OFFICER IN CHARGE OF A

NAVIGATIONAL WATCH
(STCW Regulation II/1)

Function 3
 F3
Module 1
 CONTROLLING THE OPERATION OF THE SHIP AND CARE
FOR PERSONS ON BOARD AT THE OPERATIONAL LEVEL

Learning objectives:

• Ensure compliance with pollution prevention

requirements
• Application of leadership and team working skills
 MARINE ENVIRONMENT

The world’s oceans cover 70% of our

planet. the health of our ocean, land and
people are all linked together. We use the
ocean for trade, fun, fishing and food
gathering. The beauty and cleanliness of the
marine environment is the responsibility of all
of us to protect and preserve that
environment.
 MARINE ENVIRONMENT

The oceans, seas, bays, estuaries, and other

major water bodies, including their surface
interface and interaction, atmosphere,
and with the land seaward of the mean high
water mark.
MARINE ENVIRONMENT
 MARINE ENVIRONMENT
• Pollution

• Main source of pollution

a. Industry
b. Urban
c. Agriculture
d. Transport vehicle
MAIN TYPES OF MARINE POLLUTION FROM SHIPS

Oil

Every year hundreds of diesel,

petrol and oil spills pollute our
harbours and coastline.
Between July 1998 and October
2008 there were 1581 oil spills
reported to Maritime
Authorities. Most of these
were for only a few litres, but it
all adds up.
MAIN TYPES OF MARINE POLLUTION FROM SHIPS

Chemicals

Chemicals and other noxious

liquid substances can be a
hazard to the marine
environment. This includes a
wide range of products such as
vegetable oil, raw materials
from manufacturing and waste
or by-products from industry.
MAIN TYPES OF MARINE POLLUTION FROM SHIPS

Sewage

We’re talking toilets. Sewage

from ships, fishing boats and
recreational boats is not just an
environmental issue; it’s a
public health issue!
MAIN TYPES OF MARINE POLLUTION FROM SHIPS

Rubbish/garbage

No plastic or garbage that is

classed as harmful to the
marine environment is allowed
to be disposed of at sea at any
time.
MAIN TYPES OF MARINE POLLUTION FROM SHIPS

Ballast water

Tiny stowaways in the form of

marine organisms are also
taken on board in the ballast
water. When the ballast water
is pumped out of the ship into
the sea, some of these
organisms may become pests,
threatening seas, inland waters
and fisheries.
MAIN TYPES OF MARINE POLLUTION FROM SHIPS

Antifouling paints

These are applied to the

underwater parts of the hulls of
commercial and recreational
vessels. Antifouling paints
prevent or slow down the
growth of things like barnacles.
They can be poisonous to other
sea life.
MAIN TYPES OF MARINE POLLUTION FROM SHIPS

Air pollution

The engine exhaust from ships

contains greenhouse gases like
carbon dioxide as well as
sulphur and nitrous oxides.
There may also be remainders
of un-burnt fuel and soot
particles. These can be harmful
to human health.
 MARINE ENVIRONMENT PROTECTION

Action can be taken in a variety of areas to

increase environmental awareness and education.
Some of these categories are: environmental legal
rights and responsibilities and associated
consequences, use of the media, awareness raising
campaigns, incorporation of environmental issues in
mainstream education, increasing awareness and
education in target groups and encouragement of
public participation in environmental matters.
 MARINE ENVIRONMENT PROTECTION
Environmental education and awareness raising can
include any of the following types of activities:

✔ Reorienting current education and awareness

programs to include environmental dimensions;
✔ Basic education and awareness programmes
(e.g., in schools);
✔ Adult and community education and awareness
programmes;
✔ Education, training and awareness programmes for
professional, technical, and vocational personnel.
 DISASTER MANAGEMENT
(or emergency management) is the creation of
plans through which communities reduce
vulnerability to hazards and cope with disasters.

Disaster management does not avert or

eliminate the threats, instead it focuses on creating
plans to decrease the impact of disasters. Failure to
create a plan could lead to damage to assets, human
mortality, and lost revenue.
 DISASTER MANAGEMENT
Emergency Essentials - Types of Emergencies

For effective usage of the limited emergency

equipment available on board, all personnel must be
aware of the location of firefighting gear and
lifesaving appliances and be trained in their use. They
must also be aware of the alarm signals, recognize
them, and muster at the muster point in case of any
type of emergency.
 DISASTER MANAGEMENT
Emergency Preparedness in Case of Ship Accidents
• Fire
• Collision
• Grounding
• Cargo hose burst
• Major leakage or spillage of oil cargo
• Any other event which calls for emergency action

Other alarms could include:

• Engineer alarm for unmanned machinery spaces
• Carbon dioxide alarm
• Fire detector alarms
• Cargo tank level alarms
• Refrigerated store alarm
 DISASTER MANAGEMENT
Structure and Function of Emergency Response Team

• The Command Center

• The Emergency Team
• The Back Up Squad
• The Technical Team

Different sub-groups will do different tasks and coordinate with

the other sub-groups.
 Functions of Emergency Team groups
The Command Center

The command center will be located on bridge.

The master is to take responsibility for the overall
safety and navigation of the ship. All communications
will be performed from here to the different teams
as well as shore. A log must be maintained of all
events.
 Functions of Emergency Team groups
The Emergency Team

The Emergency Team will have the front line job

of tackling the emergency. In general the chief officer
will lead the team for the emergency on deck while
the 2nd engineer will take charge for engine room
emergencies. The duties of each person will have to
be laid down and practiced for every emergency so
as to avoid duplication, confusion, and chaos.
 Functions of Emergency Team groups

The Support Team

The Support Team is to provide first aid and

prepare the lifeboats for lowering. Should the above
two function not be required, they should assist as
directed.
 Functions of Emergency Team groups

The Technical Team

The Technical, or Engineer's, Team will maintain

the propulsion and maneuvering capability of the
ship and auxiliary services as far as is possible in the
circumstances.
 EMERGENCY PREPAREDNESS
General Guidelines for Emergency Response

• All members of the technical staff must know all the ship
emergency codes in detail. All members of the crew should
receive appropriate training in accordance with their role at
the time of emergency. Mr. Skylight, Mr. Mob, Code Blue, and
Oscar are some of the ship emergency codes followed by
mariners.

• On board passengers must be told about the possible dangers

because otherwise the general public starts panicking.
 EMERGENCY PREPAREDNESS
Cont’d..
General Guidelines for Emergency Response

• An understanding of the effects on the behavior of the ship of

wind, current, shallow water, banks, and narrow channels is
equally important so that the technical staff does the wise
thing at the time of emergency. Closing of the watertight
doors, fire doors, valves, scuppers, side-scuttles, skylights,
portholes, and other similar openings in the ship is very
important so that ocean water does not enter inside the ship.
 EMERGENCY PREPAREDNESS
Cont’d..
General Guidelines for Emergency Response

• In case of abandoning the ship, all the passengers must be

rescued first using life jackets and life boats, or shifting them
to another ship. The staff members should be the last ones to
leave the ship and that even only after ensuring that no one is
left on the abandoned ship. Modern ships are equipped with
hi-tech and advanced life saving tools and with the help of
mobile communication devices, or can easily contact off-shore
rescue teams.
 INTERNATIONAL MARITIME CONVENTIONS

What is IMO?
• International Maritime Organization
• Specialized agency of the United Nations
concerned with maritime affairs located in
London, England.
 What is IMO?

• was established in Geneva in 1948 and came into force ten

years later, meeting for the first time in 1959.
• Headquartered in London, United Kingdom, the IMO is
a specialised agency of the United Nations with 171 Member
States and three Associate Members.
• The IMO's primary purpose is to develop and maintain a
comprehensive regulatory framework for shipping and its
remit today includes safety, environmental concerns, legal
matters, technical co-operation, maritime security and the
efficiency of shipping.
 SOLAS

• IMO is the source of approximately 60 legal

instruments that guide the regulatory development
of its member states to improve safety at sea,
facilitate trade among seafaring states and protect
the maritime environment. The most well known is
the International Convention for the Safety of Life at
Sea (SOLAS).
 SOLAS

• The International Convention for the Safety of Life

at Sea (SOLAS) is an international maritime
safety treaty. It ensures that ships flagged by
signatory States comply with minimum safety
standards in construction, equipment and operation.
The SOLAS Convention in its successive forms is
generally regarded as the most important of all
international treaties concerning the safety of
merchant ships.
 SOLAS

• The first version of the treaty was passed in 1914 in

response to the sinking of the RMS Titanic. It
prescribed numbers of lifeboats and other
emergency equipment along with safety procedures,
including continuous radio watches
 SOLAS
• Chapter I – General Provisions Surveying the various types of
ships and certifying that they meet the requirements of the
convention.

• Chapter II-1 – Construction – Subdivision and stability,

machinery and electrical installations The subdivision of
passenger ships into watertight compartments so that after
damage to its hull, a vessel will remain afloat and stable.

• Chapter II-2 – Fire protection, fire detection and fire

extinction. Fire safety provisions for all ships with detailed
measures for passenger ships, cargo ships and tankers.
 SOLAS
• Chapter III –Life-saving appliances and arrangements,
including requirements for life boats, rescue boats and life
jackets according to type of ship.

• Chapter IV – Radio communications The Global Maritime

Distress Safety System (GMDSS) requires passenger and cargo
ships on international voyages to carry radio equipment,
including satellite Emergency Position Indicating Radio
Beacons (EPIRBs) and Search and Rescue
Transponders(SARTs).
 SOLAS
• Chapter V – Safety of navigation. This chapter requires
governments to ensure that all vessels are sufficiently and
efficiently manned from a safety point of view. It places
requirements on all vessels regarding voyage and passage
planning, expecting a careful assessment of any proposed
voyages by all who put to sea. Every mariner must take
account of all potential dangers to navigation, weather
forecasts, tidal predictions, the competence of the crew, and
all other relevant factors.[
 SOLAS
• Chapter VI – Carriage of Cargoes. Requirements for the
stowage and securing of all types of cargo and cargo
containers except liquids and gases in bulk.

• Chapter VII – Carriage of dangerous goods. Requires the

carriage of all kinds of dangerous goods to be in compliance
with the International Maritime Dangerous Goods
Code (IMDG Code).

• Chapter VIII – Nuclear ships. Nuclear powered ships are

required, particularly concerning radiation hazards, to
conform to the Code of Safety for Nuclear Merchant Ships.
 SOLAS
• Chapter IX – Management for the Safe Operation of Ships.
Requires every ship owner and any person or company that
has assumed responsibility for a ship to comply with
the International Safety Management Code (ISM).

• Chapter X – Safety measures for high-speed craft. Makes

mandatory the International Code of Safety for High-speed
craft (HSC Code).Chapter XI-1 – Special measures to enhance
maritime safety. Requirements relating to organisations
responsible for carrying out surveys and inspections,
enhanced surveys, the ship identification number scheme,
and operational requirements.
 SOLAS
• Chapter XI-2 – Special measures to enhance maritime
security. Includes the International Ship and Port Facility
Security Code (ISPS Code). Confirms that the role of the
Master in maintaining the security of the ship is not, and
cannot be, constrained by the Company, the charterer or any
other person. Port facilities must carry out security
assessments and develop, implement and review port facility
security plans. Controls the delay, detention, restriction, or
expulsion of a ship from a port. Requires that ships must have
a ship security alert system, as well as detailing other
measures and requirements.
 MARPOL 73/78

IMO held an emergency session of its Council to

deal with the need to readdress regulations
pertaining to maritime pollution. In 1969, the IMO
Assembly decided to host an international gathering
in 1973 dedicated to this issue. The goal at hand was
to develop an international agreement for controlling
general environmental contamination by ships when
out at sea.
 MARPOL 73/78
Annex I
Started to be enforced on October 2nd, 1983. It
details the discharge requirements for the
prevention of pollution by oil and oily materials. It
states the oil discharge criteria prescribed in the
1969 amendments to the 1954 Oil Pollution
Convention. It also introduces the concept of "special
areas" which are considered to be at risk to pollution
by oil. Spillage of oil within them have been
completely outlawed, with a few minimal exceptions.
 MARPOL 73/78
Annex II
Started to be enforced on April 6, 1987. It details the
discharge criteria for the elimination of pollution by noxious
liquid substances carried in large quantities. It divides
substances into and introduces detailed operational standards
and measures. The discharge of pollutants is allowed only to
reception facilities with certain concentrations and conditions.
No matter what, no discharge of residues containing
pollutants is permitted within 12 miles of the nearest land.
Stricter restrictions apply to "special areas".
 MARPOL 73/78
Annex III
Started to be enforced on July 1, 1992. It contains general
requirements for the standards on packing, marking, labelling,
documentation, stowage, quantity limitations, exceptions and
notifications for preventing pollution by noxious substances.
The Annex is in line with the procedures detailed in the
International Maritime Dangerous Goods (IMDG) Code, which
has been expanded to include marine pollutants. The
amendments entered into force on January 1, 1991.
 MARPOL 73/78
Annex IV
Started to be enforced on September 22, 2003. It
introduces requirements to control pollution of the sea by
sewage from ships.
 MARPOL 73/78
Annex V
started to be enforced on December 31, 1988. It
specifies the distances from land in which materials may be
disposed of and subdivides different types of garbage. The
requirements are much stricter in a number of "special areas"
but perhaps the most prominent part of the Annex is the
complete ban of dumping plastic into the ocean.
 MARPOL 73/78
Annex VI
Started to be enforced on May 19, 2005. It introduces
requirements to regulate the air pollution being emitted by
ships, including the emission of ozone-depleting substances,
Nitrogen Oxides (NOx), Sulphur Oxides (SOx), Volatile Organic
Compounds (VOCs) and shipboard incineration. It also
establishes requirements for reception facilities for wastes
from exhaust gas cleaning systems, fuel oil quality, for
off-shore platforms and drilling rigs and for the establishment
of SOx Emission Control Areas (SECAs).
 MARPOL 73/78
Annex VII
In order to reduce the harmful effects on the marine
environment that are spread through aquatic micro organisms
transferred from one area to another through ballasting
operations of the ship, the International Maritime
Organization (IMO) adopted a convention in order to control
and manage ships ballast and sediments ion on 13th February
2004.
 MARITIME LABOUR CONVENTION (MLC)

The International Labour

Convention established in 2006 as the fourth
pillar of international maritime law and
embodies "all up-to-date standards of existing
international maritime labour Conventions
and Recommendations, as well as the
fundamental principles to be found in other
international labour Conventions“.
 MARITIME LABOUR CONVENTION (MLC)

Cont’d..

• The other "pillars are the SOLAS,

STCW and MARPOL. The treaties applies to all
ships entering the harbours of parties to the
treaty (port states), as well as to all states
flying the flag of state party.
 PHILIPPINE COAST GUARD

The promulgation of the Philippine Coast Guard

Law of 2009 vested in the PCG the power to enforce
laws and promulgate and administer rules and
regulations for the protection of the marine
environment and resources from offshore sources of
pollution within the maritime jurisdiction of the
Philippines.
 PHILIPPINE COAST GUARD
• Assist in the conduct of lectures and training to promote public awareness
on marine environment protection;
• Assist in the conduct of oil spill response operations;
• Participate in marine pollution exercises;
• Assist in the protection and preservation of marine protected areas
(MPAs);
• Conduct river/coastal clean-up activities and participate/coordinate the
annual International Coastal Cleanup (ICC);
• Conduct mangrove-planting activities;
• Conduct coral reef assessments / protection / reforestation /preservation;
• Promote eco-tourism in the country;
• Assist in rescuing and monitoring of stranded marine mammals.
PHILIPPINE COAST GUARD
 F3
Module 2
 SHIPBOARD PERSONNEL

Seafarers hold a variety of professions and

ranks, and each of these roles carries unique
responsibilities which are integral to the successful
operation of a seafaring vessel. A ship's bridge, filled
with sophisticated equipment, requires skills
differing from those used on the deck, which houses
berthing and cargo gear, which requires skills
different from those used in a ship's engine room,
and so on.
 SHIPBOARD PERSONNEL

CHIEF MATE CHIEF ENGINEER CHIEF COOK

SECOND MATE SECOND ENGINEER MESSMAN
THIRD MATE THIRD ENGINEER
CADET FOURTH ENGINEER
CADET
BOSUN ELECTRO TECH.ENGR
ABLE BODY PUMPMAN
ORDINARY SEAMAN OILER
WIPER
 OVER-ALL IN COMMAND

Captain/Master

• The captain or master is the ship's highest responsible officer,

acting on behalf of the ship's owner. When a ship has a third
mate, the captain does not stand watch.
• The captain is legally responsible for the day-to-day affairs of
the ship as he is in command. It is his responsibility to ensure
that all the departments under him perform legally to the
requirements of the ship's owner. The captain represents the
owner and hence is called "master".
 DECK DEPARTMENT

• Chief officer/Chief mate

The chief officer/first mate is the head of the
deck department on a merchant vessel,
second-in-command after the ship's master.
The chief mate's primary responsibilities are
the vessel's cargo operations, its stability and
supervising the deck crew.
 DECK DEPARTMENT

Second officer/mate
• is the third in command (or on some ocean liners
fourth) and a watch keeping officer, customarily the
ship's navigator. Other duties vary, but the second
mate is often the medical officer and in charge of
maintaining distress signalling equipment. On oil
tankers, the second mate usually assists the chief
mate with the Cargo operations.
 DECK DEPARTMENT

Third officer/mate
• The third mate is a watch keeper and customarily the
ship's safety officer and fourth-in-command (fifth in
some ocean liners). Other duties vary depending on
the type of ship, its crewing, and other factors.
• Duties related to the role of safety officer focus on
responsibility for items such as fire
fighting equipment, lifeboats, and various other
emergency systems.
 ENGINE DEPARTMENT

Chief engineer
• The Chief Engineer, commonly referred to as "The
chief", or just "chief", is responsible for all operations
and maintenance that have to do with all machinery
and equipment throughout the ship. He may be paid
on par with the captain, although he is never
responsible for the action of ship. The chief engineer
cannot assume command and the command always
rests with the Captain of the ship, unless it is clearly
mentioned within the safety management system.
 ENGINE DEPARTMENT

Second engineer/
first assistant engineer
• Officer responsible for supervising the daily
maintenance and operation of the engine
department. He or she reports directly to the
chief engineer.
 ENGINE DEPARTMENT

Fourth engineer/
third assistant engineer
• The fourth engineer or third assistant engineer is
junior to the second assistant engineer/third
engineer in the engine department. The most junior
marine engineer of the ship, he or she is usually
responsible for electrical, sewage treatment, lube oil,
bilge, and oily water separation systems.
 ENGINE DEPARTMENT
Cont’d..

Fourth engineer/
third assistant engineer
• Depending on usage, this person is called "The
Third", or "The Fourth", and usually stands a watch.
Moreover, the fourth engineer may assist the third
mate in maintaining proper operation of the
lifeboats.
 SHIPBOARD PERSONNEL

Electrotechnical Officer
• Officer is in charge of all the electrical systems on the
ship. Electrical engineer is one of the most vital
positions in the technical hierarchy of a ship and
engineer is responsible for their assigned work under
the chief engineer’s instructions.
 SHIPBOARD PERSONNEL
Cont’d..

Electro Technical Officer

• Some shipping companies do not carry electrical
officers on their ship to cut down the manning cost
and the electrical duties are carried by some one
from the engineer’s side, normally third engineer.
However, many companies realized that electrical
and electronic system requires some extra attention
and therefore require an expert to attend them.
 STEWARD DEPARTMENT
Chief steward
• The chief steward directs, instructs,
and assigns personnel performing such
functions as preparing and serving
meals; cleaning and maintaining
officers' quarters and steward
department areas; and receiving,
issuing, and inventorying stores. The
chief steward also plans menus;
compiles supply, overtime, and cost
control records. The steward may
requisition or purchase stores and
equipment.
 STEWARD DEPARTMENT

Chief Cook
• The chief cook is the senior crew
member working in the steward's
department of a ship. His position
corresponds to that of the Bosun in
the deck department, the pump
man in an oil tanker, and the
electrician in the engine
department of a container ship or
general cargo ship.
 SHIPBOARD PERSONNEL

Ratings
• They assist in all other tasks
that can arise during a voyage.
This includes for example,
mooring, cleaning of the ship
and its holds and repairing
broken lines and ropes. These
are physically challenging jobs
and have to be done regardless
of the weather.
 WHAT IS CULTURE?
The customary beliefs,
social forms, and material
traits of a racial, religious, or
social group; also : the
characteristic features of
everyday existence (as
diversions or a way of life)
shared by people in a place
or time.
 CULTURAL AWARENESS

• Cultural Awareness is the foundation of

communication and it involves the ability of
standing back from ourselves and becoming
aware of our cultural values, beliefs and
perceptions. Why do we do things in that
way? How do we see the world? Why do we
react in that particular way?
WHERE CAN YOU FIND CULTURE?

? ? ?
? ?
? ?
? ? ?
? ?
?
EVERYWERE!
 Culture makes up a large part of our day to day life.
Cultural differences include differences in food,
clothes, religion and language.

Chinese Tea American Iced Tea English Tea

Small differences, like the way each culture drinks tea

can be difficult to get used to at first because these
things are so important to day to day living.
Because these differences Parts of culture we can see
aren’t visible they are very
difficult to communicate and
understand.

Despite this, the parts of

culture we cannot see are
very important because they
underpin the parts of
culture we can see.
Parts of culture we cannot see
 However, the small things Parts of culture we can see
are just the tip of the
iceberg-they are only the
things we can see on the
surface.
There are many parts of
culture that aren’t visible;
like most of an iceberg.
These include:

• Work Ethic
Parts of culture we cannot see
• Importance of Time
• Religious Beliefs
• Values
• Nature of Friendships
 DEGREES OF CULTURAL AWARENESS
• My way is the only way - At the first level, people are
aware of their way of doing things, and their way is
the only way. At this stage, they ignore the impact of
cultural differences. (Parochial stage)
• I know their way, but my way is better - At the
second level, people are aware of other ways of
doing things, but still consider their way as the best
one. In this stage, cultural differences are perceived
as source of problems and people tend to ignore
them or reduce their significance. (Ethnocentric
stage)
 DEGREES OF CULTURAL AWARENESS
• My Way and Their Way - At this level people are aware of
their own way of doing things and others’ ways of doing
things, and they chose the best way according to the
situation. At this stage people realize that cultural differences
can lead both to problems and benefits and are willing to use
cultural diversity to create new solutions and alternatives.
(Synergistic stage)

• Our Way - This fourth and final stage brings people from
different cultural background together for the creation of a
culture of shared meanings. People dialogue repeatedly with
others, create new meanings, new rules to meet the needs of
a particular situation. (Participatory Third culture stage)
 Examples of Cultural Differences

In Mediterranean European
countries, Latin America In England the thumb
and Sub Saharan Africa, it is and forefinger together
normal, or at least widely to form an ‘O’ means Ok,
Laughingtoisarrive
tolerated, considered
half an In most countries
whereas in France it
a signlate
hour of happiness
for a dinnerin shaking the head from or
means ‘nothing’
most countries,
invitation, whereas but in
in most side‘without
to side means
any value’.
Japan it is considered
northern European a ‘No’ whereas in India,
sign ofthis
countries confusion,
would be shaking the head from
embarrassment
considered extremelyor rude. side to side means
insecurity. ‘Yes’.
 How can you be culturally aware?
1. Engage with other crew members’ cultures by
asking questions.
2. Be Open! Don’t get into the habit of thinking
your way is the only way of doing
something-how is it done in another country?
3. Think about what you can learn from other crew
members, and what you can teach them.
4. Invite crew members to share their culture with
you.
 Attitudes and Expectations
What will happen if I
Will my English
report to the
be good enough?
authorities?
What will my
What will the weather
senior officer look
Same be like?
same?
like? How much will it
Wha no good...
t wil all cost?
I get l I do What will my
sick? if
accommodation t he
ge t to th e
be like? w il l I rom
Will the ow lu b f
H ’s c
crew be
a m an
friendly? se
ship?
 Language Barriers
It is most likely that English will
be a second language for the
majority of international
students. Some will have
excellent English, while others
will still be learning. Therefore it
is important to be aware of how
to communicate effectively.
Cont’d..
You would use simple
words they knew. You most
probably won’t need to
simplify to this level with
your buddy, but this is a
helpful way of illustrating
the language barrier.

Simplifying your language is not easy. It takes time and

practice. You may even feel a little silly.
However, simplifying your language when appropriate will help
your buddy understand, which will in turn increase their
confidence speaking English.
 How can you simplify language?

Refrain from using long words

Speak slowly and as clearly as possible

Stress important words

Don’t be afraid to repeat yourself

If he/she keeps making the same mistake correct them. They

want to improve their English and they won’t mind being
corrected now and again.
 Other ways of communicating
Non verbal communication is just as, if not
more important than verbal communication.
Think about your body language, posture, eye
contact, facial expressions, gestures and tone
of voice when talking.
If you are really struggling to communicate
with your crew member, try some of the
following:
•Write it down
•Use your hands to reinforce what you are
saying
•Use your facial expressions to reinforce what
you are saying
•Try using different words or rephrase your
sentences
 What is Culture Shock?

Culture shock is a condition of disorientation

affecting someone who is suddenly exposed to an
unfamiliar culture or way of life or set of attitudes.

International students are particularly vulnerable,

compared to home students because they are more
isolated and lack their immediate support system.
 What Causes Culture Shock?

Language
Climate
???
Values
Dress

Social Roles
Rules of Behaviour Food
 What are the Symptoms of Culture Shock?
Fatigue/
Stress Boredom
Withdrawal

Hostility Homesickness
toward
local
people

Lack of Irritability
Irrational
sleep Anger
 What should you do if a crew member is suffering
from culture shock?
Encourage
them to get
Be there to
more
support and
involved in
reassure them.
safety
If they are suffering
meetings.
very badly and you
Invite them to do not feel in a
activities with position to help,
you and get direct them to the
them to speak Senior officer or the
about how they Master.
feel.
 How Do I Manage Cultural Diversity?

• Admit that you don’t know. Knowing that we don’t know

everything, that a situation does not make sense, that our
assumptions may be wrong is part of the process of becoming
culturally aware. Assume differences, not similarities.
• Suspend judgments. Collect as much information as possible
so you can describe the situation accurately before evaluating
it.
• Empathy. In order to understand another person, we need to
try standing in his/her shoes. Through empathy we learn of
how other people would like to be treated by us.
 How Do I Manage Cultural Diversity?
Cont’d..
• Systematically check your assumptions. Ask your colleagues
for feedback and constantly check your assumptions to make
sure that you clearly understand the situation.

• Become comfortable with ambiguity. The more complicated

and uncertain life is, the more we tend to seek control.
Assume that other people are as resourceful as we are and
that their way will add to what we know. “If we always do,
what we’ve always done, we will always get, what we always
got.”
 LEADER & LEADERSHIP

Leader
simply as somebody
whom people follow, or
as somebody who
guides or directs
others.

Leadership
as "motivating and organizing a group of people to
achieve a common goal".
 SITUATIONAL LEADERSHIP

The best or most effective style of leadership is

“task-relevant” and successful leaders adapt their leadership
to the maturity of the individual or group they are leading.
They are capable of delivering a message that impacts
followers at varying levels of maturity.

They focus on developing other leaders to create

leverage and the ability for one-on-one mentoring /
relationship building to take place at various levels within the
organization or team.
 TRANSACTIONAL LEADERSHIP

Described as a type of leadership that lends itself more

towards the management side of the spectrum. They are
often put into a position where followers are obligated to act
such as in government, the military, schools, etc.

Transactional Leadership on the surface may seem very

much like management, however when the position of
“authority” is earned it is a much needed style when
motivation is simply not enough to help the follower along the
path.
 TRANSACTIONAL LEADERSHIP

Focuses on how and not who. Leadership is distributed

and behaviours are examined as they guide the organization
or team towards the common goal. This occurs in many
organizations when diverse skills sets are required in order for
decisions and opinions to emerge that will help accomplish
the tasks necessary to achieve the goal.
 ORGANIZATIONAL LEADERSHIP

Organizational Leadership may seem to lack the zest we

normally associate with inspirational leadership however it
has proven to be an effective way of solving problems and
systemizing the leadership process within an organization.
Systemized processes are required for duplication, speed and
wide-spread understanding.
 TRANSFORMATIONAL LEADERSHIP

defined as a leadership approach that causes change in

individuals and social systems. It creates valuable and positive
change in the followers with the end goal of developing
followers into leaders.It enhances the motivation, morale and
performance of his followers through a variety of
mechanisms.
These include connecting the follower’s sense of identity
and self to the mission and the collective identity of the
organization; so the leader can align followers with tasks that
optimize their performance.”
 SITUATIONAL AWARENESS

Is the ability to
identify, process, and
comprehend the critical
elements of information
about what is happening
to the team with regards
to the mission. More
simply, it's knowing what
is going on around you.
 SITUATIONAL AWARENESS
Another important thing is
learning to trust your "gut" or
intuition. Many times a person's
subconscious can notice subtle
signs of danger that the
conscious mind has difficulty
quantifying or articulating.
Trusting your gut and avoiding a
potentially dangerous situation
may cause you a bit of
inconvenience, but ignoring such
feelings can lead to serious
trouble.
How to Develop the Situational Awareness

Situational awareness is simply knowing what’s

going on around you. It sounds easy in principle, but
in reality requires much practice.

That ability to observe his surroundings and

make detailed assessments about his environment?
It’s not just a trait of top secret operatives; it’s a skill
known as situational awareness, and you can possess
it too.
 How to Develop the Situational Awareness

• Observe + Orient = Situational Awareness

• Put yourself in a position for optimal
observation.
• Hone your observation skills by playing the
Awareness game.
• Master memorization
• Establish a Baseline wherever you go
 LEADERSHIP QUALITIES
Proactive vs. Reactive
The exceptional leader is always thinking three steps ahead. Working to
master his/her own environment with the goal of avoiding problems
before they arise.

Flexible/Adaptable
How do you handle yourself in unexpected or uncomfortable situations?
An effective leader will adapt to new surroundings and situations, doing
his/her best to adjust.

A Good Communicator
As a leader, one must listen...a lot! You must be willing to work to
understand the needs and desires of others. A good leader asks many
questions, considers all options, and leads in the right direction.
 LEADERSHIP QUALITIES
Respectful
Treating others with respect will ultimately earn respect.

Quiet Confidence
Be sure of yourself with humble intentions.

Enthusiastic
Excitement is contagious. When a leader is motivated and excited about
the cause people will be more inclined to follow.

Open-Minded
Work to consider all options when making decisions. A strong leader will
evaluate the input from all interested parties and work for the betterment
of the whole.
 LEADERSHIP QUALITIES
Cont’d..
Resourceful
Utilize the resources available to you. If you don't know the answer to
something find out by asking questions. A leader must create access to
information.

Rewarding
An exceptional leader will recognize the efforts of others and reinforce
those actions. We all enjoy being recognized for our actions!

Well Educated
Knowledge is power. Work to be well educated on community policies,
procedures, organizational norms, etc. Further, your knowledge of issues
and information will only increase your success in leading others.
 LEADERSHIP QUALITIES
Cont’d..
Open to Change
A leader will take into account all points of view and will be willing to
change a policy, program, cultural tradition that is out-dated, or no longer
beneficial to the group as a whole.

Interested in Feedback
How do people feel about your leadership skill set? How can you
improve? These are important questions that a leader needs to constantly
ask the chapter. View feedback as a gift to improve.

Evaluative
Evaluation of events and programs is essential for an organization/group to
improve and progress. An exceptional leader will constantly evaluate and
change programs and policies that are not working.
 LEADERSHIP QUALITIES
Cont’d..
Organized
Are you prepared for meetings, presentations, events and confident that
people around you are prepared and organized as well?

Consistent
Confidence and respect cannot be attained without your leadership being
consistent. People must have confidence that their opinions and thoughts
will be heard and taken into consideration.
 LEADERSHIP QUALITIES
Cont’d..
Delegator
An exceptional leader realizes that he/she cannot accomplish everything
on his own. A leader will know the talents and interests of people around
him/her, thus delegating tasks accordingly.

Initiative
A leader should work to be the motivator, an initiator. He/she must be a
key element in the planning and implementing of new ideas, programs,
policies, events, etc.
 THE HUMAN FACTOR
Human Error means that something has been done
that was "not intended by the actor; not desired by
a set of rules or an external observer; or that led the
task or system outside its acceptable limits". In
short, it is a deviation from intention, expectation or
desirability.
 DECISION MAKING

The process of examining your possibilities options,

comparing them, and choosing a course of action.
 DECISION MAKING
“Be sure you are right -- then go ahead.”
Davy Crocket.
“Doing what's right isn't hard -- Knowing what's
right is.” Lyndon B. Johnson.
“Mine own applause is the only applause which
matters.” Cicero.
“Once you've made your mark, watch out for
erasers!” Will Rogers.
 MAKING EFFECTIVE DECISIONS

Factors:

g Perception. g Goals.
g Priority. g Values.
g Acceptability. g Demands.
g Risk. g Style.
g Resources. g Judgement.
SIX C'S OF DECISION MAKING

1. Construct.
2. Compile.
3. Collect.
4. Compare.
5. Consider.
6. Commit.
 SIX C'S OF DECISION MAKING

Construct a clear picture of precisely

what must be decided.

Compile a list of requirements that must be

met.

Collect information on alternatives that meet

the requirements.
 SIX C'S OF DECISION MAKING
Cont’d..
Compare alternatives that meet the
requirements.

Consider the "what might go wrong" factor

with each alternative.

Commit to a decision and follow through with

it.
 INHERENT PERSONAL TRAPS
Cont’d..
• Trying too hard to play it safe.
• Letting fears and biases tilt your thinking and
analysis.
• Getting lost in the minutia can cause trouble.
• Craving for unanimous approval.
• Trying to make decisions which are outside
your realm of authority.
 INHERENT PERSONAL TRAPS
Cont’d..
• Willing to begin with too little, inaccurate, or
wrong information.
• Overlook viable alternatives or waste time
considering alternatives which have no
realistic prospects.
• Not following the six C's.
• Failure to clearly define the results you expect
to achieve.
• Worst of all, failure to reach a decision.
 DECISION MAKING STEPS
Step 1 - Recognize The Need For A Decision
Managers must first realize that a decision must be made.
– Sparked by an event such as environmental changes

Step 2 - Generate Alternatives

Managers must develop feasible alternative courses of action.
– If good alternatives are missed, the resulting decision is poor.
– It is hard to develop creative alternatives, so managers need to
look for new ideas.
– Some choice must exist in order to make effective decisions.
When there is no choice, there really is no decision to be made
 DECISION MAKING STEPS
Cont’d..
Step 3 - Evaluate the Alternatives:
what are the advantages and disadvantages of each alternative?
– In most decisions, a manager will want to achieve several objectives
or satisfy several criteria
– Examples of criteria for buying a car: price, manufacturer, model,
warranty, service, reliability, repair record, trade-in allowance
– Measure alternatives against previously determined and weighted
criteria
– Involves being able to forecast future events
– Under perfectly rational conditions, a rational decision maker could
carefully assess potential consequences of each alternative
 DECISION MAKING STEPS
Cont’d..
Step 4 - Choose Among Alternatives:
managers rank alternatives and decide.
– When ranking, all information needs to be considered
– Under perfect conditions - would be straightforward

Step 5 - Implement the Chosen Alternative:

managers must now carry out the alternative

Step 6 - Evaluate the Decision (Learn from Feedback):

managers should consider what went right and wrong with the decision
and learn for the future
– Without feedback, managers never learn from experience and
make the same mistake over
 INTUITION

An unconscious process of making decisions on the basis of

experience and judgment

▪ Involves gut feeling

▪ May also have rational basis
▪ The “feeling” arises from past experience and knowledge
▪ Involves quicker response
▪ Does not involve systematic analysis
 TYPES OF DECISIONS

▪ Strategic and Tactical Decisions.

▪ Programmed and Non Programmed.
 STRATEGIC DECISIONS

▪ Strategic decisions is the major choice of

actions concerning allocation of resources and
contribution to the achievement of
organizational objectives.
▪ It may involve major departure from earlier
ones concerning some organizational practices.
For Example: change in product mix, expansion
of business, change in personnel policies etc.
▪ It is normally a non programmed decision
made under the condition of partial ignorance.
 TACTICAL DECISIONS

▪ Tactical decisions are derived out of statistical

decision that relates to day to day working of
organization.
▪ It has to be taken very frequently. The decision
is most repetitive. For Example: purchase of
raw material, assigning duties to employees
etc.
▪ It is mostly a programmed one and its outcome
is short term nature.
 PROGRAMMED AND NON-PROGRAMMED DECISION

PROGRAMMED DECISION –
A programmed decision is one that is fairly
structured or recurs with some frequency.

NONPROGRAMMED DECISIONS –
Non-programmed decisions are relatively
unstructured and may occur much less often .They
are made in response to situations that are unique ,
are poorly defined and largely unstructured.
 DECISION MAKING STYLES

▪ Different people take decisions differently with

respect to how they perceive problems they face.
▪ Not all managers make decisions the same way :

• Directive style
• Analytical style
• Conceptual style
• Behavioral style
 DECISION MAKING STYLES

Directive style
▪ People who prefer simple, clear-cut solutions to
problems
▪ Make decisions quickly
▪ May consider only one or two alternatives
▪ Efficient and rational
▪ Prefer rules or procedures
 DECISION MAKING STYLES

Analytical Style
▪ Complex solutions based on as much data as they
can gather
▪ Carefully consider alternatives
▪ Base decision on objective, rational data from
management control systems and other sources
▪ Search for best possible decision based on
information available
 DECISION MAKING STYLES

Conceptual Style
▪ Consider a broad amount of information
▪ More socially oriented than analytical style
▪ Like to talk to others about the problem and
possible solutions
▪ Consider many broad alternatives
▪ Relay on information from people and systems
▪ Solve problems creatively
 DECISION MAKING STYLES

Behavioral Style
▪ Have a deep concern for others as individuals
▪ Like to talk to people one-on-one
▪ Understand their feelings about the problem and
the effect of a given decision upon them
▪ Concerned with the personal development of
others
▪ May make decisions to help others achieve their
goals
 SITUATIONAL FACTORS FOR INDIVIDUAL
DECISION-MAKING
▪ Short time
▪ Unimportant to group
▪ Manager can take decision
▪ Dominate the decision
▪ Destructive conflict
▪ Members hesitant
▪ Confidential data
▪ Incapability of members
▪ Manager’s dominance
▪ Indirect effect on group members
 Group Decision-making
The factors requiring group decisions include:
▪ Involving sensitive issues
▪ High cost alternatives
▪ Involving very high risk factor
▪ Strategic impact
 Group Decisions: Advantages
▪ Acceptance of group members
▪ Coordination is easier
▪ Communication is easier
▪ Existence of large alternatives
▪ More information can be processed
▪ Diversity of experience and perspectives
 Group Decisions: Disadvantages
▪ Take longer time
▪ Group can be indecisive
▪ Groups can compromise
▪ Groups can be dominated
▪ Groups can “play games”
▪ Victim to Groupthink
 Situational Factors for Group
Decision-making
▪ Risk taking solution needed
▪ Better understanding
▪ Whole responsibility
▪ Feedback required
EVALUATION OF OUTCOME EFFECTIVENESS

Is a systematic
examination of the
outcomes (changes, usually
benefits), resulting from a
set of activities
implemented to achieve a
stated goal, and a
systematic examination of
the extent to which those
activities actually caused
those outcomes to occur.
EVALUATION OF OUTCOME EFFECTIVENESS

The intent of outcome

evaluation is to assess the
effectiveness of these
activities with respect to the
benefits achieved, suggest
improvements and possibly
provide direction for future
activities.
 EVALUATION OF OUTCOME EFFECTIVENESS

• Outcome evaluation is sometimes referred to, among

other terms, as outcome measurement,
• results based management or outcome focused
management. Although the focus and the
• contexts in which some of the terms are used may be
different, the intent and approaches are
• largely similar. They are all concerned with
continuous quality improvement.
 AUTHORITY AND ASSERTIVENESS
The word authority (Derived from the Latin word
auctoritas) can be used to mean power given by the
state (in the form of government, judges, police
officers, etc.) or by academic knowledge of an area
(someone can be an authority on a subject).
 AUTHORITY AND ASSERTIVENESS

Assertiveness is the quality of being self-assured and

confident without being aggressive. it is a learnable skill and
mode of communication.
A form of behaviour characterized by a confident
declaration or affirmation of a statement without need of
proof; this affirms the person's rights or point of view without
either aggressively threatening the rights of another
(assuming a position of dominance) or submissively
permitting another to ignore or deny one's rights or point of
view
 AUTHORITY AND ASSERTIVENESS
How to Be Assertive

• Understanding the Difference between Assertiveness,

Aggression, and Passiveness
• Gaining Insight into Your Emotions
• Learning to Communicate Effectively
• Learning to Manage Stress
• Making Decisions Effectively
• Setting Healthy Boundaries
• Projecting Confidence
• Seeking Additional Help
 JUDGEMENT
• The act or process of judging; the formation of an
opinion after consideration or deliberation

• An opinion or estimate formed after consideration or

deliberation, especially a formal or authoritative
decision
 JUDGEMENT
• So many things in life rely on good judgment. We
often find ourselves in situations where there are no
right or wrong answers. Our final decision comes
down to a matter of judgment.
• Values tend to underlie our agendas, and there are
various subsets of values. When it comes to
leadership and good judgment, we can look at two
subsets of values: those that guide someone towards
acting to pursue their own individual interest, and
those that guide someone more towards pursuing
collective interest.
ASSESSMENT