Student Material All Modules (5 Dec 2014)

Student Material
Maritime Resource Management

Introduction 1
Maritime Resource Management™
Maritime Resource Management (MRM) is a human factors training programme aimed at the
maritime industry. The MRM training programme was launched in 1993 - at that time under the
name Bridge Resource Management - and aims at preventing accidents at sea caused by human
error.
Target groups for MRM training are ships’ officers, crew and people in shore organisations who
have an influence on safety at sea.
The MRM training concept is developed from similar type of training carried out in the aviation
industry. In the early 1990s, eight entities gathered with the objective of converting the airline
industry’s Cockpit/Crew Resource Management (CRM) course to a course aimed at the maritime
industry. These entities were Dutch Maritime Pilots’ Corporation, Finnish Maritime
Administration, Norwegian Shipowners’ Association, SAS Flight Academy, Silja Line, Swedish
Maritime Administration, Swedish Shipowners’ Association and The Swedish Club.
As of 2013, the further development of the Maritime Resource Management (MRM) training
programme is assumed by the independent training development company ALL Academy
International AB with the main purpose of reaching out to an even wider audience, inside and
outside of the maritime industry.
The MRM course is designed to minimise the risk of incidents by encouraging safe and
responsible behaviour. It aims to foster positive attitudes favouring good communication,
teamwork, excellence in leadership skills and compliance with standard operating procedures.
The objective is to ensure that sound resource management practices underpin everyday
operations.
The Maritime Resource Management (MRM) course meets the following sections of the STCW
2010 Manila Amendments:
 Reg. A-II/1 for Bridge Resource Management
 Reg. A-III/1 for Engine-room Resource Management
 Reg. A-II/2 and A-III/2 for Use Leadership and Managerial Skills
 Reg. A-II/1, A-III/1 and A-III/6 for Application of Leadership and Teamworking Skills
We wish you good luck with the MRM training!
allacademy.com
MRM Workbook, Student Material

© 2014 ALL Academy International AB. All Rights Reserved.
Introduction 2
Table of contents
Glossary and Abbreviations ...................................................................................................... 3
About the MRM course ............................................................................................................ 8
Course modules
Situation Awareness ............................................................................................................... 10
Attitudes and Management Skills .......................................................................................... 14
Cultural Awareness................................................................................................................. 17
Communication and Briefings ................................................................................................ 23
Challenge and Response......................................................................................................... 27
Short Term Strategy ............................................................................................................... 33
Authority and Assertiveness................................................................................................... 36
Management Styles ................................................................................................................ 42
Workload ................................................................................................................................ 48
State of the Ship ..................................................................................................................... 55
Human Involvement in Error .................................................................................................. 58
Judgment and Decision Making ............................................................................................. 63
Leadership in Emergencies ..................................................................................................... 67
Crisis and Crowd Management .............................................................................................. 70
Automation Awareness .......................................................................................................... 79

Introduction 3
Glossary and Abbreviations

A
Abnormal not normal, different from standard or norm
Academic theoretical
Acknowledges recognises, receives
Adapt live with, modify to fit in with, adjust to a different situation or
condition
Adapts modifies his behaviour to
Address talk about, deal with
Adequately properly, sufficiently
Adjustment making changes
Alert awake, paying attention
Anticipate expect, wait for
Anticipation being ready for
Appointed selected, chosen
Approach attitude, the way something is dealt with
Appropriate useful and relevant
Aspects parts, visible feature
Assertive confident to say opinions
Assertiveness putting forward your point of view
Associate think of
Assumptions unconscious feelings, thoughts
Attentive paying attention
Attitudes opinions, beliefs, thoughts
Authority personal strength of character, being in charge, power, control
Available ready for use, accessible
Awareness knowledge and feelings toward
Axis side of a graph e.g. x-axis
B
Belongings personal possessions, paraphernalia, personal property
Blame point the finger at, accuse someone
Block (as in mental block) mental stop, inability to remember or think of something
Bottlenecks jams, obstacles, barriers, blockage
Brief explain, inform of facts
Briefings meeting or conversation to explain, short information transfer
Bypass go past and around
C
Categories types, classification
Challenge speaking up when something is or may be wrong, question
Channels methods, routes
Chat social talk, short talks, conversation
Circumstances situation, events
Clash crash, disagreement
Clarifies makes clear, explains
Climate feeling (atmosphere) between people, mood of situation
Coloured influenced
Committed in agreement to do it, dedicated, faithful

Introduction 4
Complacency false feeling of confidence (not mentioned but relevant),

unaware or uninformed self-satisfaction
Compromise find a middle solution, agreement, give and take
Concepts mental picture, ideas
Conducting doing, carrying out
Considerably a lot, significantly, to a notably large extent
Confirms agrees with
Confrontation fighting, conflict, dispute
Confusion being unclear, disorientation
Conscious be aware of, mentally alert, attentive
Consider think about, contemplate
Constantly all the time, continually
Contribution effort, help, part, input
Convinced sure, believe strongly, persuaded
Cross-examination test, questioning
Cure fix, solution to problem
D
Dare feel confident enough to
Dealing with talking about, relating to
De-briefing a meeting or talk after an event
Deceive trick, confuse, be dishonest, mislead
Defusing taking out the fuse – disarming as in a bomb
Degrade make worse, diminish worth, (humiliate if referring to a person)
Delegate give tasks to others, assign responsibility
Delegation handing over work to others to do
Deliberately intentionally, purposely
Deny not accept, decline, oppose
Detect discover, see
Deteriorating getting worse, degenerate
Diplomatically politely, carefully
Discouraged disappointed so that you give up, disheartened
Dislike not like
Distorted badly affected
Dominate control too much, rule, dictate
Duplication repeating, copy
E
Effort task, job, work, exertion
Elderly old
Enrich make richer, improve, enhance
Entirely completely
Environment atmosphere between people, surroundings
Essential absolutely necessary, important, vital
Establishing creating, the act of founding
Exceeded gone past, surpassed
Existing current, actual
Extensive large, big, broad
Extremes very unusual, excess, very intense, highest degree
F

Introduction 5
Facing meeting, experiencing

Fixation getting stuck, obsession
Flee run away to escape
Flexible ways around, adaptable, responsive
Flips switches, changes
G
Garbage rubbish, waste
Gather collect, bring together
Guidelines help, advice, tips, company policies give advice, ground rules
H
Habits actions normal to a culture, custom, practice, tendency
Harmony peace, good relationships, balance, social agreement
Haste speed, urgency, hurry
Heroism being a hero
Humor fun, joke, comedy
I
Ideal the best, model
Improvement getting better
In doubt you have any uncertainties, not believing, suspicious
Influence control the acts of someone or a process, have an effect on,
power, authority
Initiative taking the lead
Insights understanding, explanations, new ideas
Inspiring uplifting, encouraging
Instinctively by instinct, naturally
Intellectual mental, very smart
Intended meant, planned
Interactive two way, mutual
Intercepting trapping, interrupt, prevent
Interfering stepping in when not wanted
Interpret put your translation on, define, describe
Interpreter someone who translates
Intervening in the middle
Involve be with, include
L
Lack not have, deficiency
Likely probable
Limits edges, restriction, boundary
Loop circle, spiral
Loss of face lose reputation, lose standing, humiliation, shame
M
Margin area, border, limit, edge, room around something
Material success owning material things like money, etc
Misinformation false/wrong information
Misunderstand not understand, get the wrong idea
Moderating calming, constraining, mediating
Monitoring watching and checking

Introduction 6
Motivates makes people act the way they do, to inspire

Mutual to each other, common, shared
N
Necessarily as a necessary result, of necessity
O
Obsession strong interest, fixation
Obvious clear and easily seen
Offended upset
Opinions beliefs
Opportunities possibilities
Opportunity time, possibility
Orientation getting used to a situation, familiarisation, direction
Originator person who starts, creator, discoverer
Overlooked left out, forgotten, missed
P
Performance results, accomplishment
Persuade convince, talk him into
Poor bad
Possibilities potential, opportunities
Postponing leaving to later
Power distance distance between rich and poor (could be more than money),
superior and subordinate
Precision being exact, accuracy
Preference desire, choice
Pre-planning planning before a voyage or time
Preservation keeping for the future, conservation
Previous in the past
Principles basic theory, standard
Productive efficient, fruitful
Provoke cause, make someone angry
R
Receiving end the effect another person’s style has on you
Reinforces makes stronger, strengthen
Reflex instant, done by habit
Regard opinion
Rehearsal practice, drill
Relevant useful, suited
Resent do not like, dislike
Respect appreciation of worth, honour, esteem
Respond react, react to, acknowledge
Responding reacting
Responsibilities duties, trusts, obligations
Reptile like a dinosaur, cold-blooded vertebrate animal, i.e. snakes,
crocodiles, lizards, etc.
Requested asked for, wanted
S

Introduction 7
Snap too fast, as in “snap decision”, done or taken on the spur of the
moment
Statements sentences
Status standing, reputation, condition, relative position
Stereotype have fixed ideas about, idea held as standard
Stimulate make them interested, motivated
Strategy plan of action
Structure method, outline, format
Supporting helping, backing up
Survival keep you alive
Sweep brush off
T
Temptation something that draws attention, attraction
Terminology the use of terms, nomenclature
Threatened attacked, intimidated, at risk, in danger
Tolerated accepted
Traumatic deep psychological pain
Treating acting towards
Trigger the switch that fires a gun, provoke
Typical is the behaviour of, usual, common
U
Uncertainty avoidance going away from unclear situations
Uncomfortable feeling unhappy with
Underlying basic, underneath, fundamental
Unease feeling uncomfortable
V
Very forgiving of forgives
Vicious negative
When combined together
Withdraw take back, remove
ABBREVIATIONS:
BRM Bridge Resource Management
CBT Computer Based Training
CRM Crew Resource Management
ERM Engine-room Resource Management
HF Human Factors
MRM Maritime Resource Management
SA Situation Awareness
SBO Specific Behavioural Objective
SOP Standard Operating Procedures
TO Training Objective

Introduction 8
About the MRM course
Resource management training deals with management in highly operational situations, for
example on board ships’ bridges, in engine rooms, in control rooms of power plants, in aircraft
cockpits, and even in medical operating theatres.
It is a fact that the way human beings interact, communicate and make decisions in such
situations are quite similar. So management errors are also similar.
The base for this course was developed in the airline industry as a result of research, which
showed that most aircraft accidents are caused not by technical errors but by crew management
errors. Examples of such errors are preoccupation with minor technical problems, failure to
delegate tasks and assign responsibilities, failure to set priorities, inadequate monitoring, failure
to use available data, failure to communicate intent and plans, and failure to detect and
challenge deviations from standard operating procedures.
Lack of technical skills and knowledge are actually minor reasons for accidents.
A questionnaire was sent out to seven hundred mariners, and over three hundred replies were
received. Their input helped in the design of this course.
So, where are we heading? What kind of behaviour are we looking for as a result of this course?
Well, research shows that successful teams exposed to critical situations perform as follows:
 They have good situation awareness - they anticipate what is coming next.
 They obtain relevant information early.
 They build a shared mental model of the situation.
 They use cautious, safe strategies and keep options open as long as possible.
 Their decisions are realistic and sensitive to constraints.
 They share workload.
 They monitor progress by cross-checking each other.
Such performance is one of the main objectives of Maritime Resource Management training.
We also believe that the principles of how you manage a highly operational situation with a
team of skilled individuals are the same for personnel categories such as:
 Deck officers
 Engineering officers
 Other officers and crew onboard
 Maritime pilots
and for all vessel types, for example:

 Tankers
 Container ships
 Bulk carriers
 General cargo ships
 High speed vessels
 Passenger ferries
 Supply ships

Introduction 9
 Pilot boats
 Navy vessels
During the course, you may be reviewing cases of accidents and incidents at sea, proving the
points we have highlighted in this course. The case studies chosen have been selected for their
suitability in that respect, and because documentation concerning them has been easily
available.
If you, who are attending this course, is an engineer, work ashore or belong to any other team
as a team leader or team member, we wish to stress that the MRM principles are as valid for
you as for masters, bridge officers and pilots. Most video clips and case studies are bridge-
related scenarios because of the course origin from “Cockpit Resource Management”. Imagine
and try to apply the scenarios and the MRM principles to your own work environment –
whether that is the engine room compartments, another shipboard location or the office
ashore.
If you are a master, chief engineer, manager or have assumed responsibility for a team – we
refer to you in this course mostly as a “team leader”. We assume that you already possess
sufficient technical skills of being a master or chief engineer. You are attending this course in
your capacity of being an important leader of a team.

Situation Awareness 10
Situation Awareness
Training objectives:
By the end of this lesson, you will be able to:

o Recognize the importance of Situation Awareness to decision-making.
o Define Situation Awareness.
o State the three levels of Situation Awareness.
o List factors affecting Situation Awareness.
Specific Behavioural Objectives:
Team leaders, team members and pilots shall:

1. Use all relevant available resources in order to build and maintain Situation
Awareness (SA).
2. Make sure Team Situation Awareness is established when required.
3. Be observant for loss of Situation Awareness.
4. Adopt safe strategies to recover Situation Awareness if it has been lost.

Extracts from the CBT:
We don’t make decisions based on reality. We make decisions based on our mental picture, or
mental model, of reality. Sometimes, with tragic consequences, our mental model and reality
are far apart.
To avoid incidents, our mental model must correspond as much as possible to reality.

In a simple form, Situation Awareness is; ”knowing what is going on, so you can decide what to
do”. If you have poor situation awareness, you are likely to make poor decisions.
Situation Awareness consists of three levels: 1. Perception - collecting information about the
situation. 2. Comprehension - building up the mental model of the situation. 3. Projection -
looking into the near future. With accurate situation awareness, we are able to make good
decisions and act.

Team Discussion Questions:
1. How do you effectively build and maintain Situation Awareness?
2. What could be signs of lost Situation Awareness?
3. If you have lost Situation Awareness, how can you recover Situation Awareness?
4. What is ‘Team Situation Awareness’?
5. Mention a few barriers to Team Situation Awareness.
6. Is it possible to make good decisions without Situation Awareness?

Attitudes and Management Skills 14
Attitudes and Management Skills

o State the three “truths”,
o Recognise common “hazardous” thoughts and state their opposite “safe” thoughts,
o Recognise the role of Maritime Resource Management.
The team leader, including the pilot where relevant, shall:

1. Demonstrate the establishment of minimum standards of safety margins.
2. Recognise the importance of using all available human resources.
3. Identify any “hazardous thoughts”, for example:
 I can do it  Don’t tell me what to do
 It won’t happen to me  We’ve always done it that way
 It won’t make any difference Do something, quickly! 
It’s not my job
And work towards replacing them with their opposite “safe thoughts”:
 Why take chances?  Follow the rules

 It could happen to me  Then it’s about time we changed
 Don’t give in  Not so fast, think
 We’re all on the same ship
The team member shall:

1. Take action to see that minimum standards are established if they are not
volunteered by the team leader or pilot. If conning the vessel, the bridge team
member should take the initiative to put them in place.
2. Volunteer assistance when it appears that the team leader or pilot does not fully use
all his available human resources.
3. Recognise “hazardous thoughts” and work towards replacing them with “safe
thoughts”.

Extracts from the CBT
 The master is not using the available human resources.

 There is really only one person on the bridge.
Three thruths:
1. The sea is dangerous
2. You can’t change the laws of nature
3. We make mistakes

Hazardous Thoughts:
We have always
I can do it!
done it that way
way! It will not make
Why take any difference
Then it is about
chances ?
time we change - is
Do not give
there a better way?
It will not happen in!
to me!
It could happen
Do something , to me!
quickly! Do not tell
me!
Follow the
Not so fast, think ! It is not my job!
rules!
We are all on
the same ship!

1. What do you think are the most common hazardous thoughts in shipping?
- It won’t happen to me!
- Don’t tell me what to do!
- Do something quickly!
- I can do it!
- We’ve always done it that way!
- It won’t make any difference!
- It’s not my job!
2. Do mariners sometimes deviate from the safest way of working?

Cultural Awareness 17
Cultural Awareness
Training Objectives:
By the end of this lesson you will be able to:

o Explain the need for cultural awareness
o Explain how people can vary
o Explain five ways of classifying national culture:
- Group or individual,
- Power Distance
- Uncertainty Avoidance
- Feminine or Masculine
- Short or Long Term
o Explain what you can do - the Cultural Wheel.

1. Be sensitive to cultural differences and similarities.
2. Be aware of five methods of classifying national culture:
- Group or Individual
- Power Distance
- Feminine or Masculine
- Short or Long Term
3. Be aware of methods for dealing with cultural differences - the Cultural Wheel.

But we can communicate despite our different cultures...

The Cultural Wheel
RESPECT
UNDERSTANDING LEARN
NAME INTERPRETER
CONSISTENT EXPLAIN
PROCEDURES

The 5 ways of classifying culture(s):
1. Group - Individual
Group: Individual:
- Maintain harmony, avoid confrontation. - Speak out and be honest.
- Mistakes mean loss of face - Mistakes mean guilt and
for the individual and the group. loss of self-respect.
2. Power distance
Small power distance: Large power distance:

- It is not accepted that - It is accepted that not
not everyone is equal. everyone is equal.
- Expect to be consulted. - Expect to be told what to do.

3. Uncertainty avoidance
? ?
? ? ? ?
? ?
Low uncertainty avoidance: High uncertainty avoidance:
- Not much planning - Plan carefully
- Precision and being on time may be - Precision and being on time are
less important normal
- Accepts change - Resists change
- Accepts different and new ideas and - Rejects different and new ideas and
behaviour behaviour
4. Feminine and masculine
Feminine culture: Masculine culture:

- People supposed to be modest - People are forceful, tough
- Equality solidarity quality of live - Heroism
- To care for others is important - Power is important
- Hierarchies are not important - Hierarchies are important

5. Time perception
Short term culture: Long term culture:

- Quick results expected - Results far in future are accepted
1. State the dangers of:

- Power Distance
- Group or Individual
2. Can you add to or take away points from the cultural wheel?
3. What impact may another culture have on our own behaviour?
4. What impact does the shore-based part of the shipping company have on management
on board?
Literature:
Understanding cultures and culture differences is difficult. If you want to learn more
about this, we recommend you the following book, on which theories this module is
based: Geert Hofstede, Cultures and Organizations. Published by: McGraw Hill.
ISBN number 0-07-707474-2

Communication and Briefings 23
Communication and Briefings

o State the principles of good communication: Setting the climate, interactive, closed loop.
o Recognise the importance of briefings, in particular a good master - pilot information
exchange and a change of watch briefing.
o Recognise the importance of debriefings.
Specific Behavioral Objectives:
The master shall:

1. Lead a pre-departure briefing, which includes:
- Presentation of the route plan
- Interaction with the bridge team
- Setting of stipulated requirements
- Identification of possible weak links on the route
- Establishing standards and guidelines to be met during the passage
- Setting the environment for an effective team oriented operation
2. Brief the pilot on the ship’s characteristics and equipment using the pilot card.
3. Ask the pilot to present his route plan and give information on local conditions.
The team leader shall:

1. Demonstrate responsibility to brief and co-ordinate operational factors with the team.
2. Establish an open, interactive and closed loop communication style.
3. During the voyage, brief the team on any significant situations encountered.
4. During the voyage or as soon as possible after the voyage, debrief the team on any
significant situations encountered.
The debriefing should:

 Be a whole team affair,
 Cover positive and negative points
 Not blame individuals
 Be a positive learning experience
 Result in a plan for future improvements in early detection and correction of errors

The pilot shall:

1. Present a route plan explaining his navigational intentions, enabling the bridge team to
monitor the progress of the vessel along the planned track.
2. Brief the bridge team on local conditions and traffic regulations.
3. Inform the bridge team before making any change of course or speed.
4. Inform the bridge team of any changes or expected changes regarding traffic, weather,
visibility, currents etc.
5. Should the principles of good briefings and communications not be used by the
master/bridge team, the pilot should point this out in a diplomatic way.

1. Actively support and participate in all briefings and debriefings.
2. Ensure that good briefings and communications are used when changing over the
watch.
3. Actively participate in a working environment that supports effective
communications principles.
4. Should the principles of good briefings and communication not be used by the
master or pilot, the officer on watch should point this out in a diplomatic way so as
not to threaten the leadership or command.

The sender sends a message, the receiver acknowledges it by repeating the key parts back to
the sender, and then the sender confirms the acknowledgement.
The Closed Loop
Sender Receiver
Send & confirm Acknowledges

Briefings and debriefings:
One important area of communication is briefings. The team leader sets the climate for the
briefing. The briefing sets the climate for the operation.
Say what you do, and do what you say!
Briefing guidelines:
 Make time
 Open & friendly
 Who should run? Any more
 Interactive
 Define responsibilities questions?
 Closed loop
 Keep on course
 Any more questions?

Some tips on Debriefings:

1. As soon as possible
2. Yourself first
3. Positive & negative – learning experience
4. Whole team
5. Interesting
6. Make plans based on the debriefing
1. What is your opinion on Standard Operation Procedures (SOPs) and checklists for
your work? Are there advantages and drawbacks?
2. Apart from arrival and departure and change of watch, where else could you do a
briefing?
3. Most mariners would say that they do not have time for briefings/debriefings.
What’s your opinion?
4. Is it a good idea to delegate a briefing to someone else, as was done in the video?
5. Does a debriefing have to be a formal meeting?
6. Should you debrief on a positive journey, after things went well, or just when people
have made mistakes?
7. What can go wrong with debriefings?
8. In which way do briefings/debriefings add to safety?
9. (For masters:) How would you react to a pilot, giving a briefing like the one in the
CBT video?
10. (For pilots:) How would you react to a master, requesting a briefing like the one in
the CBT video?
11. What do you expect from a good briefing?
12. How do you define communication?

Challenge and Response 27
Challenge and Response

o Define Challenge and Response
o Recognise the importance to safety of establishing a Challenge and Response environment
o Recognise that the whole team is involved in Challenge and Response.

1. Establish an open communication style on the ship that encourages challenges and
appropriate responses from the whole team.
2. Use the challenge and response system to:
 State his concept
 Set limits
 Issue a challenge when the situation goes outside of the concept
 Verify the challenge using a third source if possible
 Accept or deny the challenge.
3. Emphasise that team members should challenge when there is any doubt about
differences in concepts.
The pilot shall:

1. Request challenges.
2. If time permits validate or deny a received challenge. If time does not permit,
respond cautiously.
1. Acknowledge or challenge concepts.
2. When conning the vessel, state and discuss his own concepts.
3. Challenge whenever limits are exceeded or there is any doubt about the situation
compared to the original concept.
4. Take over control of the vessel when circumstances threaten the safety of the
passage.

Vessel dead
ahead!
Concepts Concepts
Here, we are dealing with challenging CONCEPTS. By concepts we mean our mental picture - our
understanding and assumptions about a situation. To do this we will introduce a common
language to help you communicate better and to improve your skills.

“Now, during the passage, please tell me if you have any doubts about any of
my actions! OK?!
“We will change course at the fourth buoy”

“But we still have one more buoy to go!?”
Challenging:
1. Encourage challenges
2. Always challenge a difference of concepts
3. When making a challenge - be diplomatic!

This time the officer did not dare to challenge him.
Challenge & Response Blocks
Challenger: Receiver:
- Quiet - Feel authority is threatened
- Lack confidence - Lack confidence
- Weak in assertiveness - Respond emotionally

- Poor communicator
- High power distance
- Poor manager
- Does not understand the system
- Does not accept responsibilities
- Interpersonal conflict
- Bad experiences

1. Does safety always benefit from challenges?

2. Can you give examples of reasons for too many challenges?
3. How can you challenge yourself?
4. How often do concepts have limits?
5. How do you invite challenges?
6. How would you react to challenges?

Short Term Strategy 33
Short Term Strategy

o Remember the five steps of the Short Term Strategy:
- Identify the problem
- Build the plans
- Check the plans
- Summary briefing
- Monitor

1. Create a Short Term Strategy, whenever time permits, for each voyage problem not
covered by a standard operating procedure. Such strategy shall consist of five specific
steps:
 Identify the problem,
 Build plans to deal with the problem,
 Check the plans with the team members by an interactive briefing,
 Perform a summary briefing on the mutually agreed combined plan,
 Monitor that the combined plan is followed.
2. Modify and update the combined plan if conditions change.
The team member, including the pilot where relevant, shall:

1. Actively support the team leader in his efforts to develop and start a Short Term
Strategy
2. Start development of a Short Term Strategy, when necessary.


Risk area Risk area Risk
Area
Relevant Relevant Combined

knowledge knowledge knowledge
Chief engineer Third engineer Chief engineer + Third

engineer
Short Term Strategy
Identify the problem

 Use all resources
 Use time available
 Make time
Build the plans

 Use all resources
 Use time available
 Make time
 Set priorities
Check the plans

 Ask for suggestions
 Compare plans
 Consider each input
 Anything missing?
Summary briefing
 Check understanding
 Set monitoring guidelines
 Gain commitment
Monitor
 Respond to challenges
 Correct failures to monitor

1. When is the STS (Short Term Strategy) suitable to use?

2. Can you state the main advantages of STS?
3. Mention a few resources available on the bridge/engine room!
4. Is it possible for a pilot to apply STS?

Authority and Assertiveness 36
Authority and Assertiveness

o Define Authority and Assertiveness
o Recognise the need for a balance between authority and assertiveness
o State possible reasons for extremes
o State the dangers of the four extreme combinations.

1. Co-ordinate activity so as to bring about an appropriate balance between his
authority and the assertiveness of the team members
2. Provide corrective management actions when an imbalance occurs.
3. When pilot is on board, the master shall co-ordinate bridge activity so as to bring
about appropriate balance between the pilot’s authority and the assertiveness of
the bridge team.

1. Seek to achieve an appropriate balance between assertiveness and authority
2. If the level of the team leader’s authority is so low as to threaten the safety of the
voyage, the team shall increase the level of assertiveness to get essential tasks
done and essential decisions made.
3. If the level of the team leader’s authority is so high as to create excessive stress and
workloads, the team may - to avoid interpersonal conflict - lower their level of
assertiveness unless safety is threatened.


Perhaps because of history and tradition, authority and assertiveness is a major hazard in
shipping.

A team leader or pilot can have too high authority for many reasons, for example:
Too high authority:

 Total command expected
 Lacks communication skills
 Can’t delegate
 Performance oriented
 Needs to prove himself
Too low assertiveness, however, is more common. An officer may be too low on assertiveness.
Too low assertiveness:

 Silenced by superior’s
authority
 Unaware of what’s expected
 Lacks communication &
management skills
 Personality clash

High High
Low Low
“Are you questioning my command?”

“We’re dead on the line you set last night!”
We all think of ourselves as normal. It is the others who are out of step. But we must learn to
think again and question our own actions first before calling others abnormal.

1. How common do you think unbalanced authority and assertiveness is in shipping?

Please give some examples from your own experience!
2. Can you give any advice on dealing with extremes?

3. Why is low authority and high assertiveness the least dangerous combination?

Management Styles 42
Management Styles

o State five management styles,
o State how to identify them,
o State how to respond to them.

1. Manage using a balance between performance- and people-oriented styles.
2. Vary management style, within the balanced range, as appropriate.
3. Encourage team members to ask for challenging duties.

1. Normally use a balanced management style.
2. Demonstrate the ability to work with managers of different styles, so as to maintain
safe working conditions, without threatening the command or leadership roles.
Note:
Please note that we are dealing with management styles in this module, not persons with
typical characteristics.
Ideally, a person can switch between the different management styles, depending on the
situation.

Extreme positions:
Characteristics:
 Authoritarian style
 One-way communication
 Does not like challenges
 Strong leader, good in crisis
 “One-man-band”

Effects of this style:

 Quiet, defensive team
members
 Poor communication and
few challenges
 Decline in performance
 Morale low
Characteristics:
 Uses too much
unimportant
communication
 Challenge and response
weak
 Too forgiving of team
members’ mistakes
 Lower standards accepted

Effects of this style:

 General lowering of professional
standards
 Morale
 Little “on the job” training
 Low respect for the leadership
Characteristics:
 Sets standards too low
 Poor communicator
 No authority
 Poor Short Term Strategy

Characteristics:
 Good communication
 Accepts challenges
 Uses Short Term Strategy
The ideal manager is somebody who is very concerned with performance but at the same time
makes best uses of his team. He uses Maritime Resource Management tools. Communications
and briefings are carried out in the correct way. He establishes a good challenge and response
environment, and always uses the short term strategy when appropriate.

1. How common are the various types? Can you give examples of people with different
styles? What are their favourite words and sayings?
2. Do you have any suggestions on a response to styles?

3. Many people admire the tiger. He has lots of good characteristics, but also some
dangerous ones. State some dangerous characteristics!
4. How flexible is a “sheep manager”?
5. How do shore-based management styles affect shipboard management?
6. Discuss the relationship between shipboard management style on the one side and
Short Term Strategy, Challenge and Response and the Authority and Assertiveness
balance on the other side.
7. What is the difference between the sheep and the dolphin?
8. If you observe managerial weakness in yourself, what could you do to build strength in
this area?

Workload 48
Workload

o Recognise the whole range of workloads:
- Underload
- Normal
- High
- Overload
o Recognise the importance of pre-planning
o State the problems at the start and during delegation
o State how to delegate correctly.

1. Pre-plan, anticipating too high or too low workload, taking corrective actions to
prevent their development.
2. Use delegation to correct too high workload and too low workload.
3. Set priorities to escape from an overload situation.
4. Manage the total workload (including that of the pilot where relevant).
5. Maintain workload at a reasonable level of activity avoiding a false feeling of

confidence and habitual thinking.
6. Where relevant, reduce the pilot’s high workload by all means available.
7. Use delegation as a method for training of subordinates.

Workload 49

1. Support the team leader in maintaining a reasonable workload, especially if the
team member tends to deviate towards high or too low workload.
2. Maintain workload at a reasonable level of activity avoiding a false feeling of

confidence and habitual thinking.
3. Where relevant, reduce pilot’s high workload by all means available.
4. Assist the team leader in pre-planning.
5. Encourage delegation and assist the team leader at the start during delegation.
6. When appropriate, delegate to other people correctly, but not lose responsibility
for important tasks normally under his/her control.
The pilot shall:

1. Support the bridge team in maintaining a reasonable workload.
2. Assist the bridge team at the start and during delegation.
3. When appropriate, delegate to other officers correctly, but not lose responsibility
for important tasks normally under his/her control.

Workload 50
Workload formula:
Tasks Task value
*
Time

Workload 51
Pre-planning:
Expected tasks: Unexpected tasks: Resources: People skills:

 Passage planning  Bad weather  Time  Experience
 Loading &  Technical  Financial  Technical skills
unloading malfunctions  Manpower  Attitude
 Supplies  Orders to deviate
 Crew scheduling  Strikes
 Maintenance  Suspended
pilotage
 ?????
Directly under your control: Indirectly under your control:

 Voyage planning  Management support
 Briefings  New technology
 Checklists  Company standing orders
 Training
 Experience
 Defining procedures

Workload 52
Hazardous thoughts of delegation:
If you want a job By the time I showed

done properly, him I could have
do it yourself. done itmyself.
I like doing the job

and I do it well.
What if he
I’ll lose control.
makes a mistake?
Quality: If you want a job done properly do it yourself.
True - it takes time to learn a new job. But you had to learn.
Time: By the time I showed him I could have done it twice.
Again, speed with quality won't come right away.
Comfort: I like doing the job and I do it well.
But with practise you'll also get to like the job of delegation.
Risk: What if he makes a mistake?
Sometimes you need to let people make mistakes. Mistakes are not usually
critical.
Power: But I’ll lose control. What will be left for me to do?
You will actually increase your control because you can get more done in the
same time.

Workload 53
Which tasks?
To whom?
How?
Delegation Checklist
Start
During

Workload 54
1. How do you recognise an overload situation?

2. What can you do to increase workload during an underload situation?
3. Do you have weekly planning meetings? If yes, which agenda items are there?
4. Do you have any tips on delegation?
5. Give some good and bad examples of delegation!
6. Everyone agrees that delegation is a good idea, but few people do it and even fewer
people do it well. Why is that?

State of the Ship 55
State of the Ship

o List the factors that have a major impact on the state of the ship
o Describe the six states of the ship:
+1 Optimum
+2 Concerned
+3 Alarmed,
And
-1 Bored,
-2 Inattentive
-3 Inattentive at a critical phase
o Recognise the states.

1. Demonstrate the ability to keep the state of the individual as well as of the entire team
within the desired practical limits.
2. Take appropriate actions to avoid the dangerous states plus three or minus three states.

1. Be aware of the state of the ship and alert the team leader whenever a difference in
perception is evident.
2. Provide active support to efforts made to keep the state of the ship within normal
limits.

Low workload High workload
Low stress High stress
Inattentive at Alarmed
a critical
phase
Inattentive Concerned
Bored Optimum
Factors:
 Workload
 Personality
 Motivation
 Experience
 Tiredness
 Health
 Change
 External
 Technology

CONFUSED
Inattentive at
a critical Alarmed
phase

1. Describe orally what happens in the different states!
2. Have you ever experienced the situation in which -3 changes to +3 in an emergency?
Describe!
3. How can you maintain the State of the Ship within acceptable limits?
4. Is experience always positive to control the State of the Ship?
5. Is more/better technology always positive to control the State of the Ship?

Human Involvement in Error 58
Human Involvement in Error

o State some underlying causes of accidents
o Describe some causes of external errors
o State some causes of internal errors
o State a policy for responding to and learning from errors
Specific Behavioural Objectives

1. Take the initiative to apply sound MRM principles throughout each voyage
2. Establish specific preventive measures to guard against external and internal errors
3. Establish an open climate for debriefing and learning from errors.

 Support the team leader in all aspects above.

Underlying Factors
 Competition and cost cutting
 Crews from mixed cultures
 Frequent crew turnover
External errors:
Technical Information Weather
 Engines  Manufacurers’ manuals
 Design faults  Inaccurate charts
 Hull stresses  Company procedures
 Component malfunctions  Language
 Maintenance errors  VTS

Missing information Mis-information
Internal errors:
Factors
 Boredom – inattention
 Edge of routine
 Fatigue
 Lack of knowledge
 Lack of training

Error chain:
Was it the anchor weight combined with the length of the chain? Was it late or inaccurate
weather information? Was it the company saving money on tugs until it was too late? Was it the
officer who chose the wrong anchoring position? Or was he badly motivated and not alert
enough to notice the drift? Did he not want to get into trouble by telling people the bad news,
until he was forced to? Was it the engineer who was not trained enough to start the engines
one minute quicker?

Response to errors
Type 1 - Prevent
Type 2 - Minimize the probability
Type 3 - Train to recognize, avoid,

minimize the consequences
1. Give examples of the various types of errors you know of. Analyse! What caused them?
2. What impact will the increased automation have on human errors?
3. State a policy for responding to and learning from errors!

Judgment and Decision Making 63
Judgment and Decision Making

o State the factors affecting judgment and decision making
o State the process of decision making
o State how hidden pressure can negatively influence judgment and decision making

1. Assess the quality of information - verify its relevance and accuracy.
2. Search for missing information that might influence the decision.
3. Involve team members in the process (if time permits).
4. Be aware of elements of hidden pressure.
5. Respond appropriately to hidden pressure keeping safety the number one priority.

1. Actively participate in the process if time permits.

Categories of Decisions
Routine Instant
Considered
Judgment process
Information
Processing
Decision

Initial preference
Continue on Deviate
Initial
course
Preferenc
Certainty Certainty
Hidden pressure
Dealing with hidden pressure:
1. Be aware!
2. Separate facts from emotions!

Conclusion
Skills & + Collective + = Improved

technical experience
MRM
decisions
knowledge
1. Define “hidden pressure” and give examples of hidden pressure from your own
experience!
2. What management methods do you think would be the most effective in detecting
either a poor judgment or error chain?
3. Hidden pressure can lure us into making errors. What is our best defence?

Leadership in Emergencies 67
Leadership in Emergencies

o State different types of emergency
o State a strategy for dealing with emergencies
o State different leadership styles

1. Demonstrate the ability to move an emergency from the unanticipated, fast
reaction type toward the anticipated, slow reaction type.
2. Take the leadership in solving a problem by using all available resources. The
team leader should resist the temptation to step in and do it all by himself.
3. Demonstrate the ability to identify situations where he/she should be in
physical control of the ship compared to those where he/she should delegate
control to a team member.
4. For masters: With a pilot on board, delegate certain tasks to the pilot in an
orderly manner.
The pilot shall:
1. Demonstrate the ability to move an emergency from the unanticipated, fast
reaction type toward the anticipated, slow reaction type.
2. Take the leadership in solving a problem by using all available resources. Resist
the temptation to step in and do everything himself.
3. Demonstrate the ability to identify situations where he/she should be in
physical control of the ship compared to those where he/she should delegate
control to a bridge team member.


1. As far as that primary duty permits participate in the problem solution.
2. If the team leader does not or cannot take the leadership, take action to start
the process, but do it diplomatically.
3. Allow the team leader to resume control of the situation when he/she is able
or the emergency is over.
4. Closely monitor the management functions being used and replace those
found to be missing.
Note:
In the CBT-video scenario for this module, the master at one point says: “You’re in command”. As
you realise, this is not a formal transfer of the command of the vessel, but a way for the master
to encourage and motivate his first officer to take full control of the situation, and to make the
necessary decisions. The master will of course always be in command of the vessel.
Types of Emergency
 Prepared  Unprepared
 Anticipated  Unanticipated
 Slow reaction  Fast reaction
Prepared Unprepared
Anticipated Unanticipated
Slow reaction Fast reaction

Technical Management
Training Training
1. We often talk about people about as “born leaders”. Are good leaders born or
made?
2. There is a strong tradition of leadership in the maritime world. Is it necessary to talk
about it if it’s natural and inherited?
3. When a team leader takes the leadership in approaching a problem, must his first
action be a decision that will directly solve the problem?
4. Ships are operated on the basis of one single authority. Since shipboard teams are
made up of licensed, high-standard professionals, why then would it not be
satisfactory simply to have each team member perform his specified duty, as a
professional? Why must we have this single authority?

Crisis and Crowd Management 70
Crisis and Crowd Management
Training Objectives

o Explain Reptile and Controlling Brain functions
o Identify signs of stress and how it degrades performance
o Explain a strategy for managing a crew through crisis phases
o Explain important factors in managing a crowd in a crisis
o Understand how to conduct a personal crisis debriefing

1. Monitor his/her own and other team members’ stress levels during crises.
2. Make sure that team members are aware of the dangers of extreme stress and set
standard procedures in place that allow team members to cover for a fellow team
member incapacitated by stress.
3. Monitor crises through the shock, storming and action phases.
4. Vary his/her management style appropriately in the three crisis phases. In
particular resist the temptation to join in the argument during the storming phase.
5. Set standard procedures in place that expect and deal with normal stress reactions
of crowds in emergencies.
6. Conduct announcements in a way that does not alarm the reptile brain of
passengers.
7. Make sure that a brief defusing is carried out after every incident.
8. For major incidents and accidents, at some convenient time after the events, if
appropriate, conduct a critical incident stress debriefing with all officers and crew
concerned. The debriefing shall be conducted in a supportive way using the
guidelines in this module.


1. Monitor his/her own and others’ stress levels during crises.
2. Be aware of the dangers of extreme stress and in a crisis cover for a fellow team
member incapacitated by stress.
3. Actively support and take part in defusing and critical incident stress debriefings.
4. If appropriate, conduct a critical incident stress debriefing for the team leader and
other officers and crew.
About this module…
This module complements normal emergency training and is not a substitute for it. It assumes
that you…
 are competent with the normal duties and responsibilities

 are familiar with the ship’s layout
 are competent with using all relevant equipment
 use standard procedures for emergencies
 know the roles in emergency task teams
 perform regular practice drills
 know the importance of clear communications with crew and passengers during an
emergency
On this firm foundation this module adds the following skills…

 Stress recognition and handling
 Managing the crisis through its phases
 Managing the crowd
 Personal Crisis Debriefing
This is a large module. Therefore, it is divided into three main parts:

1. Crisis Management
2. Crowd Control
3. Personal Crisis Debriefing

Extracts from the CBT - Crisis Management:
STRESS
Reptile Brain Functions

 Anger
 Fear
 Survival Instincts
 Motor Skills
 Attitudes
Controlling Brain Functions

 Logic
 Controlling older brother
 Attitudes
Attitude = feelings + knowledge

Recognising Stress
 Strange behaviour – nervous, voice pattern
 Acceleration – over activity
 Jump to different solutions and ideas
 Expectation becomes certainty
 Tunnel vision
 Concentration on irrelevant details
 Denying facts and reality
 Perception of time
Handling Stress
 Anticipation – mental rehearsal
 Regular Breathing
 Slow down – we don’t have time to be in a hurry
 Structured approach to the crisis
Psychological Crisis Phases
Shock & orientation
Storming
Action

1. Shock & Orientation

 Uncertain & show stress
 Depend up a leader for direction
 Need to be told what to do
 Coded pre-announcement (Mr Skylight)
2. Storming
 Emotional resistance – mild unease or open conflict
 Should end in agreement
 Anxiety levels should go down
3. Action
 Co-operation develops
 Team starts to work as a team
 Members become more flexible
The Crisis Commander should during…
…shock & orientation

 Give direction and leadership
 Make an initial assessment
 Be authoritative
…storming
 Give them time to argue
 Be supportive
 DO NOT JOIN IN
…action
 Give support and direction
Throughout, the Crisis Commander should…

 Delegate – don’t get overloaded
 Monitor stress levels
 Give support and encouragement
 Perform briefings – closed loop
 Focus on important tasks
 Monitor time – set intermediate progress and decision times

Extracts from the CBT - Crowd Control:
Managing the Crowd

Obviously these figures vary a great deal depending on the emergency, but are useful as a
guideline.
After the initial announcement of an emergency…

 10% accept the situation immediately
 30% investigate
 60% ignore the situation
After people accept the danger…

 10% flee and save themselves
 5% stand and fight the danger
 10% help others
 60% await initiatives from others
 12 to 14% freeze and do nothing
 1 to 3% panic
Evacuation Strategy
 The “fleeing” group will take care of themselves.
 Direct the “helper” group to help the ”frozen” group.
 The “hero” group can be helpful but will need guidance.
What will happen?

 Family members will try to regroup
 People will go back for belongings
 The crew will spend time dealing with passenger questions
Announcements
 Use ”I” instead of ”We” – like ”I have decided”, ”I expect”, ”I am sure”
 Avoid ”trigger” words – emergency, danger, fire
 Avoid negatives – like “no danger”

Extracts from the CBT - Personal Crisis Debriefing:
Minimising post-traumatic stress

 Company support
 Defusing
 Critical Incident Stress Debriefing
Critical Incident Stress Debriefing
1. Introduction
 Settle down
 Confidentiality
 No notes
 No actions
 No blame
2. Facts
 Role then and now
 What happened
3. Emotional
 Feelings – then, later, now
 Physical reactions
 Sleeping
 Triggers
4. Conclusion
 Normal reactions in an abnormal situation
 More support and more meetings
Critical Incident Stress Debriefing Tips
Do not…
 Interpret
 Discuss organisational and technical issues
 Blame individuals
 Provoke reactions
 Give meaningless remarks
Do…
 Listen actively
 Let the group give mutual support
 Give each individual a chance

Crisis Management:
1. What are the possible effects of the reptile brain being in total control?
2. Have you had any experience of a reptile brain in action? Please describe them.
3. How do you think the master performed in the shock and storming phases of the Crisis
in the video?
4. Was the master correct not to tell the passengers right from the start about the engine
fire in the video? What should the guidelines be on what to tell passengers and when?
5. Should the master have used the words “structural damage” in his
announcement?
6. Does your company have a ”Mr Skylight” code and a state of readiness
procedure?
7. Have you experienced psychological storming?
8. What should be the role of a pilot in the phases of an emergency?
9. Should the chief engineer have taken a more “hands on” role in the emergency, rather
than staying on the bridge?

Crowd Control:
1. On crowd behaviour we have seen that family members will try to regroup, that people
will want to go back for precious belongings, and that questions to anyone in authority
will increase. What other common behaviours can you think of?
2. Do you have any tips for monitoring and controlling a crowd? What techniques was not
a success?
3. Who should make PA announcements – the master or the person best at making
announcements, for example the hotel manager?
4. What language should passenger announcements be made in?
5. How should you make use of non-crew help in an emergency?
Personal Crisis Debriefing:
1. Have you ever conducted or taken part in a defusing meeting or a personal crisis
debriefing or a personal crisis conversation? If so, what are your experiences of it.
2. Are psychological crisis debriefings easier to hold with a group than with one individual?

Automation Awareness 79
Automation Awareness
Training Objectives
By the end of this lesson you will be able to:

o State some automation characteristics and automation dangers
o State how your role should change to control automation more effectively
o State some learning methods for improving your use of automation.

 Engage the automation as a team member
 Maintain mode awareness
 Continually challenge your mode awareness of automation
 Plan and brief modes & configurations
 Co-ordinate automation inputs with other crew members
 Limit reconfiguring during critical phases/times
 Change level of automation up or down to avoid overload
 Orient towards continuous learning about the automated systems.

Medium level automation
Differences between Automation & Humans

Automation… Humans...
- Good at monitoring - Get bored and tired

- Fast with data, large volumes - Slow with data
- Perform many tasks at the same time - Only one or two tasks at a time
- Decisions based on programming - Anticipate and improvise

Experience-based decisions
 Problems badly defined

 Incomplete and changing
 Goals changing, conflicting
 Several people involved
 Time constraints
 Cost of mistakes high
 Automation – data and warnings
Automation surprise
“The automation is doing something, but you thought it was doing something else.”

Automation Characteristics
 Modes
- Normal (common & uncommon)
- Abnormal (rare & very rare)
 Availability vs Observability
 Stronger, Increased authority
 Difficult to control
 Complex
 Trust, Confidence, Dependent
Automation dangers
Automation Dangers
 Automation affects workload

 New types of errors
 Misunderstanding
 Inappropriate attitudes to
automation
 Automation affects workload

 New types of errors
 Not noticed for hours
 Mistyping, misinterpreting, mismonitoring
 Misunderstanding
 See what we know about or want to see
 Checklists & recipes
 Lack of practice.
 Inappropriate attitudes to automation.

Automation affects workload
Workload
abnormal
min
norm
al
manual middle fully
automated
Level of Automation
Automation and MRM
Workload Communication &

Briefings
Challenge &
Authority & Response
Assertiveness
Judgment & State of the Ship

Decision Making
Automation and MRM - Communication and Briefings

Automation increases need for communication:
- Common mental model of modes & subsystems
- Co-ordinate input, don’t work in isolation with automation
- Change of watch briefing
- Closed loop on input to automation
- Closed loop on output? Time delay between initiation of input and results of actions

Automation and MRM - Challenge and Response

- Challenge your concept of automation’s modes.
- When automation challenges you, compare your concept with the automation’s concept
of what’s happening.
- Set limits, data ranges, review intervals, alarms.
- Verify or deny an automation challenge using a third source – don’t just switch off
alarms!
Automation and MRM - State of the Ship

- In +2 and +3: Probably automation abnormal conditions.
- In -1 and -2: Automation may have reduced workload.
- -3 can flip to +3: Automation surprise.
Automation and MRM - Judgment and Decision Making

- Misunderstanding modes & states, especially from an incorrect initial preference can
lead to poor decisions, especially instant decisions in a crisis.
- Automation can apply hidden pressure by demanding input, giving too many alarms, or
just by being there – expensive if you make a mistake, complex and frightening.
Automation and MRM - Authority and Assertiveness

- Who is in authority and who is assertive?
- Balance of power between you and automation is the best, but you must stay in
command.
- At times you should overrule the automation.
- Don’t let the automation overrule you, unless you know exactly what’s happening.
A
A s
u s
t e
h r
o t
r i
i v
t e
y n
e
s
s

Automation and MRM - Workload

 Workload formula – number of tasks, task difficulty, time to complete affected by
automation. Automation is bad at setting priorities in a fast changing environment.
 Rotate tasks and job functions for individuals.
 Failure Mode Analysis – be prepared for every known possibility:
- complete loss of function
- rapid change to max or min output
- uncontrolled or varying output
- premature operation
- failure to operate at a certain time
- failure to stop at a certain time
- catastrophic / hazardous / major / minor
 Delegation
Learning Automated Systems - Guidelines

 Normal common modes first
 Build mental model (mind map)
 Practice
 Add normal uncommon modes
 Try “free-play” practice
 Learn abnormal modes
 Failure Mode Analysis
 Mentally rehearse very rare abnormal modes
Failure Mode Analysis

 Complete loss of function
 Rapid change to max or
min output
 Premature operation
Learning Automated Systems - Risks

 Mislearn from faulty knowledge
 Checklists & recipes but little understanding
 Errors in manuals

Team discussion questions:
1. Are your attitudes to automation affected by company culture?

2. Describe your own attitudes to automation!
3. Discuss the CBT video case:
a. What made the situation “go sour”?
b. What were the personalities involved and why were they unprepared?
c. What happened with command?
d. What is your general impression of the crew’s behaviour?
4. How can you prepare for emotional reactions in an automated environment?
5. Is there a risk that impact from company culture can create an attitude that automation
is a way to compensate for lack of skills?
6. Which hazardous thoughts are the most common when working in an automated
environment?
7. How do crew members from different cultures respond to automation?
8. When you do not feel confident with automation, what can you do?
9. How can automation change and increase the results of errors in the future?
10. Think about one of the automation-supported accidents we have discussed during the
course. How can you avoid a similar accident to happen to you?
11. Which are the relations between automation and situational awareness?


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We wish you good luck with the MRM training!

MRM Workbook, Student Material

Glossary and Abbreviations ...................................................................................................... 3

About the MRM course ............................................................................................................ 8

Situation Awareness ............................................................................................................... 10

Attitudes and Management Skills .......................................................................................... 14

Communication and Briefings ................................................................................................ 23

Challenge and Response......................................................................................................... 27

Short Term Strategy ............................................................................................................... 33

Authority and Assertiveness................................................................................................... 36

Management Styles ................................................................................................................ 42

State of the Ship ..................................................................................................................... 55

Human Involvement in Error .................................................................................................. 58

Judgment and Decision Making ............................................................................................. 63

Leadership in Emergencies ..................................................................................................... 67

Crisis and Crowd Management .............................................................................................. 70

Automation Awareness .......................................................................................................... 79

MRM Workbook, Student Material

Glossary and Abbreviations

MRM Workbook, Student Material

Complacency false feeling of confidence (not mentioned but relevant),

MRM Workbook, Student Material

Facing meeting, experiencing

MRM Workbook, Student Material

Motivates makes people act the way they do, to inspire

MRM Workbook, Student Material

MRM Workbook, Student Material

About the MRM course

and for all vessel types, for example:

MRM Workbook, Student Material

MRM Workbook, Student Material

By the end of this lesson, you will be able to:

Specific Behavioural Objectives:

Team leaders, team members and pilots shall:

MRM Workbook, Student Material

Extracts from the CBT:

MRM Workbook, Student Material

MRM Workbook, Student Material

Team Discussion Questions:

1. How do you effectively build and maintain Situation Awareness?

2. What could be signs of lost Situation Awareness?

4. What is ‘Team Situation Awareness’?

5. Mention a few barriers to Team Situation Awareness.

6. Is it possible to make good decisions without Situation Awareness?

MRM Workbook, Student Material

Attitudes and Management Skills

By the end of this lesson, you will be able to:

Specific Behavioural Objectives:

The team leader, including the pilot where relevant, shall:

 Why take chances?  Follow the rules

The team member shall:

MRM Workbook, Student Material

Extracts from the CBT

 The master is not using the available human resources.

2. You can’t change the laws of nature

MRM Workbook, Student Material

Team Discussion Questions:

2. Do mariners sometimes deviate from the safest way of working?

MRM Workbook, Student Material

By the end of this lesson you will be able to: