IMEC CMS-R

Guidance to Assessors and

Fleet Training Officers

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1 IMEC CMS-R

1.1 INTRODUCTION
The International Maritime Employer’s Council (IMEC) have produced a competence management
system (CMS) to enhance the training of ratings. This CMS is exclusive to IMEC members, and
suitable for the ship types that their members operate.

IMEC recognize the value to its members of having an effective competence management system for
ratings (CMS-R), to help identify training needs, provide a training structure and give a path for
promotion within the established rating rank structure. This will improve retention, self-esteem and
morale amongst the ratings and lead to improved vessel safety and environmental performance.

The purpose of this document is to provide guidance for use by assessors and fleet training officers.

1.2 CMS-R

The CMS-R is a set of competencies which include information to guide an assessor to be able to
make a judgment as to whether a rating is competent to perform a specific activity or operation. It is
also a tool for appraisals and for career development.

To keep the number of competencies as low as possible, they are written in terms of an operation,
rather than as single parts of an operation. For instance, ‘mooring' is one such operation. A system
which had many more ‘competences’ which were just parts of an operation, would increase the
administrative burden on ship’s staff and might lead to a ‘tick-box’ approach. These are both things
which should be avoided.

The CMS-R covers most ship types, including:

• General cargo ships

• Container ships
• Heavy Lift
• Bulk carriers
• Container ships
• Oil tankers (VLCC and products)
• Chemical tankers
• Gas carriers (LNG and LPG)
• Pure Car and Truck Carriers
• Offshore

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Each competence contains the information needed by both the assessor and the candidate, to know
exactly what is being assessed, and what the criteria for the assessment will be. Each competence
will be laid out in a tabular form, referred to as an IMEC CMS-R competence, containing the following
columns:
-‘Reference‘, categorized in accordance to ‘Departments‘

-‘Departments’, which include the following categories:

• Deck
• Engine
• Catering
• All

-‘Function’, which will include the following categories:

• Health, Safety, Security and the Environment (HSSE)
• Deck operations
• Cargo operations
• Assistant Bridge Watch-keeping Duties
• Maintenance and repair (Deck)
• Assistant Engine Room Watch-keeping Duties,
• Mechanical maintenance and repair (Engine room)
• Electrical maintenance and repair
• Food preparation, handling and storage
• Food management (Cooking, menu planning, inventory and
requisitioning/ordering etc.)
• Galley and general cleaning, cabin preparation

-‘Ship Type’

-‘Guidelines’ which are an aid for the rating themselves so that they have a good
understanding of what is expected of them during assessment. The guidelines can
also be used as an aid to training. Best practice is for the assessor to discuss the
guidelines with the candidate prior to assessment.

-‘Criteria for evaluation’, which is an aid to the assessor. It is recognised that senior
officers will already have a good understanding of the performance expected from
ratings at each level within their own company.

-‘References’, which contain resources that can be used to identify the standard to
which the operation or activity needs to assessed. Performing activities in
compliance with the ship’s SMS procedures and any standing orders will be a
common reference in the standards, and these will vary from company to company.
References may also relate to manufacturer’s instructions or operating manuals and
to any available access to learning content, for instance e-learning products.

-‘Critical for Rank/Promotion‘, whether critical for rank

-‘Grading Scale‘, to record the judgement of performance level

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1.3 RELATIONSHIP BETWEEN COMPETENCY SYSTEMS AND STCW

STCW certificates of competency are generic qualifications which establish the minimum set of
competencies which ratings must have to perform their roles on-board ship. However, the industry
has found that ship, equipment, or cargo specific competencies often require further training and
development in service. Therefore, bespoke competency systems have been developed to enhance
safety, reduce accidents and improve the skills and competencies of the seafarer.

2 ASSESSMENT
In any competence system, no matter how well the competences are written, the role of the assessor
is critical in obtaining consistent, fair and valid assessments of competence, to achieve the goal of
improving safety and performance.

It is envisaged that the assessors will mainly be the ship’s senior officers, but that there may well be
some competences where other experienced personnel would be able to judge the candidate against
the criteria given in the competence.

It is recommended that all assessors should have some experience, skills, knowledge and training in
the principles of assessment. There are several sources of assessor training available, however it is
recommended the training is based on the IMO model Course 1.30, On-board assessment.

Part of the Assessor’s role is to explain how the assessment will take place, make sure the criteria for
the assessment are understood by the person being assessed, and provide constructive feedback on
the assessment decision.

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Good practice in conducting assessments will therefore include:

The assessor sharing the guidelines and criteria for the competence(s) being assessed to
enable the person being assessed to prepare for assessment;

The method of assessment (for instance direct observation of the task, supplementary oral
questions etc.) being agreed with the person being assessed in advance;

The assessor gathering and recording evidence during the assessment, so that such records
are available for audit;

The person being assessed being given prompt, accurate and constructive feedback on any
assessment.

Several different methods can be used (either individually or in combination) to assess a

competency.

These can generally include:

• Observation of work activities on board or in a simulator

• Oral or written questions.
• Projects and assignments.
• Computer-based questions or tests.
• Consideration of prior learning and experience (for instance any specific training
previously successfully completed)

Always remember that assessment of competence is a judgement, which should be fair, objective,
and based on the given guidelines and criteria, but can also consider special circumstances, provided
that these are noted and recorded.

If a person being assessed does not meet all the criteria required for a positive outcome in the CMS-
R, then it is important that an action plan should be agreed by all concerned. The purpose of the
action plan should be to ensure that there is a clear understanding of the actions needed before a
further assessment can take place. Such actions may include further training, mentoring or support,
which would help the person meet the criteria for assessment and, if necessary, to carry out
particular activities in a safe manner.

2.1 RECORDING OF ASSESSMENT - IMEC CMS-R

A three point grading scale is recommended by IMEC for recording assessments. This will provide
objective identification of training needs and encourage continuous improvement.

ALWAYS use this system to record the final result and provide detailed comments for future
improvement.

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The three levels recommended are:

1. Exceeds expectations
2. Meets expectations
3. Does not meet expectations

Objective usage will enable the system to be used as a tool for appraisals and for career
development.

If expectations are met (2.) or exceeded (1.), the competence will be approved.

If performance is below, or does not meet expectations (3.), the competence will not be approved,
and further training and actions should be specified in an action plan.

An additional option of ‘not applicable’ is available for when a specific operation is not performed
on-board that vessel.

3 DEFINITIONS
IMEC CMS-R Competence means a table containing all the information required to allow an assessor
to determine whether a rating is competent or not to perform a particular activity to an identified
standard, using their reasonable and fair judgement given the particular circumstances of the
company’s requirements. It is not intended to provide information to determine exactly how a
particular activity can be performed, since equipment and procedures will vary.

Competence is a noun and the adjective is competent. It refers to the ability to perform an activity to
an acceptable standard.

An activity or operation is a process, procedure or practice made of individual simple tasks.

Assessment is the process of considering the criteria for evaluation during the observation of an
activity and asking questions in order to make a judgement as to whether it has been performed to
an identified standard.

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