposes
only, and session timing should be adapted to suit individual groups of trainees depending on
their experience, ability, equipment and staff available for training.
HTW 5/3/2/Add.1
Annex, page 11
Course Outline
Time Allotment
(in hours)
Subject Area
Demonstration/
Theoretical
Practical Work
Course Introduction 0.5 -
1. Related international maritime conventions 1.0 -

and recommendations, and national
legislation
2. Shipboard personnel management and 6.0 6.0

training
2.1. Shipboard Personnel Management
2.2. Shipboard Training
3. Task and workload management 4.0 4.0

3.1 Planning and coordination
3.2 Personnel assignment
3.3 Time and resource constraints
3.4 Prioritization
4. Effective resource management 5.0 3.0

4.1. Allocation, assignment and prioritization of
resources
4.2. Effective communication onboard and
ashore
4.3. Decisions reflect consideration of team
experiences
4.4. Assertiveness and leadership, including
motivation
4.5. Obtaining and maintaining situation
awareness
HTW 5/3/2/Add.1
Annex, page 12
Time Allotment
(in hours)
Subject Area
Demonstration/
Theoretical
Practical Work
1. Decision-making techniques 4.0 5.0

1.1. Situation and risk assessment
1.2. Identify and consider generated options
1.3. Selecting course of action
1.4. Evaluation of outcome effectiveness
2. Development, Implementation and

1.0 -
oversight of standard operating procedures
2.1. Development of standard operating

procedures
2.2. Implementation of standard operating
procedures
2.3. Oversight of standard operating
procedures
Conclusion 0.5
Sub-total 22.0 18.0
Total Training Hours 40.0
Note: Care should be exercised when indicating the total duration for the model course and
each subject or learning objective in the model course. Administrations, when approving a
detailed timetable should take into account the trainees' knowledge and skill levels, the class
size and the resources available to each training provider to effectively conduct the course.
HTW 5/3/2/Add.1
Annex, page 13
Part C: Detailed Outline
■ Introduction
Part C correlates the knowledge, understanding and proficiencies defined in the STCW Code,
with the specific learning outcomes that the trainees must achieve. Each specific outcome is
presented as a topic or sub-topic as a Learning Objective reflecting the knowledge,
understanding and proficiency (KUP) in tables A-II/2 and A-/III-2.
■ Learning objectives
The detailed teaching syllabus has been developed in learning objective format where the
objective describes what trainees must perform to demonstrate that knowledge and skill has
been transferred, and the desired competence has also been achieved. All the outcomes are
understood to be prefixed by the words, "At the end of the session the trainees should be able
to …………."
■ References and teaching aids
The material listed in the course framework has been used to structure the detailed teaching
syllabus; in particular, teaching aids (indicated by A) and IMO references (indicated by R), they
may provide valuable information to instructors.
In order to assist instructors, references are shown against the learning objectives to denote
IMO references and publications, textbooks, additional technical material and teaching aids,
which they may wish to use when preparing course material are denoted as follows:. Teaching
aids (indicated by A);
Bibliography (indicated by B);

IMO references (indicated by R); and
Textbooks (indicated by T),
and will provide valuable information to instructors.
HTW 5/3/2/Add.1
Annex, page 14
IMO Other Teaching

Learning Outcome
Reference References Aid
1. Related international maritime
R1, R2, R3, R4, B1,B3 A1, A2
conventions and recommendations,
R5, R6
and national legislation
.1 explain the importance of human
element in the work of IMO, the
STCW Convention and the ISM
Code
.2 evaluate the appropriateness of a
decision made of a given scenario
based on relevant conventions or
rules
2. Shipboard management and
R1, R3 B1, B3, B4 A1 – A3
training
2.1 The Human Element in
shipboard operations
.1 explain the relevance of the
human element in shipboard
operations
.2 analyze the aspects of human
nature in understanding the
response and behavior of a
person in a given situation
.3 create a management
framework based on the
aspects of human nature
2.2 Shipboard Training
.1 prepare a training plan based
on a given profile of target
trainees R1, R2 B2
.2 design an evaluation tool to be
used to determine
effectiveness of a training plan
HTW 5/3/2/Add.1
Annex, page 15
Other Teaching
Learning Outcome IMO Reference
References Aid
3. Task and workload management R1 B3 A1 – A3

3.1 Planning and coordination
.1 explain principles in effective
planning for routine operations
and contingencies
.2 design task and workload
allocation for a given significant
shipboard operation taking into
account the following:
 human limitations
 personal abilities
 time and resource
constraints
 prioritization
 workload, rest and fatigue
.3 monitor the effectiveness of
task and workload
management during an activity
and adjust plan as necessary
3.2 Personnel assignment
.1 prepare sample on board
personnel assignment
.2 implement effective onboard
personnel assignment
.3 utilize strategies to ensure that
all personnel understand the
activity to be undertaken and
their specific tasks
3.3 Time and resource
constraints
.1 identify the factors that causes
time constraints
.2 address time constraints on
board
.3 identify factors that cause
resource constraints
.4 address resource constraints
on board
HTW 5/3/2/Add.1
Annex, page 16
Other Teaching
References Aid
3.4 Prioritization
.1 explain the importance of
prioritization
.2 determine factors to be taken
account in prioritization in task
and workload assignment
4. Effective resource management R1 B3, B5 A1 – A3

4.1 Allocation, assignment and
prioritization of resources
.1 explain the characteristics of
effective resource
management
.2 identify resource requirements
in shipboard operations
.3 determine the factors to be
considered in allocation,
assignment and prioritization of
resources required in a
shipboard operations
.4 create allocation, assignment
and prioritization plan based on
available resources
4.2 Effective communication
onboard and ashore
.1 explain the elements of an
effective communication
.2 respond to a given situation
using the closed-loop
communication principle
4.3 Decisions reflect
consideration of team
experiences
.1 consider team member's
suggestions in making decision
HTW 5/3/2/Add.1
Annex, page 17
Other Teaching
References Aid
4.4 Assertiveness and

leadership, including
motivation
.1 determine one's attribute of
as a leader based on a given
tool
.2 use assertiveness and
leadership in a given
situation
4.5 Obtaining and maintaining

situation awareness
.1 justify the need of shared
accurate understanding of
current and predicted
situations onboard
.2 establish means to obtain
and maintain situation
awareness onboard
5. Decision-making techniques
5.1 Situation and risk assessment
.1 identify typical risks that
management level officers may R1 A1
have to assess
.2 analyze the relationship
between situation assessment
and risk
.3 apply theories on situation and
risk assessment
.4 relate the role of risk
assessment in risk
management
.5 assess risk in the planning and
conduct of simulated or real
shipboard activities
HTW 5/3/2/Add.1
Annex, page 18
Other Teaching
References Aid
5.2 Identify and consider generated

options
.1 apply theories on identifying and
generating options
.2 identify and generate options
when making decisions as a
management level officer in a
simulated or real shipboard
activity describe how an option
may be created
5.3 Selecting course of action
.1 apply theories on selecting
appropriate course of action in
making decisions
.2 internalize obligation as a
management level officer to
identify most appropriate course
of action
.3 select appropriate courses of
action when making decisions as
a management level officer in
simulated or real shipboard
activity
5.4 Evaluation of outcome
effectiveness
.1 assess the outcome of a course
of action
.2 determine the 3 steps of
observation on decision making
HTW 5/3/2/Add.1
Annex, page 19
Other Teaching
References Aid
6. Development, implementation and R1 B2, B3 A1 – A3

oversight of standard operating
procedures
.1 explain the approaches in
developing standard operating
procedures (SOP)
.2 develop standard operating
procedures (SOP) of a given
shipboard routine
.3 analyze the results of the
implementation of a standard
operating procedures (SOP)
onboard
HTW 5/3/2/Add.1
Annex, page 20
Part D: Instructor Manual
■ Introduction
Based on Knowledge, Understanding and Proficiency (KUPs) in Part C, the Instructor Manual
is intended to provide guidance and more detailed information to instructors who use IMO
model courses that is relevant to the organization and structuring of the learning objectives,
sequence of lectures, possible problems and solutions during the course. The course is
structured to reflect the KUPs as specified in tables A-II/2 and A-III/2 of the STCW Code.
The Instructor Manual and its Guidance Notes provide a summary of the topics that are to be
presented. The manual provides information on teaching methodology and organization, and
the areas that are considered appropriate and important to achieve the relevant learning
outcomes. Instructors should prepare relevant lesson plans for the delivery of each topic of the
course specifying the teaching strategy and method to be used, and describe the learning
activities of the trainees.
Instructors should scrutinize the detailed teaching syllabus carefully to align the Training
Outcomes in the Course Framework and the Learning Outcomes in the Detailed Teaching
Syllabus in order to ensure that the teaching-learning activities as well the formative
assessments are consistent. Instructors should develop appropriate timetables using the
suggested times in the course outline as guidance on the time allocation for each specific topic.
The Guidance Notes are presented in accordance with the course outline wherein the subject
area is divided into six (6) major headings, as follows:
.1 Related International Maritime Conventions and Recommendations, and National

Legislation
.2 Shipboard Personnel Management and Training
.3 Task and Workload Management
.4 Decision Making Techniques
.5 Effective Resource Management
.6 Development, Implementation and Oversight of Standard Operating Procedures
A brief description on course introduction and conclusion are also included.
HTW 5/3/2/Add.1
Annex, page 21
■ Guidance Notes
Course Introduction
At the onset of the training, instructors should provide a brief explanation of regulatory
requirements the use of leadership and managerial skills for trainees to gain a general
understanding of the course objective. It should be followed by the presentation of training
outcomes.
.1 Related International Maritime Conventions and Recommendations, and

National Legislation
Within the context of the use of leadership and managerial skills, instructors should briefly
introduce the relevant IMO conventions and regulations and the role of IMO and its Member
States in their formulation and implementation, in order to create a greater understanding of
their need and relevance to leadership and management on board ships. Participants should
gain sufficient understanding of the regulatory framework as a background for the context in
which the use of leadership and managerial skills are learned.
IMO has recognized that the human element is a complex multi-dimensional issue that affects
maritime safety, security and marine environmental protection involving the entire spectrum of
human activities performed by ships' crews, shore based management, regulatory bodies and
others.
Instructors should take cognizance that in recognizing the importance of the human element,
IMO has adopted resolutions and guidance that have acknowledged the need for increased
focus on human-related activities in the safe operation of ships, and the need to achieve and
maintain high standards of safety and environmental protection for significantly reducing
maritime casualties.
Instructors could therefore commence their presentations with an introduction of the vision and
mission of the IMO and a brief discussion of some of the significant actions of the IMO relating
to the human element to ensure safety and security at sea, and the protection of the
environment.
Instructors should, during the presentation of this subject, highlight some issues such as:
 the concerns of the international maritime community about the number of major
maritime accidents in the mid 1980's,despite IMO's strict technical standards;
 the contribution of the human element to the vast majority of maritime accidents;
 the resulting recognition of, and attention by, IMO to the Human Element and its
impact on the operation and management of ships;
 IMO's adoption in 1989 of the Guidelines on management for the safe operation of
ships and for pollution prevention - the forerunner of what became the International
Safety Management (ISM) Code which was made mandatory through the
International Convention for the Safety of Life at Sea, 1974 (SOLAS);
 the effective implementation of the ISM Code which endeavored to shift away from
a culture of "unthinking" compliance with external rules towards a culture of "thinking"
self-regulation of safety – the development of a "safety culture";
HTW 5/3/2/Add.1
Annex, page 22
 encouraging the implementation of a safety culture on board that involved a top to the
bottom culture of self-regulation – taking responsibility for actions taken to improve
safety and performance; the establishment in1991 by the Maritime Safety Committee
(MSC) and the Marine Environment Protection Committee (MEPC) of the Human
Element Working Group to discuss and act on the role of the human element in
maritime casualties;
 Revised Guidelines on implementation of the International Safety Management (ISM)

Code by Administrations (Resolution A.1118(30)),adopted on 6 December 2017;
 Guidelines for operational implementation of the ISM Code by Companies

(MSC-MEPC.7/Circ.5) adopted on 19 October 2007;
 Human Element Vision, Principles and Goals for the for the Organization
(ResolutionA.947(23)), adopted on 27 November 2003;
 Resolution (A.772(18)), concerning fatigue factors in manning and safety, which aims
at increasing awareness of the complexity of fatigue and encourages all parties
involved in ship operations to take these factors into account when making operational
decisions;
 Guidance on fatigue mitigation and management (MSC/Circ.1014);
 Guidance on reporting near misses (MSC/Circ.1015);
 MSC-MEPC.7/Circ.1 which contained in its annex a checklist for considering human

element issues by IMO bodies to ensure that the human element has been addressed;
 MSC-MEPC.7/Circ.3 on a Framework for the consideration of ergonomics and the

working environment in order to reduce the incidents of personal injuries and human
errors; and
 MSC-MEPC.7/Circ.4 on the Organization's strategy to address the human element.
To complement the discussion, instructors could urge trainees to reflect on the reasons why
the human element is important to the work of the IMO, and explain briefly their reasons for
any examples they may describe in the context of its importance to leadership and managerial
skills.
Trainees could be invited to draw up a list of the top 3 reasons, in their estimation, why
addressing the human element is important in the work of IMO. Each item maybe matched
with an explanation and an example based on the discussion material.
HTW 5/3/2/Add.1
Annex, page 23
.2 Shipboard Personnel Management and Training
2.1 The Human Element in Shipboard Operations and Operations Management
As part of the introduction of this topic, instructors should highlight the following:
 The vital role of the human element in the shipping industry;
 The need for motivated and well trained crews to ensure safe and efficient operation
of ships;
 Analysis of shipping disasters in recent years, and an increasing awareness of the

role of human error;
 The loss of life, the impact on the environment due to accidents and incidents; and
 The role of the human element at sea and ashore, and the consequences and
contribution of ineffective leadership and managerial skills.
Instructors should provide an introductory outline of shipboard organizations and the chain of
command structure on board, the KUPs that are relevant to the management, operational and
support levels as provided in the STCW Code, and the associated roles at the various levels
of responsibility on board. Following the aforementioned introduction, trainees should be
invited to relate their own experiences.
The multi-cultural aspects of modern crewing should be discussed highlighting individual traits,
attitudes and behaviours, including informal behaviour, cultural diversity of multi-national
crews, and the special care needed to ensure healthy cross-cultural relationships.
Instructors should discuss aspects of human nature to help the trainees understand the
response and behavior of persons in a given situation. Instructors should describe current
view of human error, lack of situational awareness and its causes, the impact human error on
shipboard operations, and its mitigation.
Leadership and managerial skills could be addressed through a description of leadership

styles, their characteristics and effectiveness in shipboard situations and their adaptation to
achieve maximum effectiveness in varying situations.
Instructors should encourage the trainees to engage in discourse throughout the topic and,
through role play, to describe their own leadership styles, as well as those they have
experienced, and give examples of good and poor leadership. The Instructors should discuss
the benefits of a teamwork approach in shipboard operations in order that trainees gain an
understanding of how to build and maintain effective teamwork on board ships.
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Human Element in Shipboard Operations
Aspects of Human Nature
Due to human nature, people usually and actively make sense of issues, for example:
- What's obvious to you may be far from apparent to somebody else. We explain how
it is that most of what you see and understand is down to you and your expectations,
rather than a response to 'what's out there'.
- The key problem is ensuring that the sense you make of things is enough for you to
deal effectively with the reality of a continuously unfolding situation – a situation that
you must also share with your colleagues.
- People strive to make sense of things in order to make the world sufficiently certain
to support our goals, plans and activities.
- We also use sense-making to modify our plans when the world breaks through
anyway – because these plans can never completely deal with its uncertainty,
ambiguity and complexity.
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• Human beings enact sense on the world. Most of the time, they see what they expect
to see.
• Furthermore, since each person's sense-making is a unique property of their

physiology, self-concept and culture, experience, and social and intellectual needs,
each person essentially inhabits a situation that is different from everyone else's.
• People's ability to share situations, goals and meaning depends on two other key
human properties: empathy and communication.
 Empathy is:
- a particular and powerful form of human imagination. People refer

to it as 'putting themselves in another's shoes'; and
- what makes team working possible and is concerned with looking at

enough of another's perspective to understand how to support the
achievement of mutual goals.
 Communication is the mechanism by which we express empathy.
People work with each other
• When it comes to working with others, the jobs of most seafarers fall into two different
sorts of activity.
• The distinction rests on whether the goals of the activity are individual and
independent, or team-based and share.
• Working with individuals and in teams requires different skill sets.
Working with individuals
• Individuals with independent goals must work with each other to trade information and
evaluate its meaning as the resulting decision arising will affect the goals of both.
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Working in teams
• in a team task, people must work with each other in mutually supportive ways to
achieve a shared goal.
• many seafaring jobs require people to work with each other as team members, each
of whom contributes their effort to an objective that is bigger than any one of them.
• on these situations, people need skills that permit not just effective interaction
between people, but good teamwork.
How can team members work effectively?
• A team may be united by a common location, a group, or common interests, or

common goal, with each member having a defined role to play in achieving it.
• This means that each team member must have not only the technical skills to carry
out their role, but the necessary team skills to carry out the role in alignment with other
team members.
Five main types of team skill that are essential to team effectiveness
 Team leadership
- includes motivating, directing and coordinating team member activities, and

assessing and developing team members' knowledge and skills.
- good team leaders clarify team roles and performance expectations and engage team
members in planning and feedback sessions.
- they also spend time synchronizing individual contributions and seeking information
that affects overall team performance.
 Mutual monitoring
- concerned with the ability of team members to monitor each other's performance
within a common understanding of the constraints and opportunities of the
environment in which they must work.
- team members who are good at mutual monitoring identify mistakes in their
colleagues' actions and provide feedback that helps them to correct themselves.
 Back-up behavior
- refers to the ability of team members to understand each other's tasks and
responsibilities sufficiently well that they can anticipate problems in each other's tasks
and even take over if necessary.
- team members who are skilled in back-up behavior, work continually to avoid
problems for their colleagues or take some of the load, since they know that failure to
do so will lead to problems for the whole team.
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 Adaptability
- refers to the ability of team members to respond to continuous changes in the

environment that affect their plans.
- adaptable teams can identify external changes, understand their implications and
develop new plans accordingly.
 Team orientation
- refers to the degree to which team members are able to see themselves as team
members with a common goal, rather than individuals with independent goals.
- team members who are highly team oriented are very receptive to the suggestions of
their colleagues.
- they also involve each other in setting goals, and then choosing strategies and sharing
the information needed to achieve them.
People need to use all of these five types of team skill if they are to function as an effective
team.
Motivating the Crew
- To achieve great results, each leader needs to have a motivation strategy to create
and maintain the spirit of enthusiasm among employees.
Share the Organizational vision with each crew member
- If everyone is aware of the collective vision, which will lead to prosperity and success
of each team member, motivation and enthusiasm become the indivisible parts of all
activities.
- Make sure that you continuously concentrate the attention of your staff on the glory of
reaching that powerful vision.
Communicate with your crew
- You can't learn about ideas, attitude or concerns of your team members without
constant communication.
- Use each opportunity to interact with them and you will discover hundreds of new
ways of organizing your activities more successfully.
Make people feel appreciated
- One of the greatest needs of each person is the need of being appreciated.
- Very often appreciation is a greater reward than money.
- Show your sincere gratitude for the unique contribution everyone makes to the
organization.
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Support new ideas
- Each team member will feel empowered by the opportunity to not only implement day
to day tasks, but as well as suggest new ideas and make them a reality.
- Give people a chance to take initiative and you will be amazed by their ability to create
brilliant ideas.
Give challenging tasks
- People can't grow if they are constantly doing what they have always done.
- Let them develop new skills by giving challenging tasks.
- At the same time make sure the tasks are reachable and in the frames of the person's
interests
Encourage creativity
- Supervising doesn't mean controlling each and every step. It means making sure that
all the organizational activities are being implemented at the highest level.
- Give people the freedom to find their own unique ways of solving issues.
- Challenge them to think out of the box.
Give each one opportunities to grow
- If people know that everything is going to be the same way all the time, they will
definitely lose the motivation to put their maximum efforts in work.
- They should be sure that the devotion and hard work will lead to new personal and
professional achievements.
Empower each individual
- Very often people need just a little encouragement to believe in themselves and to
realize that they have a greater potential within.
- Always show your confidence in the unique abilities and potential of your team
members.
Give as much support as you can
- Even if people in your organization are self-disciplined and creative enough for finding
solutions to various problems, anyway they are always in need of your guidance.
- Support them as much as you can, and they will be inspired to do the same for you
and for the organization.
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Manage each one individually
- Every person has their strengths and weaknesses.
- Someone may be amazing at public speaking, while the other one has great writing
skills.
- Give people a chance to operate in the frames of their strengths, and they will be more
confident and motivated in their activities.
Don't let your people become bored
- Avoid routine. Routine is the enthusiasm killer. Let people explore and discover.
- Make the work as interesting and engaging as you can.
Create healthy competition
- For this purpose you can effectively use the famous reward system. People contribute
their efforts and ideas to the maximum when they know that outstanding excellence
will lead to rewards. Just make sure that the reward system is absolutely transparent
to everyone.
Celebrate each success
- Even the smallest achievements are worth being celebrated. The road to success
consists of thousand small steps.
- Glorify each and every goal achieved. Show to your team that all of you made one
more important step forward.
Make sure there is a good working environment
- Research showed that environment is more important to employees than money.
- This is a great chance for you to create extra motivation for your staff by making the
work environment a beautiful place to work, rest and have fun at the same time.
Create and maintain a team spirit
- Team is like a family, where mutual support and trust are the most important values.
- Organize team activities both during working time and after.
Authority and assertiveness
- Assertiveness is putting forward one's idea, whether they are right or wrong.
- It can come from competence, knowledge, skills, experience, or simply just

personality.
- Authority and assertiveness are very similar, normally, people associate authority with
the team leader and the person in-charge, while, assertiveness with the officers, junior
members of the team, or the crew.
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- A balance between authority and assertiveness gives the safest situation.
- Everyone must be assertive enough to contribute, and, if necessary challenge

decision.
Reasons for having too high authority
- Total command expected;

- Lack of communication skills;
- Can't delegate;
- Performance oriented;
- Silenced by team leader's authority;
- Unaware of what's expected;
- Lacks communication and management skills; and
- Personality clash
Possible combinations of authority and assertiveness:
- Too high authority with too low assertiveness;
- Low authority and high assertiveness;
- High authority and high assertiveness;
- Low authority and low assertiveness;
- Too high authority with too low assertiveness;
- Whole team does not participate in the decision making;
- Their ideas and challenges are put down with little thought;
- Low authority and high assertiveness: The least dangerous situation, as high
assertiveness can compensate for low authority;
- High authority and high assertiveness: Very dangerous situation as it can lead to clash
of personalities;
- Will take time and additional efforts to repair the bad feelings;
- There may be increased stress, and higher than normal workload;
- Low authority and low assertiveness: The most dangerous situation, because nobody
recognizes the problem;
- Decisions may not be made, made too late or incorrect because of lack of challenges;
and
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- Styles of Management:
• Tiger style management;

• Penguin style management;
• Snail style management;
• Sheep style management; and
• Dolphin style management
Situational awareness
- Situational awareness is being aware of what is happening around you in terms of

where you are, where you are supposed to be, and whether anyone or anything
around you is a threat to your health and safety.
- Our knowledge, experience and education enables us to understand what is going on

around us and helps us to determine if it is safe.
- This means that everyone's situational awareness is individual and potentially

different.
- We use our situational awareness to make decisions and instruct others.
- Our situational awareness is only as accurate as our own perception or reading of the
situation, so what we think is happening may not accurately reflect reality.
- How we read a situation can be influenced by many things such as the type of
information we have been given, our own experience and distractions in the
workplace.
Why should you improve your situation awareness?
- It is important that you know how many problems you face and how serious they are.
- The temporary loss or lack of situational awareness is a causal factor in many

construction accidents.
- The consequences of decisions and actions based on poor situational awareness are
potentially catastrophic.
Why is situational awareness important?
- Situational awareness is important to everyone – it is important that everyone is aware

of their surroundings and the potential hazards they face.
- It is important that each individual is looking out for his or her own safety as well as
looking out for their workmates.
- Even the most experienced people can lack situational awareness – especially when
doing tasks that have become routine.
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Improving situational awareness
- Get in the habit of regularly pausing to make a quick mental assessment of your
working environment.
- When doing so, consider the following questions:
- Is there anything around you that poses a threat to your health and safety?
- If so, to what extent?
Consider the following questions:
- Is the threat big enough that you should stop working?
- Is there anything you can do to safely reduce that threat in order that you can carry
on working safely?
Innovative steps - Generating a decision alternatives
- In the Innovate step, it is time to identify and/or create decision alternatives. Having
completed the Frame step, planning decision making, you should now have a clear
set of prioritized success criteria.
- The objective of the Innovate step is to generate decision options that can meet the
needs and desires you have identified during decision framing.
- It is important that multiple alternatives be considered. Potential solutions (decision

alternatives) should be adequately described to make them understandable to
everyone involved in the decision making process.
- Innovating possible new decision options enables you to consider new opportunities
and look at a broad range of alternatives, some of which may be outside of your
comfort zone.
Generating decision alternatives - Identifying known solutions
- Innovation includes applying known solutions in a new situation, or in some cases, a

similar context.
- Recognize that a number of solutions used in previous decisions may be an

innovation for the choice you are trying to make now.
Three categories to consider when looking for known decision alternatives:
.1 Solutions for the same decision made previously
- Solutions that have worked in the past may be a good answer for
the current decision, particularly if there is no new need or desire
motivating change.
.2 Decision options not pursued for the same decision made previously
- Decision alternatives that were considered previously often

continue to evolve and improve.
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- When making a decision, previously discarded options may provide

the solution needed/desired now.
- Saving work from the decision making process can make it easier
to find these options in the future.
.3 Solution alternatives for the same decision made for a different situation or
context
- This category requires considering different situations or

environments where a similar decision might be made.
- For example, finding a parallel decision made in a different industry

could provide some innovative solutions for meeting your success
criteria.
Task/activity management
- The process and activity of planning, organizing, motivating, and controlling

resources, procedures and protocols to achieve specific goals.
Traditionally, task/activity management includes a number of elements such as four

to five task/activity process groups, and a control system.
Major process groups generally include:
- Initiation
- Planning or design
- Production or execution
- Monitoring and controlling
- Closing
In task/activity environments with a significant exploratory element (e.g., research and

development), these stages may be supplemented with decision points (go/no go decisions)
at which the task/activity's continuation is debated and decided.
Initiating process
- determines the nature and scope of the task/activity.
- if this stage is not performed well, it is unlikely that the task/activity will be successful
in meeting the business' needs.
- the key task/activity controls needed here are an understanding of the business
environment and making sure that all necessary controls are incorporated into the
task/activity.
- any deficiencies should be reported and a recommendation should be made to fix

them.
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The initiating stage should include a plan that encompasses the following areas:
- analyzing the needs/requirements in measurable goals;
- reviewing of the current operations;
- financial analysis of the costs and benefits including a budget;
- interested party analysis, including users, and support personnel for the task/activity;
- task/activity charter including costs, tasks, deliverables, and schedules.
Planning and design
- after the initiation stage, the task/activity is planned to an appropriate level of detail;
- the main purpose is to plan time, cost and resources adequately to estimate the work
needed and to effectively manage risk during task/activity execution.
- as with the Initiation process group, a failure to adequately plan greatly reduces the
task/activity's chances of successfully accomplishing its goals.
Task(s)/Activity planning generally consist of:
- determining how to plan (e.g. by level of detail or rolling wave);
- developing the scope statement;
- selecting the planning team;
- identifying deliverables and creating the work breakdown structure;
- identifying the activities needed to complete those deliverables and networking the
activities in their logical sequence;
- estimating the resource requirements for the activities;
- estimating time and cost for activities;
- developing the schedule;
- developing the budget;
- risk planning;
- gaining formal approval to begin work.
- additional processes, such as planning for communications and for scope

management, identifying roles and responsibilities, determining task/activity the
planned tasks.
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Task/activity Executing
- Executing consists of the processes used to complete the work defined in the
task/activity work plan to accomplish the task/activity requirements.
Monitoring and Controlling
- consists of those processes performed to observe task/activity execution of planned

activities so that potential problems can be identified in a timely manner and corrective
action can be taken, when necessary, to control the execution of the task/activity
planned activities.
- key benefit is that task/activity performance is observed and measured regularly to

identify variances from the task/activity management plan.
Monitoring and controlling includes:
- Measuring the ongoing task/activity activities ('where we are');
- Monitoring the task/activity variables (cost, effort, scope, etc.) against the task/activity
management plan and the task/activity performance baseline (where we should be);
- Identify corrective actions to address issues and risks properly (How can we get on
track again);
- Influencing the factors that could circumvent integrated change control so only
approved changes are implemented.
Closing
- Includes the formal acceptance of the task/activity and the ending thereof.
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Decision making models in task /activity management
- has emerged as a discipline of high level decision making for managers and his team
for taking decisions in favor of the future of the task/activity.
Task/activity - Most commonly used decision making models:
 SWOT Analysis
- specifically used during feasibility study of the task/activity
- brings unsorted issue to a conclusion when the task/activity is gauges based

on Strength, Weakness, Opportunity and Threat
 Maslow's Pyramid
- speaks about basic human needs and their effect on human behavior.
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- while working on the Task/activity the most inconsistent variable which a

Task/activity manager faces is a human resource.
- understanding Maslow's pyramid helps Task/activity manager to identify

problems related to human resources.
 Feelings and attitudes are the main influence on how people react on their workload.
Culture
Culture is a powerful element that shapes work environment, work relationships, and work
processes. Culture is something that you cannot actually be seen, except through its physical
manifestations in a work place.
Culture is:
- made up of the values, beliefs, underlying assumptions, attitudes, and

behaviors shared by a group of people.
- the behavior that results when a group arrives at a set of - generally

unspoken and unwritten - rules for working together.
- made up of all of the life experiences each employee brings to the

organization.
- especially influenced by the organization's role in decision making and

strategic direction.
- obeying the master's orders, even if the action was considered to be

incorrect.
- the attempt of Resource Management principles to change management

styles on board ships.
- Encouragement of crews are to become actively involved in shipboard

operations, including the use of advocacy, in particular, the right to speak up
if they notice problems or errors developing.
- Accidents are rarely the results of single point failures but are rather end
results of error chains. If a link in the chain is broken, the incident is avoided.
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- advocacy (also known as challenge and response) of new concepts in

shipboard management.
- the requirement for change in leadership style, which is difficult in practice,

particularly among multinational crew environments, where 'power-
distances' between officers and crew can vary considerably.
- good communications that are essential to foster a teamwork.
- taking note that ships operate internationally with multi-lingual crews, and
although English is the standard maritime language, understanding that
many personnel are not fluent English speakers and have difficulty
understanding instructions.
- encouraging the development of good situational awareness (knowing what

is going on in the environment), the detection and efficient processing of
environmental data.
- facilitatation of good mental and physical health vigilance, attention, and

memory, which are key cognitive processes that are required to achieve the
best results.
- employed by team members e so that an operation/task/activity is not

controlled by the actions of one person.
- the need not to lose situational awareness, which could be caused by stress
and fatigue, a high workload, or inexperience, and could result in serious and
adverse consequences for the safe operation of a vessel.
2.2 Shipboard Training
Gradual process of acquiring knowledge through learning and instructions
It is a formal and/or informal learning process for the continued development of professional
knowledge and competence by gaining knowledge through textbooks, practice and
observation.
Development of skills or knowledge through instructions or practice
If applied correctly, hands-on work experience ashore and on board, facilitates the planned
development of the aptitude, knowledge, understanding, skills attitude and behavior pattern
required by an individual to adequately carry out a given task, or to effectively perform tasks
related to a function (s) on board ships.
Basic principles of learning
Trainees are best able to incorporate new knowledge, skills and attitudes if the following basic
principles hold:
- The things you are learning are already almost learned.
- View the things you are learning as intrinsically interesting and rewarding.
- See the point of learning, understand where the new knowledge or skill will get you.
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- Aspire to the benefits the learning will bring you, as you want to be where it will get
you.
- Trust the source of the learning materials, our teachers are credible and earn our
respect.
How do trainees learn?
- Trainees acquire new knowledge by actively creating meaning for new concepts and
principles in terms of the concepts and principles they may already have.
- Trainees learn new practical skills by increasingly extending and fine-tuning their
physical capabilities.
Formal and Informal Learning
- People learn constantly and in so many ways.
- People learn by doing, by observing, by listening, by reading, and by teaching others.
- People also learn through formal and informal means.
Formal Learning
- Formal learning occurs through a controlled and structured approach on a

broad-based institutional level and includes formal training programs and/or
formal written procedures.
Informal Learning
Informal learning happens more spontaneously between groups of people.

An example may include learning by sharing experiences with others in a
chat room online or at a company social gathering.
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Benefits of Formal Learning
- Large numbers of trainees would learn the same information and/or processes at the
same time.
- Properly designed, accurate and up to date course content. Learning through formal
training programs facilitates beer aptitude while on the job.
- Properly designed formal training programs could include a variety of methods to

appeal to all learning styles and conform to adult learning principles.
Benefits of Informal Learning
- Creating informal learning situations could be more cost effective and efficient
depending on the media and technologies utilized. .
- Learning informally can be more personal and less intimidating, particularly for mature
trainees.
- Subject-matter experts may have better access to share their knowledge with others.
- Informal learning may reduce resistance to learning new information and knowledge.
Mentoring vs Coaching
Mentoring:
- is a process for the informal transmission of knowledge and the psycho-social support
perceived by the recipient as relevant to work, career, or professional development;
and
- It entails informal communication, usually face-to-face and during a sustained period

of time, between a person who is perceived to have greater relevant knowledge,
wisdom, or experience (the mentor) and a person who is perceived to have less (the
protégé)".
Coaching:
- is training or development in which a person called a "coach" supports a learner in

achieving a specific personal or professional goal; and
- may, occasionally, mean an informal relationship between two people, one of whom
has more experience and expertise than the other, and offers advice and guidance
as the latter learns; but coaching differs from mentoring in focusing on competence
specifics, as opposed to general overall development.
Focus of Mentors and Coaches
- Mentors, in either a formal mentoring program or informal relationship, focus on the

person, their career and support for individual growth and maturity, while the coach is
job-focused and performance oriented.
- "A mentor is like a sounding board, they can give advice but the partner is free to pick
and choose what they do.
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- The context does not have specific performance objectives.
- A coach tries to direct a person to some end-result; the person may choose how to
get there; but the coach strategically assesses and monitors the progress and
provides advice for effectiveness and efficiency.
- Mentoring is biased in one's favor, while Coaching is impartial, focused on

improvement in behavior.
In summary, a mentor has a deep personal interest, and is personally involved - a friend who
cares about you and your long term development. A coach develops specific skills for the task,
challenges and performance expectations at work.
Role of Mentors and Coaches
- Mentoring is a power-free, two-way mutually beneficial relationship. Mentors are

facilitators and teachers allowing the partners to discover their own direction.
- "They let me struggle so I could learn." "Never provided solutions - always asked
questions to surface my own thinking and let me find my own solutions."
- A coach has a set agenda to reinforce or change skills and behaviors. The coach has
an objective/goal for each discussion. Studies show that the top four words chosen to
best describe mentor's dominant style were—friend/confidant, direct, logical,
questioner.
Relationship between mentoring and coaching
- Even in formal mentoring programs the partners and mentor have choices—to
continue, how long, how often, and their focus.
- Self-selection is the rule in informal mentoring relationships with the partners initiating
and actively maintaining the relationship.
- Coaching comes with the job, a job expectation, in some organizations a defined
competency for managers and leaders.
Source of influence
- Interpersonal skills will determine the effectiveness of influence for both coaches and
mentors.
- A coach also has an implied or actual level of authority by nature of their position, and
ultimately they can insist on compliance.
- A mentor's influence is proportionate to the perceived value they can bring to the
relationship. It is a power-free relationship based on mutual respect and value for both
mentor and partners.
- A job description might contain job title of "coach" but it is just a label or an
expectation. "Mentor" is a reputation that has to be personally earned, and one are
not a mentor until the partners confirms that it is so.
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Return
- The coach's returns are in the form of more team harmony, and job performance.
- The mentoring relationship is reciprocal. There is a learning process for the mentor
from the feedback and insights of the partners.
Arena
- Coaching even in the sporting arena is task related—improvement of knowledge,

skills or abilities to better perform a given task.
- The coach creates the need for discussion and is responsible for follow up and holding
others accountable. Mentors are sought for broader life and career issues. The
partners are proactive in seeking out mentors and keeping the relationship productive.
Instructors should provide guidance to trainees for writing a brief self-reflection that describes
a scenario (onboard or ashore) which could help explain the relevance of the human element
in shipboard operations. Additionally, case studies may also be used in tandem with the self-
reflection. However, it is advisable that at least three case studies should be presented for this
topic.
In groups of three, each group is shown a magazine article corresponding to the various Side
Bar situations as indicated in the course notes of this manual.
The trainees may then identify the various aspects of human nature covered in the article,
paying close attention to the elements or key points in the lecture that are demonstrated in the
article presented. Each group should submit a written report and a group rapporteur should
present the group's findings.
All trainees should be given 5 minutes to present their personal representation of the Aspects
of Human Nature. The presentation should show the 3 dominant/preferred aspects and explain
why they have chosen their top 3 aspects.
Instructors should request the trainees to carry out a training needs assessment using the
Aspects of Human Nature framework. Trainees working in pairs, should ask each other to rate
each of the aspects or attributes, using a 1-5 scale, where 1 is the lowest.
Each trainee should present a proof-of-concept or prototype training plan that describes the
aspect with the lowest score, and an explanation for the low score. Assuming that the training
plans are approved, as part of the exercise, the trainees re-assemble by groups according to
the various aspects with low scores.
The groups should then collaborate on a training plan that includes:
- a role-playing activity based on the scenarios or situations presented; and
- documentation exercise based on an evaluation tool that seeks to ask observers, from
the other groups to answer the following questions:
 What worked in the role-playing activity?

 What didn't work?
 How can the activity be improved?
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Multi-media aids may be used to supplement the discussions, and simulator exercises should
be carried out in order to apply concepts learned in an environment that mimics, as much as
possible, real life scenarios on board ships.
.3 Task and Workload Management
3.1 Planning and Coordination
Instructors should discuss how to: breakdown the plan; identify appropriate time scales; use
smart objectives; communicate the plan; and monitor and review the plan.
Instructors should facilitate various activities to augment the learning of the trainees, and
examples of activities are discussed below.
Instructors should assist trainees in making a concept map containing the planning elements,
with short descriptions or context of task and workload management.
Trainees should complete a matrix, comparing and contrasting the scope of responsibilities
between management level officers and operational level officers for a given shipboard
operation.
Trainee Activities
Trainee Activity:
Exercise 1: Task and Workload Allocation Scenario
Working in pairs, trainees are given shipboard operation scenarios to fill out a task and a
workload allocation checklist, taking into account the following:
- human limitations
- personal abilities
- time and resource constraints
- prioritization
- workload, rest and fatigue
Trainee Activity:
Evaluate the effectiveness of a particular task and workload allocation plan relating to a given
situation, and based on ship's Safety Management System (SMS).
Trainee Activity:
Exercise 2 (Evaluation): Task and Workload
Using the outcome of the Trainee Activity: Task and Workload Allocation Scenario Exercise 1,
each pair of trainees exchange matrix documents with another pair of trainees, and should
then review and evaluate the respective task and workload allocations.
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Trainee Activity:
Exercise 3 (Planning): Task and Workload
Based on the results of the Trainee Activity: Task and Workload Allocation Scenario
Exercise 2, trainees should formulate a task and workload allocation plan.
Instructors should highlight the following:
Definition of WORKLOAD:
- Real (practical): the amount of work that has to be done given a certain period of
time.
- Perceived (mental): the amount of work that a person(s) perceives that they must
deal with in a specific period of time.
- Controlling workload by pre-planning and delegation is one of the most important
tasks.
- Range of workload:
 Under load
 Normal
 High
 Overload
- Everyone is responsible for their own workload, and should share responsibility for
the total workload;
- Response to different types of workloads vary;
- The importance of how people feel about their workload at a particular moment in
time;
- Feelings and attitudes are the some of the main influences on how people react to
their workload.
- There is no absolute method of measuring workload however a workload formula can
be conceptualize such as the figure below to give meaning and number to task given.
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 Control of High Workload:
 Decrease the number of tasks
.1 Postponing task
.2 not carrying out task
 Increase time allocated/available:
.1 Postponing
.2 Delaying
 Reduce the task value:
.1 Pre-planning
.2 Delegation
 Pre-planning:
 Long term strategy:
.1 Defining procedures
.2 Job functions
.3 Introducing new technologies
 Pre-planning (for example – navigation)
 The first method of controlling workload
 Pre-planning:
- Involves thinking about the task, both expected and unexpected;

- Considering time, financial, resources and manpower available to carry out
the tasks;
- People skills should also be considered to make all of this possible.
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 Pre-planning (for example – navigation):
 Delegation
- The second method of controlling workload:
 Delegation is a good idea;

 Few people do it;
 And even fewer people do it well;
 Fear hinders people from delegating.
 Many hazardous thoughts cross the mind;
 Importance of trust and confidence when delegating tasks; and
 Deciding which tasks to be delegated to whom, how and why.
 Specific tasks
- Delegation of specific tasks depends on:
.1 Tasks value – difficulty or importance; and

.2 Time available
It might be more practical to commence by identifying which tasks should not be delegated,
and then agree to delegate the rest.
 To whom
- Delegation provides a good opportunity for training.

- Whom to delegate depends on:
.1 Skills and competence;

.2 Personality; and
.3 Workload
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3.2 Personnel Assignment
 Briefing
- Brief the assigned person of the following:
.1 What is expected
.2 Time and resources available
 During actual process:
- Avoid interfering;
- Maintain a balance between monitoring progress and trusting ability of
trainees;
- Stimulate and guide trainees and avoid criticism;
- Progressively increase independence for completion of assigned tasks;
- Exhibit trust by increasing responsibility.
3.3 Time and Resource Constraints
Concentrate on an individual's ability to competently carry out onboard activities to meet the
required standards and contribute to the planning and coordination needed for the efficient
operation of the ship.
Describe the human limitations and other resource constraints, and how shipboard situation
should be addressed, bed, and emphasize the impact of workload that can lead to stress,
fatigue. Highlight the measures that are needed to ensure satisfactory performance of the
human element for avoidance of fatigue, and mitigation of fatigue through adequate rest.
In teaching managerial skills, instructors should emphasize leadership and the various
management styles, the differences between leadership and management, and relevant
techniques and their use in dealing with differing situations.
3.4 Prioritization
Prioritizing is about making choices of what to do and what not to do. To prioritize effectively,
it is necessary to be able to recognize what is important, as well as to see the difference
between urgency and importance.
Important or high priority tasks are those tasks that help to achieve long-term goals, or those
that can have other meaningful and significant consequences in the long-term.
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How to prioritize work the correct way
Why is prioritization necessary?
- With good prioritizing skills, important and /or urgent tasks; those tasks that may be
considered critical for a variety of reasons; and those tasks that could be completed
as soon as possible;
- Attention may then be focused to give more time to perform tasks that are may be
important but not urgent, and those tasks that would prove to be more useful in the
long term.
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4. Effective Resource Management
4.1 Allocation, assignment and prioritization of resources
Instructor will explain the difference between Leadership and Management; biggest difference
between managers and leaders is the way they motivate the people who work or follow them,
and this sets the tone for most other aspects of what they do; The main difference between
leaders and managers is that leaders have people follow them while managers have people
who work for them.
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STYLES OF MANAGEMENT
- Tiger style;
- Penguin style;
- Snail style;
- Sheep style; and
- Dolphin style.
 Tiger Style Management
This management style's focus is very high on performance and very low on people
or human resources.
Its characteristics are:
 An authoritarian style;
 one-way communication;
 dislikes challenges;
 strong leader in crisis; and
 One-man-band principle.
Effects of this style are:
 quiet, defensive team members;

 poor communication skills;
 few challenges made;
 decline in performances; and
 low morale.
 Penguin Style Management
This management style's focus is very low on performance but very high on people or
human resources.
 Use of too much unimportant communication;

 weak challenges and responses:
 too supportive of team members; and
 tolerance of lower performance standards.
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Effects of this style are:
 a general lowering of professional standards:

 low morale among team members;
 little on the job training; and
 low respect for the leadership.
 Snail Style Management
This management style's focus is very low both on performance, and on people.
 Setting of low standards

 poor communications:
 lack of authority; and
 poor short term strategy.
 Sheep Style Management
This management style's focus is neither very high nor very low both on performance
and on people.
 setting of low standards:

 poor communications:
 low level; of authority: and
 very little improvement in performance.
 Dolphin Style Management
This management style's focus is very high both on performance, and on people.
 good and effective communications;

 acceptance of challenges; and
 use of short term strategies.
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MODELS OF LEADERSHIP
The following are some models of leadership:
- Model the path (or leadership by example);

- inspiration or shared vision;
- challenging the process;
- enabling and motivating others to act; and
- encouraging thought and passion.
 Model the path:
Effective leaders:
- establish the principles concerning the way others (e.g. constituents, peers,
colleagues, customers, etc.) should be treated and the path in which goals
should be pursued;
- create standards of excellence and then set the example for others to follow;
- set interim goals so that others can achieve small wins as they work toward
larger objectives, taking note that the prospect of complex change can
overwhelm and stifle action;
- unravel bureaucracy when it impedes action;
- put up signposts when others are unsure of where to go, or how to get there;
and
- create opportunities to achieve targets and objectives.
 Inspiration of a shared vision:
Effective leaders:
- have the passion and belief to make a difference;
- envision the future, creating an ideal and unique image of what the
organization can become;
- through magnetism and quiet persuasion, enlist others to achieve their

objectives and desired outcomes; and
- energize their visions, and inspire others to envision exciting possibilities for
the future.
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 Challenge the process
Effective leaders:
- search for opportunities to change the status quo;
- look for innovative ways to improve the organization;
- experiment and take risks;
• Accept disappointments, mistakes and failures of risk as learning

opportunities.
 Enable others to act
Effective leaders:
- foster collaboration and teambuilding;
- actively involve others;
- understand that mutual respect sustains extraordinary efforts;
- strive to create an atmosphere of trust and human dignity
- strengthen and empower others;
- recognize contributions of others, provide hope and encourage

determination to perform better;
- share the rewards of their collective efforts; and
- recognize accomplishments.
Training Activity:
Check List of Resource Requirements
Trainees develop checklist to determine the factors to be considered in allocation, assignment

and prioritization of resources required in shipboard operations.
Training Activity:
Scenario-based Resource Allocation
Based on the Check List of Resource Requirements and a specific scenario, trainees should
prepare an allocation, assignment and prioritization plan according to available resources.
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4.2 Effective Communication on board and ashore
Effective communication should be encouraged from the commencement of the course, and
the elements of effective communication practices should be explained. Effective
communication is one of the most important aspects of teamwork and managerial skills, both
as part of learning as well as for practice.
It is essential that Instructors should be effective communicators, and have knowledge of team
building and managerial skills, and are able to explain clearly, encourage trainee input and
respond readily to feedback. Presentations in this section should focus primarily on effective
communication on board which as an impact on team building and managerial skills of
seafarers at management level on board ships.
The difficulties arising in a class comprised of trainees from different cultures and first
languages are likely to be significant, however, they reflect the true situation on board most
ships, and must be recognized and addressed as such. Care must be taken to ensure an
understanding and helpful approach when individuals with limited proficiency in the English
language are part of the class intake. .
Within the context of effective management of the limited resources available aboard ships, it
is necessary to cover allocation, assignment and prioritization of the resources on board, the
leadership and decision making necessary to ensure motivated teamwork and constructive
ongoing relationships, situational awareness and responsiveness, performance appraisal and
the appropriate strategies to be used. Case studies should be used and discussions should
emphasize realism within the context of shipboard operations.
Various training exercises should be included in the course to augment trainee learning.
Trainees may be shown relevant multi-media presentations to supplement lectures to aid
trainee learning.
Training Activity:
Tabulating effective resource management and discussion
Trainees should create a 3-column table of the elements and description of Effective Resource
Management (ERP), which could be used as a reference for discussion of ERP characteristics.
Training Activity:
Creating a check list of resource requirements
Trainees should prepare a personal list of resource requirements for a shipboard operation,
where possible based on experience in their last voyage.
Training Activity:
Collaborative concept mapping
Trainees should participate in a collaborative discussion to build a concept map about effective
communication onboard and ashore.
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Training Activity:
Discussion on concept map
To enhance participation on the concept map, a given situation/scenario taken from the
learning content is presented. Then trainees identify elements that support an aspect of
effective communication for a specific situation onboard/onshore.
Training Activity:
Matching closed-loop communication and scenarios
In a discussion forum mode, trainees should take part in a review of the Interfaced Bridge and
Engine Simulator Exercise and discuss responses to a given situation using the closed-loop
communication principle.
Training Activity:
Consensus-building 1
Upon revisiting the exercise on Task and Workload - Exercise 2 (Evaluation), and taking into
account a given decision-making scenario, trainees should individually examine and identify
how much or how little they took account of the suggestions given during the exercise.
Training Activity:
Consensus-building 2: Reflection
Based on the Consensus-Building 1 exercise, trainees should prepare, in 100 words, their
insight on the importance of shared accurate understanding of current and predicted situations
onboard. (Tip: Elicit the idea of "what if … scenarios" from both perspectives in the earlier
pair-work.)
To consolidate the topic, the trainees should participate in a simulator exercise, based on an
interface between the engine and deck officers to show the dynamics between the
departments in managing resources.
4.3 Decisions reflecting consideration of team experiences
Decision Making
This is the processing of information to produce a decision, as the conclusion of a judgment

process indicating the action(s) to be taken.
Categories of decisions
- Routine: – are often simple choices, usually covered by company guidelines or by

experience or are obvious
- Instant: – no need or little time for judgment, possibly high risk and stress
- Considered: – needs a lot of judgment; could be linked to one or more short term
strategies to solve a problem; doesn't have to involve problem, it could be an important
decision that needs careful thought from the entire team.
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Types of decision
 Good judgment – bad decision
- Decision is only as good as the information on which it is based.

- Continually check the quality and relevance of information.
 Instant
- Some decisions require instant reactions

- A good instinct, imagination, training and practice
- Reflex actions that could cause later problems
- Requires train to act quickly, and discipline to act slowly
 No action required but communicate
- When deciding to leave things as they are, this is a conscious decision at a

point in time.
 No decision
- Unconsciously fails to take decisions for whatever reason/s, this does not
occur at any particular time, and this can be serious.
Changing decisions
– Totally committed once a decision has been made.
– Being careful when changing decisions.
– Quick changes may not be as carefully made as the original decision because the
inputs might be incomplete.
– New information may change the concept, and it may require updating previous
decisions.
4.4 Assertiveness and leadership, including motivation
Assertiveness
Assertiveness is an honest, direct, and appropriate expression of one's feelings, thoughts, and
beliefs.
Effective communication facilitates the achievement of individual and/or shared goals.

Assertiveness increases the ability to reach these goals while maintaining a person's rights
and dignity.
The Myths about Assertiveness
- Feelings and rights of others are more important than yours.

- One may offend others by being assertive.
- One is not important enough to express your feelings and rights.
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Assertive rights
- One has the right to be assertive.
- One has the right to request that others change their behavior if they are infringing on
your rights.
- One has the right to use their own time to answer questions.
- One has the right to express their needs even if they may seem illogical.
Create and Maintain a Team Spirit
- A team is like a family, where mutual support and trust are the most important values.
- Organize team activities both during working time and after.
Authority and assertiveness
- Assertiveness is putting forward one's idea, whether they are right or wrong.
- It derives from competence, knowledge, skills, experience, or simply just personality.
- Authority and assertiveness are very similar, and normally authority is associated with
a team leader or the person in-charge, while, assertiveness is exercised by officers
on junior members of the team or the crew.
- A balance must be maintained between authority and assertiveness.
- Everyone must be assertive enough to contribute, and, if necessary challenge

decisions.
Reasons for having too high authority
- Total command expected

- Lack of communication skills
- Inability to delegate
- Performance oriented
- Silenced by team leader's authority
- Unaware of expectation
- Lack of communication and management skills
- Personality clashes
Possible combinations of authority and assertiveness
- Too high authority with too low assertiveness
- Low authority and high assertiveness
- High authority and high assertiveness
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- Low authority and low assertiveness
- Too high authority with too low assertiveness
- Whole team does not participate in the decision making.
- Their ideas and challenges are put down with little thought.
- Low authority and high assertiveness
- The least dangerous situation, as high assertiveness can compensate for low
authority.
- High authority and high assertiveness
- Very dangerous situation as it can lead to clash of personalities.
- Will take time and additional efforts to repair the bad feelings.
- Increased stress and higher than normal workload.
- Low authority and low assertiveness.
- The problem has not been recognized.
- Decisions may not be made, made too late or incorrectly because of lack of
challenges due to:
 Tiger style management

 Penguin style management
 Snail style management
 Sheep style management
 Dolphin style management
4.5 Obtain and maintain situational awareness
Situational awareness
- Situational awareness is being aware of what is happening around you, in terms of:
where you are; where you are supposed to be; and whether anyone or anything
around you is a threat to your health and safety.
- Our knowledge, experience and education enable us to understand what is going on

around us and helps us to determine if it is safe.
- Situational awareness is individualistic and potentially different.
- Situational awareness is utilized to make decisions and instruct others.
- Situational awareness is only as accurate as one's perception or reading of a

situation, so what is thought to be happening may not accurately reflect the reality.
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- How a situation is read can be influenced by many things such as the type of
information that has been given, one's own experience and distractions in the
workplace.
Why should you improve your situation awareness?
- It is important to know how many problems are faced and how serious they are.
- The temporary loss or lack of situational awareness is a causal factor in many

accidents.
- The potentially catastrophic consequences of decisions and actions based on poor

situational awareness.
5. Decision Making Techniques
5.1 Situation and Risk Assessment
This section requires an introduction to the art of judgment, situation and risk assessment,
consideration of corrective options available, selection of the course of action to be taken,
assessment of effectiveness and further actions, the techniques to employ to ensure outcome
effectiveness. This is to be extended, but in an appropriate manner to non-management level
seafarers, to be applied to management of emergencies and crowd management. This should
also extend to leadership and management of onboard authority to deal with situations,
especially where passengers and crew with a variety of first languages and cultures are
involved, as is common on passenger ships. Trainees should be encouraged to describe
relevant experiences.
If a risk or reliability assessment is to efficiently satisfy a particular need, the scope for the risk
assessment team must be well defined. The chart below contains the various elements of a
risk assessment charter. Defining these elements requires a clear understanding of the reason
for the study, a description of management's needs and an outline of the type of information
required for the study.
Sufficient flexibility must be built into the analysis scope, technical approach, schedule and
resources to accommodate later refinement of any undefined charter element(s) based on
knowledge gained during the study. The risk assessment team must understand and support
the analysis charter; otherwise a useless product may result.
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An important and difficult task is concisely translating requirements into learning objectives.
For example, if seafarers have to decide between two methods of storing a hazardous
chemical on a vessel, the objective of the task should be an analysis of information to define
the relative differences between the methods, and not a general task such as "Determine the
risk of these two storage methods". Any risk assessment based on information beyond what
is necessary to satisfy the particular requirement will prove to counter-productive and time and
resource consuming. For any risk assessment to efficiently produce the necessary resulting
outcomes, the requirements must be clearly communicated through well-written objectives.
Establishing the scope of the physical and analytical boundaries for a risk assessment is often
a difficult task. Selection of an appropriate level of detail is the element within the scope that
is most crucial for performing an efficient risk assessment.
Personnel who carry out risk assessment tasks/activities should be encouraged to use
approximate data during the early stages of the risk assessment. Once the task/activity
assessors determine the areas that contribute to the greater risks, more detailed effort could
be applied to specific issues as the assessment progresses. This strategy will help conserve
analysis resources by focusing only on areas that are considered important to developing
improved risk understanding. Management should review the boundary conditions and
assumptions with the risk assessors during the course of the assessment, and revise them as
more is learned about key sensitivities.
The officer(s) responsible for assessing risks associated with a task/activity could select the
appropriate technical approach once the assessment objectives have been specified, and the
scopes defined in consultation with the shipboard management. The methodologies to be used
to identify hazards, and to estimate the frequencies and consequences of hazards, should be
defined.
A variety of techniques and general data sources could be used to produce the desired results.
Many computer programs are now available to aid in assessing and may automatically provide
relevant "answers" that are needed. The planned output from the assessment activities should
also be described. The risk assessors must take care to provide appropriate risk information
that satisfies the assessment objectives - and no more.
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Judgment and decision-making
The risk assessment team leader should:
- Assess the quality of information - verify its relevance and accuracy.

- Search for missing information that might influence the decision.
- Involve team members in the process (as time permits).
- Be aware of time pressures on shipboard operations.
- Respond appropriately bearing in mind that safety on board is the number one priority.
Risk assessment team members, including the pilot where appropriate, should actively
participate in the risk assessment process, if time permits. However, it should be borne in
mind that good judgment when processing risk information is based on experience and takes
time.
Consider the overall judgment and decision making process, starting with some categories of
decisions.
Categories of Decisions
- Routine
- Instant
- Considered
Routine decisions are often simple choices, for example, the vessel's speed through restricted
channels, or how many tugs to be used. They are usually covered by company guidelines,
and/or by the seafarers' experience.
Instant decisions mean fast reactions, and are taken when there is no need, or little time, for
judgment. Some instant decisions involve high risk and possibly high stress, for example, the
danger of grounding.
Considered decisions are decisions that require considerable judgment. They could be linked
to one or more Short Term Strategies to solve a problem. But they do not necessarily have to
involve problems. They could be important decisions that need careful thought, for example,
is it necessary to deviate from a set course, who will manoeuvre the vessel or enter or leave a
port in bad weather.
It is necessary to weigh all the available options, consult with all personnel involved, and then
make a decision. Summarize the options available, decide the preferred option and agree on
the course of action.
Decision-making
- The goal of judgment and decision making is to select from among available choices
or to evaluate opportunities.
- The environment is constantly changing and information can quickly become

outdated.
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- Lack of time can hamper the ability to conduct an accurate analysis.
- Rarely is there only "one right" answers.
- 'A good plan executed now is better than the perfect plan executed too late.'
The decision-making process
- Rely on experience to recognize the essence of a given situation or problem.
- Utilize pattern recognition from previous actions, observations, and training to develop
the solution.
- The best way to improve decision making is to improve pattern recognition, the best
way to improve pattern recognition is to improve situational awareness.
- Practice making decisions in an operational context.
- Practice communicating those decisions in the form of briefings or instructions.
- Take time to think before arriving at decisions.
- Ensure a balance between time taken and the quality of information.
- Consider all available information to fully understand a specific situation ion board.
- Thinking ahead prepares for decision making.
Six C's of decision-making
.1 Construct – a clear picture of precisely what must be decided.

.2 Compile – a list of requirements that should be met.
.3 Collect – information on alternatives that meet the requirements.
.4 Compare – alternatives that meet the requirements.
.5 Consider – the 'what might go wrong' factor with each alternative.
.6 Commit – to a decision and follow through with it.
5.2 Identify and consider generated options
The following are factors that help in decision making:
Facts
- in order to make a decision, the basic requirement is gathering relevant information;

and
- appropriate use of this information will be helpful in deciding how to reach a goal or
an objective.
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Values
- decisions are primarily based on situations; and
- an action to a particular situation is determined by values.
Means
- how to reach an objective based on already devised values and significances.
Ends
- these are intermediate goals which add up to a final objective; and
- decision making is an iterative process.
Basically, there are four steps in the process of decision making pertaining to the above points,
namely:
- Identify the problem, gather relevant information.

- Look out for the constraints and limitations.
- Identify and analyze all the available alternatives and select the most suitable.
- Implement the selected alternative and establish a control and valuation system.
Some suggested exercises are discussed below:
Trainee Activity:
Spider graph exercise
Trainees will use a 5-dimension spider graph (or radar chart) to identify the different
combinations of the leadership styles they think they possess. Plot the graph on a scale of 0-
5, with 5 being the highest:
Trainee Activity:
Show-And-Tell - Assertiveness and Leadership
Using the spider graph (or radar chart), trainees share how their profile demonstrates their
assertiveness and leadership in a given situation.
Trainee Activity:
Create your 'mother-of-all' checklists
On a notebook, trainees should prepare a personal checklist, to serve as a guide to help

establish and maintain situational awareness onboard. Start with a table of contents. (Tip: Use
the Bullet Notebook as a reference for ideas how to do a personal one.)
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Trainee Activity:
"Collaborative-Competition" group work
Trainees should collaborate on the various principles and practices of decision-making.

Principles are listed on the board, and trainees should assemble in groups of 3, and each
group should develop a list of situations that represent areas of decision-making practice. The
Instructor/facilitator should draw up a list of items identified by each group.
Trainee Activity:
Flow chart Exercise 1
Trainees should prepare flow-charts as graphical illustrations to represent the different steps
in the decision-making process.
Trainee Activity:
Based on a given scenario/context, trainees should develop a decision tree (consisting of If,
Then, Else) to demonstrate a more detailed flow-chart in decision making
To consolidate the topic, trainees' should undergo a simulator exercise using an interface
between engineer and navigation officers to demonstrate how the decision of one department
could affect the work of the other.
5.3 Selecting a course of action
Changing decisions
- Once a decision is made, totally commit to it.
- Be careful when changing decisions.
- Quick changes may not be as carefully made, as the original decision made
previously, as the input could be incomplete.
- New information may change previous concepts, and it may be necessary to update
the previous decision.
SKILLS AND MANAGEMENT COLLECTIVE IMPROVED

TECHNICAL SKILLS (MRM) EXPERIENCE DECISIONS
KNOWLEDGE
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5.4 Evaluation of Outcome Effectiveness
Trainee Activity:
Using the context in Flow Chart Exercise 2, prepare an enhanced decision tree, using worst-
case (pessimistic) and best-case (optimistic) versions of a given scenario. Attach probabilities
associated with the two versions. This will help evaluate the suitability of a given decision.
The goal of judgment and decision making process is to select from among available choices,
or to evaluate opportunities that are available or those that arise.
Observations on decision-making
Observation #1
- Decision making skills are developed through practice
Observation #2
- The lower the echelon of command the simpler, faster, more direct and
accelerated the decision process
Observation #3
- The ability to rapidly develop solutions to new problems is based on pattern

recognition;
- Pattern recognition based on previous experience (intuitive or reactive); and
- Calculated selection of alternatives.
6. Development, Implementation and Oversight of

Standard Operating Procedures
"A Standard Operating Procedure (SOP) is a document which describes the regularly recurring
operations relevant to the quality of the investigation. The purpose of a SOP is to carry out the
operations correctly and always in the same manner. A SOP should be available at the place
where the work is done".
A SOP is a compulsory instruction. If deviations from this instruction are allowed, the conditions
for these should be documented including, who can give permission for this, and what exactly
the complete procedure will be. The original should be kept at a secure location, while working
copies should be authenticated with stamps and/or signatures of authorized persons.
Several categories and types of SOPs can be distinguished. The name "SOP" may not always
be appropriate, e.g., the description of situations or other matters may be better designated as
protocols, instructions or simply as registration forms. Also worksheets belonging to an
analytical procedure have to be standardized.
HTW 5/3/2/Add.1
Annex, page 66
Trainee Activity:
Summarizing SOP development modalities
Trainee should write a summary of various approaches in 200 words.
Trainee Activity:
Show-And-Tell: SOP
Trainees should draft a SOP of a given shipboard routine, drawing on onboard experience.
This should be reviewed by an assigned partner trainee. The reviewed version may then be
submitted to the Instructor.
Trainee Activity:
Self-reflection / evaluating SOP
In 200 words, trainees should compose a reflection note on a SOP from personal experience.
After a short narration of their experience, trainees should answer the following questions:
- What worked?
- What didn't work?
- How can it be improved?
Analyze the results of the implementation of a standard operating procedures (SOP) onboard.
A number of important SOP types are:
- Fundamental SOPs: These give instructions how to make SOPs of the other
categories.
- Methodical SOPs: These describe a complete testing system or method of

investigation.
- SOPs for safety precautions.
- SOPs for operation of instruments, apparatus and other equipment.
- SOPs for analytical methods.
- SOPs for the preparation of reagents.
- SOPs for receiving and registration of samples.
- SOPs for Quality Assurance.
- SOPs for archiving and how to deal with complaints.
HTW 5/3/2/Add.1
Annex, page 67
Developing and Implementing Standard Operating Procedures (SOPs):
.1 Planning: Think about the steps that are currently done to complete the process. How
is it done? Why is it done that way? How will an SOP improve the process? How will
you measure performance?
.2 First Draft: Make a detailed list of the steps in the order that they are done. This list is
now a draft of the procedure.
.3 Internal Review: Get input from all workers who now perform the procedure. Give
them your first draft but make sure they know that it will still change. Revise the
procedure as necessary.
.4 External Review: Involve your technical advisors they can give you advice about the
best way to do each step. Revise the procedure as necessary.
.5 Testing: Test the procedure by doing each step exactly as it says. Have a person not
familiar with the work follow the procedure. Revise as necessary.
.6 Posting: Make a final draft of the procedure and post in the workplace.
.7 Training: Train or re-train everyone as necessary to follow the procedure exactly.
Conclusion
HTW 5/3/2/Add.1
Annex, page 68
Part E: Evaluation and Assessment
 Introduction
The effectiveness of any evaluation depends to a large extent on the precise description of
what is to be evaluated. The detailed teaching syllabus should be designed to assist trainees
to meet the learning objectives, using descriptive verbs, for example, those widely used in
Bloom's taxonomy.
Evaluation/Assessment should be planned to assess if the learning objectives have been

achieved. It enables Instructors to ascertain if trainees have gained the required skills and
knowledge needed at a given point to effectively demonstrate their competence to perform the
tasks set out.
 Assessment
In assessing the achievement of competence in the Use of leadership and managerial skills,
Assessors should be guided by the criteria for evaluating competence in column 4 of
tables A-II/2 and A-III/2 of the STCW Code and the learning outcomes in the detailed teaching
syllabus.
The purpose of evaluation/assessment is to:
- facilitate trainee learning;

- identify trainees' strengths and weaknesses;
- assess the effectiveness of a particular instructional strategy;
- assess and improve the effectiveness of curriculum programs;
- assess and improve teaching effectiveness;
- feedback to trainees learning information;
- evaluate the advantages and disadvantages of the model course.
The different types of evaluation/assessment may be classified as:
Initial/Diagnostic assessment
This should take place before trainees commence a course to ensure they are on the right
path. Diagnostic assessment is an evaluation of a trainee's skills, knowledge, strength and
areas for development. This could be carried out during an individual or group setting using
relevant tests.
Formative assessment
Is an integral part of the teaching/learning process and is hence is a "Continuous" assessment.

It provides information on trainee's progress and may also be used to encourage and motivate
them.
HTW 5/3/2/Add.1
Annex, page 69
Purpose of formative assessment
The purpose of formative assessment is, among others, to:
 provide feedback to trainees;

 motivate trainees;
 assess trainees' strengths and weaknesses; and
 assist trainees to develop self-awareness.
Summative assessment
It is designed to measure trainee's achievement against defined objectives and performance

targets. It may take the form of an exam or an assignment and takes place at the end of a
course.
Purpose of summative assessment
The purpose of summative assessment is, among others, to:
 assess if trainees are competent or not yet competent; and
 grade trainees
Formative assessment and summative assessment are adopted in the course, with the former
being used mainly in the practical subjects, whereby Instructors, by conducting such
assessments, are able to determine the extent to which trainees have met the learning
objectives. Summative assessment is mainly used at the end of the course, to determine
whether the trainees have achieved the criteria for evaluating competences specified in
tables A-II/2 and A-III/2 of the STCW Code.
■ Feedback
In order to keep the training programme up to date in the future, it is essential for users to
provide feedback. Objective and positive critical comments and new information would
facilitate the enhancement of the quality of the model course, and would promote better training
in safety and security at sea and protection of the marine environment. Such feedback,
information, comments and suggestions should be sent to the Head, Maritime Training and
Human Element, IMO.
HTW 5/3/2/Add.1
Annex, page 70
Appendix 1
Set out below, for indicative purposes only, is a sample of an assessment plan for the related
topics to be covered in an objective type test to assess the desired level of competence
achieved by trainees at the end of the course.
SAMPLE OF MARKING SCHEME ON USE OF LEADERSHIP AND MANAGERIAL SKILL
Thinking Skills No.

% of
Time of
Subject Area Teaching
Allotment Remember Understand Apply Analyze Evaluate Create Test
Time
Items
Course Introduction 0.5 - -
1. Related 1.0 2.56 1 1
international
maritime
conventions and
recommendations,
and national
legislation
2. Shipboard 12 30.77 2 4 3 3 4 16
Personnel
Management and
Training
3. Task and 8 20.51 2 3 1 2 2 10
Workload
Management
4. Effective 8 20.51 2 3 1 2 2 10
Resource
Management
5. Decision Making 9 23.09 3 3 2 2 2 12
Techniques
6. Development, 1 2.56 1 1
Implementation
and oversight of
standard
operating
procedures
Conclusion 0.5 - -
Total 40.0 100% 2 11 12 8 7 10 50
Practical assessments should be conducted to measure trainees' ability to demonstrate

competence in the following skills:
- management and training of shipboard personnel;

- task and workload management;
- effective resource management; and
- decision making techniques.
HTW 5/3/2/Add.1
Annex, page 71
Both theoretical and practical methods of assessment that are used to measure the
knowledge, skills and attitudes acquired by the trainees should be reflected in any Assessment
Plan.
An Assessment Plan should contain details of the overall strategies, which include the
following information:
- when assessment takes place;

- what assessment method should be employed;
- the scoring/ weighting for each assessment;
- responsibility for conducting the assessment;
- resources that are needed; and
- conditions under which assessments are to be conducted.
For the assessment of trainees in the Use of leadership and managerial skills, assessors may
develop their own assessment plans. A sample of an Assessment Plan is set out below for
guidance purposes only.
HTW 5/3/2/Add.1
Annex, page 72
Appendix I
SAMPLE OF AN ASSESSMENT PLAN ON USE OF LEADERSHIP AND MANAGERIAL SKILL
STCW Code
Section Mandatory minimum requirements for certification

A-II/2 of masters and chief mates on ships of 500 gross Table A-II/2 Specification of minimum standard of competence
tonnage or more for masters and chief mates on ships of 500 gross
tonnage or more
Section A- Mandatory minimum requirements for certification

III/2 of chief engineer officers and second engineer Table A-III/2: Specification of minimum standard of competence
officers on ships powered by main propulsion for chief engineers and second engineer officers on
machinery of 3,000 power or more ships powered by main propulsion machinery of
3,000 kW power or more
Approved Instructor: Date Prepared:
Training Use of Leadership and Managerial Skill
Program:
Resources (indicate resources needed) Assessor: Approved by:
Needed
HTW 5/3/2/Add.1
Annex, page 73
Written Assessment Practical Assessment

Assessment Task
Topics No. of Shipboard Task and Effective Decision
Assessment Assessment Grading
Test Personnel Workload Resource Making Grading Scheme
Method Period Scheme
Items Management Management Management Techniques
and Training
Assessment Criteria
Course Introduction - Operations are The crew are Operations are Effective
1. Related international demonstrated allocated duties planned and leadership
maritime conventions 1 to be effective and informed of resources are Behaviors are Successfully
and and in expected allocated as demonstrated meeting all
recommendations, accordance standards of needed in correct Assessment
and national with work and priority to perform Necessary Criteria in the
legislation applicable rules behavior in a necessary tasks team four
2. Shipboard Personnel manner member(s) Assessment
Management and 16 The crew are appropriate to share Tasks.
Training allocated duties the individuals accurate
3. Task and Workload Obtain and informed of concerned understanding
Management 10 Written at least expected of current and
4. Effective Resource 10 exam is 75% standards of predicted
Management Multiple mark work and vessel state
administered
5. Decision Making 12 Choice from behavior in a and operational
at the end of
Techniques Questions written manner status and
training
6. Development, 1 period test. appropriate to external
the individuals environment
Implementation and
concerned
oversight of standard
Decisions are
operating procedures
Training most
Conclusion -
objectives and effective for the
activities are situation
based on
assessment of
Total 50 current
competence
and capabilities
and operational
requirements
HTW 5/3/2/Add.1
Annex, page 74
Appendix 2
SAMPLE OF A LESSON PLAN ON USE OF LEADERSHIP AND MANAGERIAL SKILL
Competence: Use of leadership and managerial skills
Knowledge, Understanding and Proficiency: Knowledge and ability to apply effective

resource management:
 Allocation, assignment and prioritization of resources
Course: Use of Leadership and Managerial Skill
 Effective communication onboard and ashore
 Decisions reflect consideration of team experiences
 Assertiveness and leadership, including motivation
 Obtaining and maintaining situation awareness
Topic : Effective communication onboard and ashore
Learning Outcomes: At the end of the lesson, the trainees should be able to:
No. of Trainees: Twenty Four (24) Trainees  explain the elements of effective communication
 respond to a given situation using the closed-loop communication principle
Class Layout: U-shaped or as considered feasible within

Formative Assessment: Group Discussion
space available for theoretical part only
Case Study
Time Phase Content Instructor-led Activity Student Learning Activity Instructional Materials Used
 Effective Resource  Word Relay Game  Games and discussion
Management o Divide the trainees into
20 minutes three groups
Introduction  Importance of effective o Discuss the mechanics of  Board and markers
communication the game
onboard and ashore
HTW 5/3/2/Add.1
Annex, page 75
 Learning Outcome o Let trainees share their

strategies on how they
play the game
o Let the trainees share
their experiences on
communicating with other
nationalities
 Q&A Discussion: Using the
 Sharing of experiences
experiences shared by the
trainees, discuss the
importance of effective
communication onboard
and ashore
 Explain in detail the  Listening, note taking
learning outcome of the
lesson
 Elements of effective  Grouping and Lecture-  Groupings, participating A2:Visual Presentation slide
communication Discussion: in the discussion, number 1-4
answering questions,
- Divide again the
interact with co-trainees,
group into three
writing down notes
(same groupings)
- Let the trainees
30 minutes Core Elements create a 3-column
table of elements and
description of
Effective Resource
Management (ERP)
and present it to the
class.
- Evaluate the output of
HTW 5/3/2/Add.1
Annex, page 76
the trainees and

discuss the elements
 Responding to an A2:Visual Presentation slide
of effective
emergency using the number 5-7
communication  Answering
closed-loop principle
 Q & A Discussion:
Given a scenario, let
the trainees respond to
an emergency using
the close-loop
communication
principle
 Review the key points of

the lesson by discussing
the following W's:
 Participating, sharing A2:Visual Presentation slide
- What did we learn insights and learning number 8-9
today? gained
- So What ?(relevancy,
importance,
usefulness)
10 minutes Conclusion Key points of the lesson
- Now What? (how
does this fit into what
we are learning, does
it affect our thinking,
can we predict where
we are going)
 Conduct formative
assessment  Answering, performing
HTW 5/3/2/Add.1
Annex, page 77
Appendix 3
SAMPLE CASE STUDY
Case Study 1
Title: M/S Maersk Kendal

The Grounding of M/S Maersk Kendal – 14th September 2009
Source: Marine Accident Investigation Branch, Southampton, UK

Text written and submitted by: P&O Ferries, Dover, UK
Case Fact:
Summary of events
M/S Maersk Kendal departed Laem Chabang (Thailand) on 14 September 2009 bound for
Tanjung Pelepas (Malaysia), a port about 20 miles west of Singapore.
The Master who had joined the ship in Rotterdam on 17 August, was required to hold a bridge
discipline meeting in accordance with company procedure shortly after taking command or of
new navigating officers joined the vessel, and to perform random audits on navigational
procedures. The results of these meetings and audits were to be recorded in minutes. The last
meeting was held by the previous Master on 11 July 2009. The Master's standing orders
directed the bridge team to question the Master if in any doubt concerning his actions.
At 0300 on 16 September the Master arrived on the bridge to assist the bridge team during the
vessel's transit of the Singapore Strait. The Master was British, the Deck Officers Indian and
the deck ratings were Filipino. The Master who had 3 years command experience, assumed a
monitoring and support role and provided advice to the second officer, who was the officer of
the watch (OOW) and assisted by an able bodied seaman (AB). The steering was on automatic
helm and engine was set on full sea speed at 88rpm giving a speed of about 21 knots.
M/S Maersk Kendal was fitted with an integrated bridge system. This included two radars with
Automatic Radar Plotting Aid (ARPA) facilities and two Electronic Chart Display and
Information System (ECDIS) units, all capable of overlaying Automatic Identification System
(AIS) data on their respective screens. Position monitoring of the vessel was intended to be
carried out on paper charts; ECIDS was intended for use only as an aid to navigation, and had
therefore not received full ECDIS approval by the MCA.
The Chief Officer and the relief AB arrived on the bridge just before 0400 to take the watch.
On taking charge, the Chief Officer monitored the vessel's position on the ECDIS, with
intermittent position plotting on the paper chart, and used the ARPA for collision avoidance.
The Master and Chief Officer had sailed together on M/S Maersk Kendal for several months
and had transited the Straits several times.
M/S Maersk Kendal entered the eastern Singapore Strait Separation Scheme (TSS) at about
0515. As the vessel passed Horsburgh Light at 0530, the Chief Officer reported in to Singapore
Vessel Traffic Information System (VTIS).
At 0615, the Master informed the Chief Officer that he was taking over con of the vessel. The
Chief Officer now switched roles and Provide support to the Master by monitoring the position
of the vessel's handling communication and advising the Master on collision avoidance.
HTW 5/3/2/Add.1
Annex, page 78
M/S Maersk Kendal was fitted with a Doosan-Wartsila engine with a maximum output of 57200
KW at 102 rpm. The vessel's engine room was classed as an unmanned machinery space.
The engine control system was provided by Lyngso Marine and at the time of the accident was
set to bridge control. To increase speed from fully ahead manoeuvring to full sea speed, the
telegraph was pushed forward. This activated a load up program which took approximately 2
minutes per rpm to reach the desired setting. When reducing speed from full sea speed to full
ahead manoeuvring, the telegraph was moved back to full ahead. This activated the load down
program, which took about 1 minute per rpm to reach the required setting. Regardless of any
movement of the telegraph from full ahead manoeuvring to half ahead, the engine was
designed to continue to reduce the rpm in accordance with the load down program and
reducing the rpm normally to the required setting. Alternatively the program could be
overridden at any time by pushing the 'limits cancel' switch on the control panel.
At 0645, the Chief Officer called the Duty Engineer to advise him that 'one hour's notice' for
arrival Tanjung Pelepas would be given at 0650. This was followed by another call to the
engine control room at 0650 to advise the duty engineer that the telegraph had been set to full
ahead manoeuvring (67 rpm).
M/S Maersk Kendal was fitted with a conventional single fixed pitch, right hand propeller and
rudder arrangement. The performance data supplied to the vessel recorded a turning circle of
0.48nm to port, with an advance of about 0.47nm at 20.1 knots. The stopping distances from
full ahead and half ahead in a normal loaded condition were 1.81nm in 8.4 minutes and 1.56nm
in 7.6 minutes respectively.
At 0703 VTIS called M/S Maersk Kendal and advised the vessel "M/S Maersk Kendal, require
you to slow down, require you to slow down. 3 ships coming out of the Jong channel". VTIS
advised M/S Maersk Kendal to exercise caution, which was acknowledged by the Chief Officer,
and the Master set the telegraph to half ahead. The vessel's course and speed over the ground
were recorded as 257 and 20.7 knots respectively. The Master then began to assess the traffic
situation using the vessel's starboard ARPA was set to display target true vectors with relative
trails. He identified three vessels on the starboard bow: the Kota Delima, Bright Pacific and
M/V Samho Jewelry, which he concluded were the vessels referred to by VTIS. A fourth ship
Ace Dragon, which was almost right was almost right ahead of M/S Maersk Kendal, was
discounted.
The Master instructed the AB to place the helm in hand-steering and take the wheel. He then
ordered the AB to make an alteration of course to starboard before steadying the vessel on
about 265 with the intention of passing around the stern of Kota Delima and Bright Pacific.
No use was made of the ARPA's trial manoeuvre function before the alteration was executed.
At 0708, VTIS called M/S Maersk Kendal and advised her to reduce speed as it was still high
and the vessel was about to enter port limits. This message was acknowledged by the Chief
Officer, and the Master set the engine telegraph to slow ahead. Course and speed over the
ground were recorded as 265 and 19.1 knots. The Master then ordered a further alteration of
course to starboard and steadied the vessel on 273.
At 0710 with M/S Maersk Kendal proceeding on a course of 274 at 19 knots, VTIS called the
vessel to confirm if the Master was on the bridge to advise him that the vessel has already
entered Singapore port limits and to request the vessel to slow down. The Master responded
by advising VTIS "Listening I am slowing down all time, I have two ship out ahead and will pass
astern of both of them, no problem".
HTW 5/3/2/Add.1
Annex, page 79
At this time M/V Samho Jewelry was fine to starboard, but close to and north of a reef. VTIS
then immediately advised M/S Maersk Kendal "Chemical tanker, the name is
M/V Samho Jewelry she is pilot tanker. She is not leaving Singapore [port limits]". The Chief
Officer responded: "Got the tanker's name – M/V Samho Jewelry. Thank you" VTIS replied
"Thank you, it appears that you are heading towards her. Over". And then made a further
broadcast at about 0711: "All ships standby. M/S Maersk Kendal warning to you. Ahead of
you is M/V Samho Jewelry, what is your intention over?"
The Chief Officer replied that M/S Maersk Kendal would be passing astern and would make
an alteration to port after that.
At 0713, with M/S Maersk Kendal still on 274 and now at a speed of 16.2 knots, VTIS advised:
"M/S Maersk Kendal, shallow water ahead of you, shallow water ahead of you."
The Chief Officer replied "OK sir".
After M/V Samho Jewelry had crossed the bow of M/S Maersk Kendal the master started
following the stern of the other vessel to port. His initial helm order was "port 10", followed by
"port 20" and then "hard-a-port". He then went into the starboard bridge wing to assess whether
the vessel would clear the beacon on Monggok Sebarok reef. As he returned to the
wheelhouse, the vessel ran aground on a heading of 246 and at a speed of about 14.2 knots.
On grounding, the Master set the telegraph to stop and went progressively to full astern. The
Chief Officer called the Third Officer to relive him so that he could go on deck to assess the
damage. The Chief Engineer arrived on the bridge to find the engine at full astern. He advised
the Master of the possible consequences of overloading the engine and at 0723, the telegraph
was set to stop.
The Master then notified the vessel's managers of the accident and that the VDR data had
been saved. No general alarm was sounded, no crew muster was undertaken, and the
checklist provided by the company for use in the case of grounding was not referred to.
In accordance with company procedures the vessel had prepared a voyage plan and had
completed a checklist. The planned course lines had been drawn on the chart, but no-go areas,
parallel index lines and specific hazards had not been marked, although the checklist had been
completed to indicate that they had. The passage plan and checklist were signed as completed
by the Second Officer and signed off as approved by the Master. The planned course lines
were also entered in the ECDIS. Inspection of the ECDIS after the accident revealed that only
a safety contour of 20m and a cross ECDIS after the accident revealed that only a safety
contour of 20m and a cross track error of 1 cable had been configured. No safety depth, danger
areas, look ahead or predicted movement indicator had been set up.
No reduction of speed was made for the passage through the Singapore Strait other than to
prepare for arrival at Tanjung Pelepas. Company instructions required a sufficient number of
generators to be employed to ensure that a generator failure did not create a general blackout.
No additional generators had been started for the passage through the Singapore Strait.
Guidance on the vessel's speed was also provided to the Master through a company
procedure.
When navigating in confined waters, the company's procedure required that 'the vessel's
position shall always be plotted on the chart at such frequent intervals as will immediately call
attention to deviation from the planned track '.
HTW 5/3/2/Add.1
Annex, page 80
The estimated position after the predetermined position fixing interval was required to be
calculated and task/activity ahead so as to confirm that the position fixing interval was
appropriate and that forthcoming hazards were reviewed. The voyage plan required the OOW
to plot a position at: 'an interval that is half the time it takes vessel to run into the nearest
danger.
The last position plotted on the chart was at 0650, 25 minutes before the grounding. The
Master and the Chief Officer, although aware that M/S Maersk Kendal was heading towards
the reef, did not effectively monitor the vessel's speed or her relative position, and did not
appreciate the significance of the communications from VTIS at 0711. They collectively made
a series of errors which neither of them recognized or broke, and which otherwise would have
prevented grounding.
The Master was confident in his planned manoeuvre to return to the original track after clearing
M/V Samho Jewelry's stern, right up to the point at which M/S Maersk Kendal was about to
run aground. To make his plan succeed, he inadvertently channeled all of his attention on the
collision avoidance to the extent that he blocked out other information that was available to
him. The Master did not recollect any advice given by VTIS at 0711 or any information relayed
to him by the Chief Officer as to intentions of M/V Samho Jewelry. With no navigational alerts
from the Chief Officer or from the ECDIS, the Master lost situational awareness in term of the
vessel's increasingly close proximity to the reef.
An effective bridge team will work to eliminate the risk of an error by one person developing
into a dangerous situation. The Master and Chief Officer had sailed together on M/S Maersk
Kendal on three previous occasions and had established a mutual respect and rapport with
each other. Based on previous transit of the Dover and Singapore Straits, the Chief Officer
was comfortable and confident in the Master's decision and navigational capabilities.
Although the Master was approachable, he liked to get involved and do things himself. This
type of leadership carries the risk of working in isolation and when not properly supported by
the bridge team, can result in an error going undetected and unchallenged. Although the
Master, through his standing orders, had made it clear that the OOW should question the
Master's actions when in doubt, this did not infer that the Master would first discuss his
intentions with the OOW. The Master had not convened a bridge discipline meeting since
joining the vessel on 17 August 2009 to clarify and reiterate his requirements, and it is evident
that the Chief Officer considered it unnecessary to question the Master's intention or actions
on this occasion.
Despite two attempts to manoeuvre the vessel off the reef with assistance of two salvage tugs,
M/S Maersk Kendal remained aground. Salvage operations began on 19 September, whereby
365 containers and about 3000 tonnes of bunkers were discharged from the vessel.
M/S Maersk Kendal was finally refloated at 1243 on 23 September.
Training Activity:
1 The trainees should identify the situation and share their experience onboard.
2 In terms of Maritime Resource Management, what could have caused the grounding?
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E

SUB-COMMITTEE ON HUMAN ELEMENT, HTW 5/3/2/Add.1

VALIDATED MODEL TRAINING COURSES

Draft new model course on Use of leadership and managerial skills

Note by the Secretariat

Action to be taken: Paragraph 2

Related documents: HTW 5/3/2

Action requested of the Sub-Committee

DRAFT NEW MODEL COURSE ON

USE OF LEADERSHIP AND

Copyright © International Maritime Organization 2018

[To be inserted by the Secretariat]

Part A: Course Framework 8

Part B: General Outline 10

Part C: Detailed Outline 13

Part D: Instructor Manual 20

Part E: Evaluation and Assessment 68

Appendix I Sample marking scheme

■ Purpose of the model courses

■ Use of the model course

 properly qualified instructors;

■ Training and the STCW Convention

Part A: Course Framework

This course is designed to enable seafarers to successfully demonstrate the competences on

– manage shipboard personnel and conduct training;

– apply related international maritime conventions and recommendations, and national

– apply effective resource management;

– apply decision-making techniques; and

– develop, implement and oversee shipboard standard operating procedures.

On successful completion of the course and demonstration of competence, documentary

■ Teaching facilities and equipment

■ Teaching aids (A)

■ IMO references (R)

B1 T. Crowch (2013) Navigating the Human Element: An Introduction to Human Factors

Part B: General Outline

An effective manner of presentation would be to develop techniques to transfer information

Instructors must develop their own timetable depending on:

 the level of skills of trainees;

 the numbers to be trained; and

 the number of instructors,

and normal practices at the training establishment.

Course Introduction 0.5 -

1. Related international maritime conventions 1.0 -

2. Shipboard personnel management and 6.0 6.0

3. Task and workload management 4.0 4.0

4. Effective resource management 5.0 3.0

1. Decision-making techniques 4.0 5.0

2. Development, Implementation and

2.1. Development of standard operating

Sub-total 22.0 18.0

Total Training Hours 40.0

Part C: Detailed Outline

■ References and teaching aids

Bibliography (indicated by B);

and will provide valuable information to instructors.

IMO Other Teaching

3. Task and workload management R1 B3 A1 – A3

4. Effective resource management R1 B3, B5 A1 – A3

4.4 Assertiveness and

4.5 Obtaining and maintaining

5.2 Identify and consider generated

6. Development, implementation and R1 B2, B3 A1 – A3

Part D: Instructor Manual

.1 Related International Maritime Conventions and Recommendations, and National