Challenges with Shipboard Training Opportunities Experienced by Lyceum of

the Philippines University – LIMA Cadets

INTRODUCTION

A shipboard training program allows cadets to use a ship as a sea-going

laboratory to prepare for the job. It is a structured training program for them to

achieve the standard of competence following the table of competencies of the

Standards of Training, Certification, and Watchkeeping Code. The Shipboard training

is required for BSMT and BSMarE programs that require sea-going service. It is

provided under Regulation II\1 and Regulation III\1 of the STCW Convention, which

certifies the standard competency and completion of approved education and

training. According to Abila & Acejo (2021), merchant mariners are collectively a

global workforce estimated at around 1,647,500 in 2015, where Filipino seafarers

constitute at least 20% of this global population. The Philippines became a labor

supplier in global seafaring, where the crew is categorized as ratings and officers.

The country ranks first in labor contracting and officers (Maido, 2021). However,

despite an improved education system, cadets can also experience the same

problems the other officers encounter when they board.

According to Tangi (2020), Filipino women cadets still face discrimination

regarding the opportunity to sail and develop their careers at sea. Due to differences

in labor, women disproportionately become victims of workplace bullying and

harassment. The risk is further aggravated for women who work in professions or

environments dominated by men where the women challenge masculinity (Charles &

Grusky, 2005). Harassment and bullying are more common for those with less power

on a ship than those of higher rank. Along with the harassment and bullying,
Lefkowitz and Slade (2019) showed that the prevalence of depression was

significantly higher among seafarers than in other populations using the same survey

questions. Mental stress increases the prevalence of anxiety and suicide.

The mental health and well-being of seafarers are also a growing concern,

especially with the pandemic going on for several years. Seafarers, who spend many

months away from home working in challenging conditions, may be more vulnerable

to mental health issues than the wider population (Lee et al., 2021). For cadets, their

school work, personal-psychological factors, and the crew's attitude can also be

high-level stressors. However, it is difficult to define the most significant contributing

factors to improving mental health and well-being on board because there are

considerable variations in mental health between people (Sin et al., 2018). Another

concern for cadets is their physical health. Basar et al. (2015) state that work-related

accidents are common aboard ships and may result in injury or death. It was

observed that many of these accidents stem from imbalance and impaired reflexes.

At Tokyo University of Marine Science & Technology, senior students had a physical

check-up. Twenty-eight cases of diseases were revealed from 177 students that

were examined. These conditions include allergy-related disease, obesity, and high

blood pressure (Fukuda et al., 2010).

Above all the problems started, a pandemic impacts all parts of human

society. The pandemic currently makes it impossible for many organizations to

interview, hire, train, house, and supervise seasonal staff (Corlett et al., 2020).

Students may miss out on those opportunities prolonging application causing more

mental stress, which could lead to other mental and physical conditions.

Furthermore, due to prolonged lock-downs, the financial instability of many Filipino

families aggravates, making education and training impossible or difficult for some
students. As a new cadet going onboard, there are many things to consider; the

cadet should be ready emotionally, mentally, and physically. However, shipboard

training also has some challenges for the cadets, mentally and physically. In this

study, the researchers will discuss and tackle the challenges the cadets may

experience during the shipboard training.

The researchers are motivated to conduct the study to determine the

challenges the cadets may experience during the shipboard training and to realize

that it has many risks and difficulties. It means that they are expected to have the

required academic knowledge and practical ability simultaneously with external

factors that may affect the educational and training processes. Furthermore,

determining if the profile of cadets affects the degree of challenges they face is

essential in creating a more sustainable and effective environment. The findings of

this study will be useful to LIMA cadets of Lyceum of the Philippines University

Batangas, the institution, and future researchers.

OBJECTIVES OF THE STUDY

The research objective was to investigate the challenges to shipboard training

opportunities by LPU LIMA cadets. Most remarkably, this was intended to identify the

profile of cadets, assess the challenges experienced with shipboard training,

establish the difference between profile and challenges, and propose a plan of action

related to results.

LITERATURE REVIEW

Shipboard training program

 The CHED issued the Implementing Guidelines on the Shipboard Training

Requirement for the Bachelor of Science in Marine Transportation (BSMT) and

Bachelor of Science in Marine Engineering (BSMarE) Programs to promote quality

maritime education programs in compliance with STCW Convention last January 26,

2012. Seafarers' onboard training is essential to competency development, leading

to outstanding performance. This serves them on-the-job or apprenticeship as their

practical training, mentoring, and guiding stage from their officers on board.

Shipboard training has always been a vital part of the maritime education and

training program as it aims to train students to become qualified and competent

officers in an ever-changing and globally competitive naval industry (Sevilla &

Arceño, 2017).

The essential benefits of having shipboard training are that the cadets can

learn through practical exercise/s by doing jobs when on board. Cadets working

during the shipboard training will be able to understand and realize the job

requirements on board. They can show their capabilities in doing jobs, gain more

confidence, and test their productivity, skills, and effectiveness when they train on

board (Barlis et al., 2015). During the shipboard training, many cadets are expected

to acquire skills required to become successful officers or a captain by experiencing

some shipboard tasks. Improvement of onboard training environments has been

under various studies. It is taken seriously that the onboard training is practical to

formulate an effective training program.

Some of these training include Firefighting, Personal Safety, and Social

Responsibility (PSSR), International Safety Management System (ISM) Code, Basic

Safety Training, ISPS Code (International Ship and Port Facility Security),

Awareness Crowd and Crisis Management, as well as Familiarization.

Familiarization with ships is also an essential portion of education and is also a

necessary portion of instruction. In addition to obtaining competent trainers and

resource persons, a good training program to prepare the trainers A cruise ship

employee should be familiar with passenger and crew security and safety (Susan,

2011).

According to Dacuray et al. (2015), training ensures that a ship maintains a

high quality of operation and improves the safety culture on board. Poor training and

ineffective management procedures are blamed for mishaps at sea. The

competitiveness of good quality training produces seamen in the ever-hazardous

marine transport. Since the human element at sea is vital in ensuring safe, clean,

and efficient operations, it is only possible to secure and retain appropriately

qualified human resources for the maritime industries through effective education

and training, one of which is Basic Training. This is based on scientific and academic

rigor, the development of a clear link between practical skills and management

techniques, and an unwavering focus on the good.

Challenges Encountered by Navigation Cadets at Sea Training Phase as a Part

of Their Academic Programme

The quality of maritime education and training is critical to the country's

reputation as a source of high-caliber seafarers. The knowledge and competence

gained by maritime students at various Philippine maritime education and training

institutions enable them to succeed as future officers. LIMA should prioritize

students' interests in order to establish a baseline standard of performance and a

possible standard of excellence. A successful and long-lasting organization is built

on customer satisfaction and service quality (Dacuray et al., 2015). Everyone must
be very particular and sensitive to each student's needs. Making the students feel

satisfied with all the services being given to them is an enormous achievement for

the university because it is a remark of commitment to quality education (Laguador,

2013).

Research suggests that frequent conflicts between different ranks and

departments, coupled with long periods away from home and families, can lead to

loneliness and homesickness. Isolation of seafarers is typical in a physical

environment that is not optimal for mental health: being on board, a ship can involve

prolonged exposure to poor physical conditions such as high-pitched noises,

vibration, cold spells, high temperatures, and unstable moisture conditions (Brooks &

Greenberg, 2022). Moreover, being away from family and working on board vessels

sailing non-stop for weeks or months which make them prone to mental and

emotional stress. Homesickness is normal to the nature of their work just like any

other OFW. But the Internet and use of social networking sites such as Facebook

provided a key to help them cope with homesickness (Garinga et al., 2018).

However, there are ships that lack access to the internet connection which

aggravates the feeling of homesickness of cadets during shipboard training. It is

known that constant communication with their love ones through text, phone calls,

emails, and chats give them consolation amidst the homesickness and long work.

Exchanging news with parents of what is happening from both ends provide them

consolation (Magramo & Galleda, 2013).

Another concern is the overall health and psychological problems of seafarers

which are closely related to specific physical and psychosocial conditions of work on

ships. Lack of exercise facilities, poor diet, isolation, smoking, and alcohol can also

be bad news for the health, so taking action and staying healthy is vital. Many
diseases also affect the crew's health, some of them are malaria and infectious

diseases like HIV/AIDS and STI (International Transport workers' Federation 2015).

Moreover, sailing is stressful, with extended hours and fatigue frequently causing

problems for the crew. Jepsen et al. (2015) stated that physical fatigue occurs after

lengthy durations of physical activity and results in weakness and decreased

endurance. While  mental fatigue is mostly caused by mental stress and emotional

exhaustion, as well as a heavy task, such as lengthy working hours. According to

Smith et al. (2009), cadets and officers experience fatigue caused by a lack of quality

sleep which could lead to accidents, increased collision risk, decreased

performance, economic cost, and individual seafarers and environmental damage.

However, neglecting risks are common among them. The consequences may result

in high morbidity and mortality rates on board which are extremely expensive for

them, their families and for the shipping industry (Jezewska et al., 2007). Thus, the

promotion of health at their workplace is therefore of great importance.

In recent years, there has been a greater emphasis placed on the importance

of mental health and well-being. Based on the study of Lefkowitz and Slade (2019),

the frequency of depression among mariners was substantially greater than in other

populations utilizing the same survey items. Prevalence of anxiety and suicide

thoughts was also significantly high. Factors that could lead to depression such as

an uncaring work environment, workplace violence, and bullying and harassment

can affect seafarers' health due to several other issues in the workplace.

Furthermore, identified stressors that also significantly cause mental strain are long

working hours, a lack of clear separation between work and rest, and being far from

family and friends, as there is the continuous need for getting to know and adapt to

new colleagues and form new work relationships (Carter, 2005).

 It is known that seafaring is masculine-dominated occupation with a strong

professional culture that values practical experience. The maritime industry is

characterized by several factors known from research to constitute a hotbed for

workplace bullying and harassment, such as sustained high workload, role conflicts,

jargon, and precarious work (Osterman & Bostrom, 2022). According to a study by

Manalo (2013), harassment becomes one of the most significant challenges among

women that could also affect crew members or officers on board the ship. The term

harassment is frequently divided into physical and psychological forms; sexual

harassment and workplace violence are examples of the former, while non-physical

mistreatment, such as bullying or mobbing, is an example of the latter (Neilsen at al.

2017). Harassment can be caused by a variety of factors. According to studies, high

workload, long working hours, too many and conflicting duties, and exhaustion

contribute to increased tension, which can lead to disagreements. Forsell et al.

(2017), iso-strain work (high job demands, poor decision making, and little social

support) is connected with harassment or offensive behavior. Poor or absence

of leadership, as well as supervisors without essential training or other criteria, have

also been mentioned.

Workers who have a persistent high workload, role conflicts, jargon, and

improper or destructive leadership are all organizational risk factors. Furthermore,

the marine industry is thought to be one of the most prominent in gender

stereotypes. This prejudice is likely to be more prevalent in occupational categories

that demand physical force. Women are disproportionately victims of workplace

discrimination, bullying, and harassment as a result of labor market disparities. The

risk is heightened for women who work in male-dominated professions or places

where they confront masculinity (Charles & Grusky, 2005). Gender discrimination is
one of the most significant impediments to social development. Another dangerous

element of prejudice is that it might impede human growth by lowering the quality of

social cohesion (Fidan et al., 2020).

A qualitative study reported that constantly changing crew relationships were

stressful; in particular, interacting with people from different cultures and language

barriers were negative aspects of their teams, leading to poor communication among

crews. According to Rothblum (2000), shipping accidents are caused mainly by three

main factors, one of which is inadequate communication. People with different ages,

education levels, and nationalities on board sometimes lead to differing views on

how work should be managed and how decisions should be made and

communicated (Kalvaitiene & Sencilla, 2019). Furthermore, because different

nationalities work under contract on different ships at the same time, social

background may affect the connection aboard amongst seafarers. These may

influence how individuals interact with certain activities and how they express

themselves, resulting in a sense of superiority to others and inferiority to some

people. It also leads to certain employees stereotyping their colleagues based on

their socioeconomic background (Dutt, 2015).

Additionally, the lack of energy, physical discomfort, lack of motivation and

sleepiness, and the dimensions of fatigue of marine crews were associated with

work-family conflict (Dohrmann et al., 2019). Communicating properly and

maintaining relationships with family back home also counts as one of the difficulties

faced by seafarers. Jensen et al (2009) study revealed that the highest contributor of

stressors aboard was with separation from their family. This result necessitates a

reconsideration of how training can support seafarers function better within their

family structures while separated from loved ones back home (Smith, 2016). Relative
to family conflict, having other personal conflicts may lead to lack of focus or

concentration to work or training at the ship. Such as how fatigue causes crew

members to have lost concentration while at work.

Motivational psychologists try to understand what drives people to action, and

why they think and do what they do (Wigfield et al. 2015). In a recent cross-sectional

study, workplace interest and anxiety were found to be the main drivers of lack of

focus of apprentices (Powers 2020). In line with this, fatigue is an issue in the

maritime industry that can affect alertness and concentration of cadets. Mental

fatigue occurs gradually and insidiously, and may appear as cognitive impairment,

reduced performance, mental symptoms such as a sense of weariness, and reduced

alertness and concentration. Fatigue is defined by the International Maritime

Organization (IMO) as "a decline in physical and/or mental competence as a result of

physical, mental, or emotional exertion, which may affect practically all physical

capacities, including: strength; speed; concentration; reaction time; decision making;

or balance."

Moreover, a raise in concern with prolonged application process with

shipboard training causes anxiety to the students. Some research on apprenticeship

programs has been undertaken both in the  Philippines and internationally. Foreign

shipping corporations prefer Filipinos as seafarers, however there are still a

considerable number of candidates for apprenticeship who are unsuccessful or had

difficulty getting an apprenticeship  (Berg et al., 2013). According to De los Santos et

al. (2018), it was discovered from the observations and experiences of Maritime

colleagues that a significant number of those who completed the three-year

academic program have difficulty finding a year shipboard apprenticeship (OJT) on

both local and foreign shipping companies. Many young Filipinos have reportedly
become regular Luneta residents, waiting for the long-awaited opportunity to board a

foreign vessel.

In addition, sea experience is one of the requirements most manning

agencies look for a cadet that is why new maritime graduates have difficulty in

launching their seafaring careers. Furthermore, demand for maritime officers

remains high, and supply is now in short supply. However, according to the Seafarer

Workforce Report, there is an excess of ratings (BIMCO and ICS 2021). In the

Philippines, seventy approved Maritime Higher Education Institutions (MHEIs)

provide an imbalance of graduates and work prospects for career starts and ratings.

As a result, those who have built social networks in the field may need to use social

capital. Many job-seeking sailors use the backer system for a variety of reasons.

While the manning agency seeks to reduce expenses associated with hiring and

training seafarers, candidates seek to reduce the time spent applying and waiting for

the agency's response and obtain better work placements (Maido, 2021). The

"backer system" or palakasan system is a patronage culture that penetrates

numerous organizations. It began in a religious environment, but it has since spread

beyond the spiritual domain as a social exchange between a more powerful and

resourceful patron and a beneficiary of the patron's favors (Wong and Lara-de-Leon,

2018). Having a backer system grants applicants special access, and manning

agencies legitimize the practice by saving on hiring procedures and possibly

improving hiring outcomes. (Fernandez et al. 2000). According to Maido (2005), one

of the first participants he questioned was a ship captain. He was smiling with

satisfaction as he told how he helped twenty-five townmates improve their financial

situations. He is attempting to establish a legacy of assisting as many future

seafaring townmates as possible in order to maximize his social capital.

Nonetheless, the presence of unequal distribution of social capital becomes relative

to how the backer system reproduces socioeconomic inequality. Those with backers

can quickly launch their seafaring careers, while those without backers may spend

years of job searching, and some eventually give up in the process.

However, Barranta (2011) discovered that Filipino seafarers have a typically

high and positive attitude toward workplace environment because the work space

onboard gives them with a greater awareness of standard job performance as well

as a general feeling of safety and a healthy working environment. Their emotional

attitude is often quite positive since they have periods of self-confidence, tranquility,

and clarity of thought. They have a very good social attitude since they have less

fear and inferiority issue. They feel that the work atmosphere fosters pleasant and

harmonious interpersonal relationships. According to Dacuray et al. (2015), maritime

students were generally happy with the LPU Maritime Training Centre's training and

services (LMTC). The degree of satisfaction of marine students with administration,

facilities, and equipment was determined to be highly satisfactory.

Furthermore, Brooks and Greenberg (2022) stated that managers and

shipboard trainers that lead by example, are open and sensitive to talks with their

team will benefit younger, less experienced crew members. A peer assistance

'buddy system' or mentorship scheme may also be advantageous for less

experienced employees. Encouragement of positive employee interactions may give

an additional degree of social support, which may be advantageous for single

employees. Positive interactions between team members can promote improved

mental health, and they should be cultivated aboard (Brooks et al., 2015). Leaders in

maritime organizations should develop an inclusive atmosphere, encouraging crew

members to accept the many ethnicities, cultures, and personalities on board rather

than discriminating against them.

According to Carter (2005), offering instruction on how to keep a healthy

lifestyle on board, as well as making personnel aware of the psychosocial variables

that contribute to bad health, might be advantageous. Besides that, promoting safe

behavior in the workplace and fostering a more culturally safe environment (Health

and Safety Laboratory, 2012). Taking actions to increase overall psychological well-

being onboard may also contribute to improved safety behavior, since there is some

evidence that resilience and strong psychological capital encourage greater safety

behavior (Yuen et al., 2020). Furthermore, excellent leadership is vital since it

influences not just psychological health but also helps to form the work safety

atmosphere and can reduce the chance of work - related accidents (Hystad et al.,

2014). Oldenburg et al. (2013) urge the superiors to enhance their communication

and leadership abilities in order to improve the mental health of sailors.

METHODS

Research Design

A quantitative method with a descriptive method of research was used in this

study. According to SAGE (2016), in descriptive research, the researcher is simply

studying the phenomenon of interest as it exists naturally; no attempt is made to

manipulate the individuals, conditions, or events. This study aimed to determine the

challenges to shipboard training opportunities experienced by LIMA cadets through

survey methodology, which studies the sampling of a population with the aid of a

questionnaire.
Participants

This study's sample of 100 respondents was taken from a population of LIMA

students currently undergoing shipboard training. The quota sampling method was

used to select the study participants. The study was limited to students of LPU

Batangas taking the LIMA course and currently undergoing shipboard training.

Instrument

The data needed in this study were gathered through a questionnaire made

by the researchers. The researchers employed a 4-point Likert Scale, which was a

rating scale that allowed the respondents to choose from 4 as the highest to 1 being

the lowest. The formulated questionnaire were presented and validated to enhance

the choice of terms, check the validity and reliability of the questions, and thus

dissolve the errors and formulate an effective data collection instrument. The first

part of the questionnaire was the respondent's demographic profile, such as age,

gender, and GWA or general weighted average. The second part of the

questionnaire determined the list of problems or challenges in shipboard training.

Procedures

The researchers created research titles evaluated and corrected by the

research adviser. Objectives have been formulated as the guide throughout the

study. All accessible and credible literature on educational resources and their

relevance to challenges LIMA cadets experiences during shipboard training were

gathered. The researchers finalized the first instrument needed for the data

collection, the survey questionnaire. Then, the respondents were determined through
the quota sampling method upon selecting from the LIMA students of Lyceum of the

Philippines University and currently taking shipboard training.

The questionnaires were distributed through Google forms, and the

respondents will respond as they answer truthfully clear, concise, and contextually

based survey questions. The survey results were processed, tabulated, and

interpreted. Relevant literature was used to support the gathered findings.

Conclusions, recommendations, and a proposed action plan were formulated after

the results of the study were gathered.

Data Analysis

The researchers gathered and tabulated all the answers from the survey

questionnaire. The percentage distribution was used to determine the respondents'

proportional percentage based on the study population. At the same time, descriptive

statistical measure (weighted mean and ranking) was utilized to determine the

problems or challenges encountered during shipboard training and services.

Additionally, a statistical significance level, specifically ANOVA was used to measure

the level of significance of the cadets’ profiles to the challenges experienced.

Ethical considerations

As this study utilized human participants and investigated university concerns,

assessments were made to address ethical aspects of the research and protect the

participant. The researchers were formed to prioritize the principle of respect for the

participants' dignity and to provide confidentiality. The study ensured the privacy of

data collected as well as the security of the participants. The questionnaires were

given via google forms, and participants were informed about the details of the study.

Participation in the study was voluntary, and the participants were informed of their
right to refuse without consequences. The research was conducted openly and

honestly.

RESULTS AND DISCUSSION

Table 1: Percentage Distribution of Demographic Profile of Students (N=100)

Table 1 presents the profile participants of the study with a total of 100

respondents, wherein 90% (n=90) of them are male, and 10% (n=10) are female,

implying that the shipping industry was predominantly a male-dominated sector even

before its popularity (Chan, 2019). In fact, literary expressions of 'he,' 'his,' and 'him'

can be found, and while there is a gender-neutral word “seafarers”, it is frequently

annotated as “seaman”, which is gender specific (Kitada, 2013).

Under age category, 91% (n=91) of them are under the age group of 20-24

years old, 6% (n=6) are under 25-29 age group, only 1% (n=1) is under 30-34 years

old and 2% (n=2) under 35 years old and above group. It was evident that the

majority of the participants are under the 20-24 age bracket. This indicates that most

of the respondents are within the right age group to undergo shipboard training

required for cadets under the third year of the course. In the country, the Philippine

Merchant Marine Academy (PMMA), a maritime higher education institution, requires

one-year shipboard training to students who are in their 3rd year of schooling. The

minimum period of shipboard training, as prescribed by Commission on Higher

Education Memorandum Order No. 20 s-2015 is 12 months or 1 year (Piñas et al.,

2019).

For the GWA or general weighted average of the respondents, 50% (n=50) of

them have a grade range of 1.50-2.0, 27% (n=27) are having 1.0-1.5, 19% (n=19)

have 2.0-2.5, and 4% (n=4) are having 2.5-3.0. It is perceived that half of the

participants are having a grade range of 1.50-2.0. Most shipping companies follow a

systematic process in recruitment, including qualifying exams, interviews and

medical examinations. The results would determine whether the candidate for

cadetship will continue to the next steps or not (Manrique et al., 2018). The selection

process includes the grade requirement that is why maintaining a good grade is one

of the priorities of cadets.

Table 2: Challenges with Shipboard Training Opportunities Experienced

(N=100)
 Table 2 presents respondents who agreed that problems were encountered

during the shipboard training, as indicated by the composite mean of 3.07 and a

range of weighted mean from 2.63 to 3.45. Most respondents agreed with the

problem "backer system" as the first rank with a weighted mean of 3.45. This implies

that seeking a backer or a patron to recommend a cadet to a manning agency to

launch his seafaring career is a real challenge for aspiring seafarers.

According to Madio (2021), it is a practice in the maritime industry where an

applicant seeks a backer or a high-ranking patron to recommend him to launch his

seafaring career. This practice is governed by characteristics that define the power

relations among the social actors. The backer system emphasizes why strong ties

matter – how the utilization of family social capital and ethnic ties mobilizes a

jobseeker's career and how prospective seafarers usually access these ties. The

Backer system is based on the principles of trust and reciprocity. There is a recurring

fear that their referrals may respect their privileged access and prove worthy of their

abilities and integrity, so undermining their reputations with their principals and

agencies. According to Smith (2005), this fear is a prevalent reason why referees

have refused to assist their job-seeking connections. As a result, access is not

a guarantee of social capital actualization. The readiness of a prospective referee to

suggest an application to a manning agency is based mostly on the applicant's

cultural and symbolic capital - whether he has qualifications and is seen as a "good"

worker (O'Connor 2013). According to Abad (2005), the patron trusts the client that

he would perform his aboard tasks properly, while simultaneously expecting the

manning agency to respond positively to his suggestion. The customer also believes

that the patron would fulfill his reference by following up on his application on a

frequent basis. However, most participants have problems with this system as this is
primarily based on social connections, and there is a need to compete for resources

and more power relations.

Most respondents also agreed with the "fatigue" problem as the second rank

with a weighted mean of 3.35. This suggests that cadets experiences fatigue during

shipboard training. In a medical sense, fatigue is a condition of physical and/or

mental weakness that affects everyone, independent of employment or cultural

influences, but it is also a sign of many diseases and one of the most common

reasons for seeking medical assistance (Jepsen et al., 2015). The maritime sector is

distinguished by the requirement for sailors to work in shifts in order to keep the

vessel running constantly. Various types of shifts have been used, but the most

prevalent feature is that shifts allow for less sleep since they divide the day into

segments that give inadequate time for rest and recovery. Sleeping may occur in

unfavorable conditions due to constant exposures such as noise, vibration, ship

movements, and other disturbing elements. As a result, according to Ohayon et al.

(2010), the amount and quality of sleep are likely to suffer, which is exacerbated if

forced to sleep during unfavorable times of the day when working outside of usual

daylight hours. Work stress, shift work, and physical workload are among the most

significant risk factors for weariness (Akerstedt et al., 2002). Thus, fatigue

management among cadets is critical to maintaining job integrity and quality.

The result also shows that "prolonged application" has a weighted mean of

3.23, implying that it is the 3rd most challenging factor for cadets. Waiting is the most

effortless thing to do but the most costly. However, it makes an applicant anxious as

one company will say that they will call. Although organizations still offer long-term

secure careers to their employees, it is, in fact, the 'norm' for most people

(approximately 75% of the world population) not to have a job (Baum-Talmor, 2020).
Additionally, cadets are exerting efforts to be flexible to accommodate any changes

in schedules as may be requested by shipping companies due to travel bans caused

by the Covid-19 pandemic, which causes them to be frustrated.

"Lack of focus" ranked fourth & a half with a weighted mean of 3.19. This

means that they are having a lack of focus as the new normal paved the way for the

Academy to focus on enhancing its delivery of education through the use of

Augmented Reality, Virtual Reality technology, and the Learning Management

System (Mobo, 2021). Now that institutions are slowly reopening for skill-based

learning and training, students face new adjustments and preparation. Being focused

can be difficult, especially shifting from online education to the actual work setting,

especially if a cadet has many doubts about himself. Moreover, having conflicts with

family or workmates and having compromised health conditions may also cause

concentration difficulty during shipboard training. That is why striking oneself right

back on track and focusing on personal goals is essential.

On the same fourth and a half rank with a weighted mean of also 3.19, the

result shows that "poor communication" was also a relevant problem among cadets.

Jurdana et al. (2021) stated that despite the efforts to improve maritime

communications systems, they still lagged and are mainly characterized by low

speeds, relatively high costs, and limited availability and capacity. Additionally,

internet connections are limited in some shipping cargo, having it paid to be used for

calls to loved ones. Inability to communicate concerns with support persons may

cause anxiety and depression in cadets, which could also affect their performance at

work.

Furthermore, the result shows “mental stress” placed at sixth rank with a 3.15

weighted mean. This means cadets experience mental stress and are most likely at
risk of suicide, suffering from depression, quitting their job, and stopping working

because they have not had the chance to build up the skills and the coping

strategies you need when they are out at sea. In addition, self-reported rates of

depression, anxiety, and post-traumatic stress disorder (PTSD) symptoms among

sailors, soldiers, and marines did not differ, even though seafarers were less likely to

experience combat exposure (Meadows et al., 2015). According to Carotenuto et al.

(2012), exposure of subjects to a stressor of physical, social, or environmental

nature for a long time may make it difficult to cope with it. Inability to cope with

stressors may lead to dysfunction. Work-related stress affecting seafarers has

particular characteristics, including many possible dangers in the form of accidents,

injuries, and diseases. They are probably the cause of more than 50% of accidents

and the most frequent reasons for absence from work at sea (Shultz, 2002).

A challenge that ranked seventh is "health risk," with a weighted mean of

3.14, which shows that it is one of the factors that hinder cadets' performance during

training. According to Thomas (2019), although seafarers undergo a strict medical

test before joining a vessel, it is evident that the life of seafarers is constantly at risk

while out at sea, and what makes it worse is the lack of professional medical

attendance (doctors) on board. Seafarers and cadets are at risk for different

diseases such as Hand Arm Vibration Syndrome (HAVS), Cardio-Vascular Disease

(CVD), Musculoskeletal Disorder (MSD), Cancer, Sexually Transmitted Disease

(STD), Pandemic And Epidemic Diseases, and Hypertension. In a study by Schmied

et al. (2021) that assessed physical health issues, the most commonly assessed

issues were viral infections such as influenza, followed by injury, sleep disorders,

and body weight or fitness. Most articles that assessed physical health issues
examined one or more physical issues as a study outcome. Thus, improving cadets'

health measurements and interventions is essential.

Result also shows that "homesickness," with a weighted mean of 3.09 with a

ranking of eight, also gives anxiety to cadets undergoing shipboard training. Most

cadets that participated are first-timers in being away from their families, and they

may feel lost. Adjusting to many changes in their routine and environment may be

difficult, especially without the guidance of their parents. Magramo & Galleda (2013)

stated that feelings of homesickness, isolation, and loneliness among youths during

this phase are common. Additionally, getting along with colleagues, dealing with new

work pressures, managing own finances, and meeting academic demands while

being away from home for the first time and without sources of support can leave

them confused and stressed out. This is why they need to establish good

relationships with comrades to adjust themselves to the new environment

successfully.

The challenge of "family conflict" with a weighted mean of 2.96 ranked ninth,

as shown in the results. Many employees, trainees, and even students face the

challenge of combining work and family roles, which can result in a role conflict

making it difficult to perform both roles satisfactorily (Nomaguchi, 2009).

Furthermore, different views or beliefs may cause conflict among family members.

Sometimes it occurs when people misunderstand each other and jump to the wrong

conclusion. Issues of competition that are not resolved peacefully can lead to

arguments and resentment that may stress a cadet and lose his focus in training.

There can be different reasons for experiencing work-family conflict. They may likely

experience frustration and feelings of guilt, anger, or anxiety – all of which, in the
long run, may result in exhaustion and demotivation for cadets (Dohrmann et al.,

2019).

Result also shows that "poor relationship in the workplace," with a weighted

mean of 2.81 with a tenth ranking, affects cadets while undergoing training.

According to a study by Carmeli et al. (2009), interpersonal relationships in the

workplace have a significant impact on people and their engagement in interpersonal

social behaviors, as well as on core processes such as coordination and error

detection. Moreover, having high-quality interpersonal relationships allow members

to exchange more variable information and ideas, which are critical to creating and

sharing solutions to problems and new ways to improve work processes and

outcomes. However, on the opposite side, poor relationships lead to cultural and

linguistic incompatibility and inadequate and inappropriate training (Theotokas &

Progoulaki, 2007).

The issue of "discrimination" ranked eleventh or second to the last with a

weighted mean of 2.66. This means that the system tried to prevent discrimination.

However, cadets still experience some inequality in shipboard training. There could

also be an issue in hierarchy or chain of command as the shipboard organization is

divided between different departments. With the shipboard organization, ranking can

affect the implementation and enforcement of the policy of the company and the

rules and regulations stated in the different conventions because there could be

different leadership styles among the various high-ranking officers. It may lead to

frictions or gaps between the personnel on board (Basco, 2017). Additionally, cadets

may find grade-based training unequal due to different opportunities given to high-

ranking cadet students than those with a lower general weighted average.
 On the other hand, the problem of "harassment" ranked last with a weighted

mean of 2.63. This means that it has the lowest incidence, but the respondents did

agree that they experience problems in terms of harassment. It is saddening that

cadets experienced harassment during their onboard training. Bullying and

harassment are common among women and minority groups within this

environment. However, it is noteworthy that male cadets also experienced

harassment (Osterman & Bostrom, 2022). According to Zhao et al. (2017), cadets

passively responded when harassed. They either only talk to their friends or tolerate

the harassment. Completing onboard training to obtain a seafarer's license is vital for

cadets to get a job after graduation. They fear disadvantages in future employment,

so they are reluctant to respond to unfair acts onboard ships.

Table 3: Relationships between profile and challenges on shipboard training

(N=100, alpha = 0.05)

Table 3 shows that the profiles, which include the participants’ sex, age, and

GWA, do not significantly affect the challenges experienced by cadets in shipboard

training. The result shows that the p-value of all the variables are greater than 0.05,

which means that it cannot be concluded that a significant difference exists. Hence,

being male or female does not contribute to the weight of workload cadets have, as

the Manila Amendments of STCW of 2010 by Resolution 14 amended to give special

consideration to securing equal access by men and women in all sectors of the

maritime industry (Kormych, 2020).

 Moreover, different age groups do not have unequal treatment, resulting in the

same sentiments regarding the challenges experienced. According to Fidan et al.

(2020), "equality” is the right of different groups of people to be subjected to similar

social positions and practices. Under the International Labour Organization (ILO)

Maritime Labour Convention 2006, age discrimination is prohibited in all work areas.

Lastly, having a low or high-grade average does not mean receiving unfair or special

treatment during training, as evidenced by the result of not significant. However,

grade requirements along with physical condition, qualifying exams and series of

interviews are part of the selecting process in shipping or manning companies

(Manrique et al., 2018).

Table 4: Proposed Action Plan to help LIMA Cadets for the Challenges

Experienced with Shipboard Training Opportunities

 The benefits of training at the individual level are related to the positive impact

on employee performance and the ability to reach maximum potential. They can

acquire a wide range of knowledge in each field, gain experience, and work
comfortably. Employees who master these skills can improve their productivity and

efficiency (Abdou, 2021). However, being aware, able to empathise, and solve the

cadets' problems and challenges would help them become more competent and

effective trainees.

CONCLUSIONS

1. Majority of the respondents are male, under the age group of 20-24 years old,

having a general weighted average grade range of 1.5-2.0. This shows that

the maritime industry is male-dominated, having the majority of trainees at the

proper age group from the third year of the course, and maintaining a

satisfactory grade average.

2. The study's findings revealed that the respondents "agreed" to have all of the

challenges stated above, implying that these factors affect their overall

experience during shipboard training. Having “backer system” ranking as first

to the challenges faced followed by fatigue, prolonged application, lack of

focus, poor communication, mental stress, health risk, family conflict, poor

relationship in workplace, discrimination, and harassment.

3. The result shows that the profile of the cadets trainees, which are age, gender

and GWA, do not have a significant impact on the challenges they face during

shipboard training. This implies that the challenges experienced by the

respondents while training onboard are the same regardless of their age, sex,

and GWA.

4. A proposed action plan has been designed to help improve shipboard

experiences by addressing the issues or challenges experienced by cadets.

RECOMMENDATIONS
 1. Future researchers should increase the amount of collected data for a wider

and more complex, and systematic investigation of the challenges

experienced by LIMA cadets through a quantitative approach and expansion

of the locale of the study.

2. Future researchers may explore a similar study using different variables or

factors on the challenges experienced during shipboard training for a more in-

depth analysis.

3. Future researchers may monitor the implementation status of the new

onboard training guidelines to improve the onboard training environment and

the human rights of cadets.

4. Future studies may also consider the evaluation of the ship’s environment

whether it is suitable for training.

5. For the institution and shipping companies, they may implement the proposal

made by the researchers to enhance the shipboard experience of LIMA

cadets.

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APPENDICES

Appendix A

Questionnaire

Respondent’s Demographic Data:

Name: __________________ Age: ____ Gender: ________

GWA: _______

Direction: Please put check (/) to indicate your degree of agreement to the following

factors listed below. Do not leave each item unanswered.

(4) Strongly Agree (3) Agree (2) Disagree (1) Strongly Disagree
 Appendix B

Statistical Output
Challenges by Age

Challenge by Sex
Challenges by GWA