VALIDATION OF MODEL VALIDATION OF MODEL TRAINING COURSES TRAINING COURSES Model course – Leadership and Teamwork

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I:\STW\44\3-2.doc I:\STW\44\3-2.doc

SUB-COMMITTEE ON STANDARDS OF SUB-COMMITTEE ON STANDARDS OF TRAINING AND WATCHKEEPING

TRAINING AND WATCHKEEPING 44th session

44th session Agenda item 3 Agenda item 3

STW 44/3/2 STW 44/3/2 17 January 2013 17 January 2013 Original: ENGLISH Original: ENGLISH

VALIDATION OF MODEL

VALIDATION OF MODEL TRAINING COURSESTRAINING COURSES Model course

Model course – – Leadership and Teamwork Leadership and Teamwork Note by the Secretariat

Note by the Secretariat

SUMMARY SUMMARY Executive summary:

Executive summary: This documeThis document providnt provides the draes the draft of a new ft of a new model coumodel course onrse on Leadership and Teamwork

Leadership and Teamwork Strategic direction:

Strategic direction: 5.25.2 High-level action:

High-level action: 5.2.25.2.2 Planned output:

Planned output: 5.2.2.55.2.2.5 Action to be taken

Action to be taken:: Paragraph Paragraph 33 Related document:

MODEL COURSE

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Leadership and Teamwork

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Acknowled

Acknowledgementsgements

This model course on Leadership and Teamwork This model course on Leadership and Teamwork was developed by the

was developed by the Global Maritime Education and Training AssociationGlobal Maritime Education and Training Association GlobalMET Limited

GlobalMET Limited

IMO wishes to express its sincere appreciation to the members of GlobalMET IMO wishes to express its sincere appreciation to the members of GlobalMET

for their

for their valuablvaluable expert e expert assistance and cooperationassistance and cooperation

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CONTENT CONTENT

Page Page

Introduction Introduction Part

Part A: A: Course Course frameworkframework Part

Part B: B: Course Course outline outline and and timetabletimetable Part

Part C: C: Detailed Detailed teaching teaching programmeprogramme Part

Part D: D: Instructor Instructor manualmanual Annex 1: Leader

Annex 1: Leadership stylesship styles Annex 2: Sample l

Annex 2: Sample lesson planesson planss Part

Part E: E: Assessment Assessment and and evaluationevaluation Appendices:

Appendices:

1.

1. Application Application of of leadership leadership and and teamworking teamworking skills skills provisionprovisions s for for controllingcontrolling the operation of the ship and care for persons on board at the operational the operation of the ship and care for persons on board at the operational level, and at

level, and at the management level. STCW Convention, 1978, as amended,the management level. STCW Convention, 1978, as amended, tables A-II/1 and A-III/1

tables A-II/1 and A-III/1 2.

2. Guidelines Guidelines on on dealing dealing with with management management level level issues issues that that arise arise during during thethe course for

course for operation level seafarersoperation level seafarers

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Introduction to model courses Introduction to model courses

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Purpose of the model courses Purpose of the model courses

The purpose of the IMO model courses is to assist maritime training institutes and their The purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in organizing and introducing new training courses, or in enhancing, updating teaching staff in organizing and introducing new training courses, or in enhancing, updating or supplementing existing training material where the quality and eff

or supplementing existing training material where the quality and effectiveness of the trainingectiveness of the training courses may thereby be improved.

courses may thereby be improved.

It is not

It is not the intention of the model course program to the intention of the model course program to present a rigid "teaching package" to bepresent a rigid "teaching package" to be

"followed bli

"followed blindly". ndly". Nor is it the intention to substitute audio-visuaNor is it the intention to substitute audio-visual or "programmed" materiall or "programmed" material for interactive person

for interactive personal teaching. al teaching. As in all teaching enAs in all teaching endeavours, the knodeavours, the knowledge, skills awledge, skills andnd dedication of the teacher are the key components in the transfer of knowledge and skills to dedication of the teacher are the key components in the transfer of knowledge and skills to those whose learning is being assisted through the IMO

those whose learning is being assisted through the IMO model course material.model course material.

Because educational systems and the cultural backgrounds of learners in maritime subjects Because educational systems and the cultural backgrounds of learners in maritime subjects vary considerably from country to country, the model course material has been designed to vary considerably from country to country, the model course material has been designed to identify the basic entry requirement and learner target group for each course in universally identify the basic entry requirement and learner target group for each course in universally applicable terms, and to specify clearly the technical content and levels of knowledge and applicable terms, and to specify clearly the technical content and levels of knowledge and skill necessary to meet the

skill necessary to meet the intent of IMO intent of IMO conventionconventions and related s and related recommendarecommendations.tions.

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Use of the model course Use of the model course

The subject of this model course "Leadership and Teamwork" at the operational level is The subject of this model course "Leadership and Teamwork" at the operational level is better approached through interactive teaching and learning, such as in case study better approached through interactive teaching and learning, such as in case study discussion groups, led by

discussion groups, led by a facilitator. a facilitator. Dominance of one Dominance of one way "instruction" is not way "instruction" is not appropriateappropriate and "facilitator/instructor" rather than just "instructor" is the term used in this document.

and "facilitator/instructor" rather than just "instructor" is the term used in this document.

Similarly

Similarly, , "learner/traine"learner/trainee" is e" is used instead of "trainee" used instead of "trainee" or "student".or "student".

To use the model course the facilitator/instructor should review the course plan and detailed To use the model course the facilitator/instructor should review the course plan and detailed competences in the teaching programme, taking into

competences in the teaching programme, taking into account the information provided underaccount the information provided under the entry standards spec

the entry standards specified in the course framewified in the course framework. ork. The actual level of knowThe actual level of knowledge andledge and skills and the prior technical education of the learners/trainees should be kept in mind during skills and the prior technical education of the learners/trainees should be kept in mind during this review, and any areas within the detailed syllabus which may cause difficulties should be this review, and any areas within the detailed syllabus which may cause difficulties should be identified.

identified. To compensate for such diTo compensate for such differences, the facilitatorfferences, the facilitator/instructor is expected to delete/instructor is expected to delete from the course, or reduce the emphasis on items dealing with knowledge or skills already from the course, or reduce the emphasis on items dealing with knowledge or skills already attained by the learners

attained by the learners/trainees. /trainees. He should also ideHe should also identify any academic knowntify any academic knowledge, skills orledge, skills or technical training they may not have acquired.

technical training they may not have acquired.

By analysing the detailed training programme and the academic knowledge and skills By analysing the detailed training programme and the academic knowledge and skills required to allow learning to proceed, the facilitator/instructor can design an appropriate required to allow learning to proceed, the facilitator/instructor can design an appropriate pre-entry course or, alternatively, insert the elements of academic knowledge required to pre-entry course or, alternatively, insert the elements of academic knowledge required to support the elements concerned at appropriate points within the course.

support the elements concerned at appropriate points within the course.

Adjustment

Adjustment of of the the course course objectives, objectives, scope scope and and content content may may also also be be necessary necessary if if thethe learners/traine

learners/trainees completing the course are to es completing the course are to undertake industry duties which differ from theundertake industry duties which differ from the course objectives specified in the model course.

course objectives specified in the model course.

Within the course

Within the course plan the course designers have indicated their assessment of plan the course designers have indicated their assessment of the minimumthe minimum time that should be

time that should be allotted to each learning area. However, it must allotted to each learning area. However, it must be appreciated that thesebe appreciated that these allocations are arbitrary and assume that the learners/trainees have fully met all entry allocations are arbitrary and assume that the learners/trainees have fully met all entry requiremen

requirement of t of the cothe course. urse. The facilThe facilitator/instructor itator/instructor should should therefore therefore review review thesethese

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assessments and may need to

assessments and may need to re-allocate the time required to re-allocate the time required to achieve each specific learningachieve each specific learning objective.

objective.

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Lesson plans Lesson plans

Having adjusted the course content to suit the learner/trainee intake and any revision of the Having adjusted the course content to suit the learner/trainee intake and any revision of the course objectives, the facilitator/instructor should draw up

course objectives, the facilitator/instructor should draw up lesson plans based on lesson plans based on the detailedthe detailed syllabus.

syllabus. The detaileThe detailed syllad syllabus contains bus contains specific referespecific references to wnces to websites, textboebsites, textbooks oroks or teaching materi

teaching material resources propal resources proposed for use in the couosed for use in the course. rse. Where no adjustment in thWhere no adjustment in thee learning objectives of the detailed syllabus has been found necessary, the lesson plans may learning objectives of the detailed syllabus has been found necessary, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist the simply consist of the detailed syllabus with keywords or other reminders added to assist the facilitator/instruc

facilitator/instructor in tor in presenting the material.presenting the material.

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Presentation Presentation

The presentation of concepts and methodologies must be repeated in various ways until the The presentation of concepts and methodologies must be repeated in various ways until the facilitator/instructor is satisfied that the learners/trainees have attained each specified facilitator/instructor is satisfied that the learners/trainees have attained each specified learning objec

learning objective. tive. The training prograThe training programme is laid out in learnimme is laid out in learning-objective format and eang-objective format and eachch objective specifies

objective specifies what the learner/trainee must be able to what the learner/trainee must be able to dodo as the as the learning objectivelearning objective..

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Implementation Implementation

For the course to run

For the course to run smoothly and to be effective, considerable attention must be paid to thesmoothly and to be effective, considerable attention must be paid to the availability and use of:

availability and use of:

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 Properly Properly qualified qualified facilitators/instructorsfacilitators/instructors

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 Support Support staffstaff

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 Rooms, Rooms, other other spaces spaces and and equipmentequipment

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 Textbooks, Textbooks, technical technical paperspapers

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 Other Other reference reference material, material, particularly particularly material material available available onlineonline Thorough pre

Thorough preparation is paration is the key to succethe key to successful implemssful implementation of the entation of the course. course. IMO hasIMO has produced "Guidance on the implementation of IMO Model Courses", which deals with this produced "Guidance on the implementation of IMO Model Courses", which deals with this aspect in greater detail and is included as an attachment to this course.

aspect in greater detail and is included as an attachment to this course.

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Competency based training and assessment Competency based training and assessment

In simple terms, "competency based training and assessment" means that a person is In simple terms, "competency based training and assessment" means that a person is trained and assessed to meet specified standards that reflect the skills, knowledge and trained and assessed to meet specified standards that reflect the skills, knowledge and behaviou

behaviours equired to safely and effectively drs equired to safely and effectively do specified work. o specified work. In the seafaring context, theIn the seafaring context, the work could be keeping a bridge or engine room watch, or performing a task such as making work could be keeping a bridge or engine room watch, or performing a task such as making a mooring line fast

a mooring line fast or starting the emergency fire pump.or starting the emergency fire pump.

A

A term tterm that hat often appears often appears in in a a competency based tcompetency based training system raining system is is "outcome based". "outcome based". ThisThis means that at the end of the training a person is able to perform a task to the appropriate means that at the end of the training a person is able to perform a task to the appropriate standard (the o

standard (the outcome). utcome). To summarize, a To summarize, a competency competency based trainibased training and asseng and assessmentssment system:

system:

•• is is about wabout what hat a a person person can can do do (i.e. the (i.e. the outcome ooutcome of f training)training);;

•• ensures ensures training training is to is to specified specified standards, standards, (rather (rather than than ranking ranking against against others);others);

•• reflects what reflects what a a person person must do must do in in "real "real life" life" or or in in the the workplace.workplace.

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Before a person can be assessed, he or she must receive structured training that addresses Before a person can be assessed, he or she must receive structured training that addresses all the standards required to gain the qualification, e.g. a certificate of competency.

all the standards required to gain the qualification, e.g. a certificate of competency.

The

The training training must bmust be planned. e planned. A trA training planaining plan will detail all the skills, knowledge andwill detail all the skills, knowledge and behaviours that must be taught to a person in a logical sequence of the training events, how behaviours that must be taught to a person in a logical sequence of the training events, how the training will be conducted and recorded, the coordination of theory and practice and how the training will be conducted and recorded, the coordination of theory and practice and how and when assessments should be performed. It should also allow for planned and sound and when assessments should be performed. It should also allow for planned and sound adjustments to training if contingencies arise. The plan must be documented and made adjustments to training if contingencies arise. The plan must be documented and made available to training staff. Finally, the training must be monitored and controlled by an available to training staff. Finally, the training must be monitored and controlled by an appropriately skilled and qualified person.

appropriately skilled and qualified person.

A

A qualification should qualification should not not be be awarded unless awarded unless the the person person concerned concerned is is assessed assessed against against aa standard; i.e. as provided in the International Convention on Standards of Training, standard; i.e. as provided in the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978

Certification and Watchkeeping for Seafarers, 1978 – – (2011 Edition) (STCW 2011). (2011 Edition) (STCW 2011).

To ensure the quality of

To ensure the quality of the assessment, the standards must be the assessment, the standards must be measurablmeasurable, objective, valid,e, objective, valid, authentic, sufficient and current. However, the cornerstone of a competency based training authentic, sufficient and current. However, the cornerstone of a competency based training and assessment system is

and assessment system is rigorous and objectiverigorous and objective assessment of the trainee againstassessment of the trainee against val

valid id ss tatandandardsrds .. This model course stresses the need for such assessment coupled with This model course stresses the need for such assessment coupled with effective facilitation of learning, rather than the more traditional one-way process of lecturing effective facilitation of learning, rather than the more traditional one-way process of lecturing and instructing. (Please refer to Part

and instructing. (Please refer to Part E Assessment and evaluation.).E Assessment and evaluation.).

Criteria for evaluating competence are listed in column 4 of tables A-II/1 and A-III/1 of Criteria for evaluating competence are listed in column 4 of tables A-II/1 and A-III/1 of Code

Code A of STCW 2011, which shoulA of STCW 2011, which should be used for guidance. d be used for guidance. These criteria are generaThese criteria are generall – – e.g.

e.g. Training objectives and activities are based on assessment of current competence andTraining objectives and activities are based on assessment of current competence and capabilities and operational requirements",

capabilities and operational requirements", which requires knowledge of the abilities ofwhich requires knowledge of the abilities of course participa

course participants and the work that wilnts and the work that will be expected of them. l be expected of them. The criteria are also The criteria are also moremore specific

specific – – e.g. e.g. Communication is clearly and unambiguously given and received,Communication is clearly and unambiguously given and received, which canwhich can be readily assessed through demonstration by

be readily assessed through demonstration by the course participants.the course participants.

Many leade

Many leadership and teamwrship and teamwork issues overlork issues overlap into manaap into management level opgement level operations. erations. If theIf the course facilitator/instructor is dealing with such issues, guidelines on the use of leadership course facilitator/instructor is dealing with such issues, guidelines on the use of leadership and management skills at the management level, including tables A-II/2

and management skills at the management level, including tables A-II/2 and A-III/2 of and A-III/2 of Code ACode A which have provisions for management level work, are in appendix 2.

which have provisions for management level work, are in appendix 2.

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 Some Some of of the the above above is is based based on on material material inin Competency Based Training and Assessment in the AviationCompetency Based Training and Assessment in the Aviation Environment,

Environment,Civil Aviation AdvisoryCivil Aviation Advisory Publication July 2009, Civil Aviation Safety Authority, Australia.Publication July 2009, Civil Aviation Safety Authority, Australia.

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Part A: Course framework Part A: Course framework

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Scope Scope

This model course is intended to provide a person with the knowledge, skill and This model course is intended to provide a person with the knowledge, skill and understandin

understanding of g of leadershleadership and teamwork at tip and teamwork at the operational level on board a he operational level on board a ship.ship.

The course is designed to meet STCW requirements for the application of leadership and The course is designed to meet STCW requirements for the application of leadership and teamworking skills, in accordance with the 2010 Manila Amendments, specifically as stated teamworking skills, in accordance with the 2010 Manila Amendments, specifically as stated in table A-II/1, Function: Controlling the operation of the ship and care for persons on board in table A-II/1, Function: Controlling the operation of the ship and care for persons on board at the

at the operationaoperational level.l level.

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Objective Objective

On completion of the course the learner/trainee should be able to demonstrate sufficient On completion of the course the learner/trainee should be able to demonstrate sufficient understanding and knowledge of leadership and teamworking and have the relevant skills understanding and knowledge of leadership and teamworking and have the relevant skills to competently carry out the duties of officer in charge of a navigational watch on ships to competently carry out the duties of officer in charge of a navigational watch on ships of 500 gross tonnage or more, or officer in charge of an engineering watch in a manned of 500 gross tonnage or more, or officer in charge of an engineering watch in a manned engine-room or

engine-room or designated duty designated duty engineer in engineer in a a periodically unmanned periodically unmanned engine-rengine-room. oom. TheThe knowledge, understanding and proficiency should include, but not be limited to, those knowledge, understanding and proficiency should include, but not be limited to, those listed in Column 2 of table A-II/1 and table A-III/1:

listed in Column 2 of table A-II/1 and table A-III/1:

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 Working Working knowledge oknowledge of f shipboard personnel shipboard personnel management and management and trainingtraining

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 A A knowledge of knowledge of related international related international maritime conventions and maritime conventions and recommendationrecommendations, ans, andd national legislation

national legislation

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 Ability Ability to applto apply tasy task and k and workload workload managemenmanagementt

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 Knowledge Knowledge and abiand ability to ality to apply effectivpply effective resource e resource managemenmanagementt

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 Knowledge Knowledge and and ability ability to to apply apply decision-madecision-making king techniquestechniques

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Entry standards Entry standards

It is assumed that trainees undertaking this course will, through on-campus learning and It is assumed that trainees undertaking this course will, through on-campus learning and onboard experience, have sufficient familiarity with shipboard operations to understand that onboard experience, have sufficient familiarity with shipboard operations to understand that leadership and teamworking is an essential part of their role on board at the operational leadership and teamworking is an essential part of their role on board at the operational level.

level.

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Course certificate, diploma or document Course certificate, diploma or document

Documentary evidence should be issued to those who have successfully completed this Documentary evidence should be issued to those who have successfully completed this course, indicating that the holder has completed a course of learning in leadership and course, indicating that the holder has completed a course of learning in leadership and teamworking at the operational level, the minimum standard of which is based on this model teamworking at the operational level, the minimum standard of which is based on this model course.

course.

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Course delivery Course delivery

The outcome of this course may be achieved through various methods, such as, but not The outcome of this course may be achieved through various methods, such as, but not limited to:

limited to:



 classroom classroom learning learning through through presentationspresentations

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 group group discussionsdiscussions

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 role role playplay

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 simulations simulations

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 case case study study analysisanalysis

These methods should be such as

These methods should be such as to ensure that all to ensure that all participants have adequate opportuniparticipants have adequate opportunitiesties to interact and express themselves in face-to-face situations similar to those likely to occur to interact and express themselves in face-to-face situations similar to those likely to occur when engaged in shipboard operations.

when engaged in shipboard operations.

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Course intake limitations Course intake limitations

The number of participants should depend upon the facilities, but should be not less than is The number of participants should depend upon the facilities, but should be not less than is sufficient to enable appropriate interaction among learners/trainees (e.g. eight) and should sufficient to enable appropriate interaction among learners/trainees (e.g. eight) and should not exceed a number that

not exceed a number that can effectively learn given the resources available (e.g. twenty).can effectively learn given the resources available (e.g. twenty).

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Staff requirements Staff requirements

With respect to this

With respect to this course, a "facilitator/Instructor" is a person experienced in the interactivecourse, a "facilitator/Instructor" is a person experienced in the interactive teaching of leadership and teamworking, but who also has knowledge of shipboard teaching of leadership and teamworking, but who also has knowledge of shipboard situations, including multicultural crews and difficulties in communicating clearly in the situations, including multicultural crews and difficulties in communicating clearly in the English language, on board as well as with people based ashore.

English language, on board as well as with people based ashore.

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Teaching facilities and equipment Teaching facilities and equipment

The facilities should include additional rooms for break-out discussion groups, as well as the The facilities should include additional rooms for break-out discussion groups, as well as the usual equipment such as overhead projection, interactive whiteboard, flip charts and access usual equipment such as overhead projection, interactive whiteboard, flip charts and access to computer

to computer terminals. terminals. Learning Learning materials materials should should include include leadership leadership and teamwand teamworkork materials, including computer based training presentations and hard

materials, including computer based training presentations and hard copy handouts, togethercopy handouts, together with internet access and access to

with internet access and access to relevant library books and other publications.relevant library books and other publications.

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Teaching aids Teaching aids

A1

A1 Facilitator manuaFacilitator manual (Part D of this modl (Part D of this model course)el course) A2

A2 Assessment and eAssessment and evaluation (Parvaluation (Part E of this model t E of this model course)course) A3

A3 Guidance on the Guidance on the implementation oimplementation of model coursef model coursess

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Bibliography (B) Bibliography (B)

The following suggested textbooks and websites are recommended for developing The following suggested textbooks and websites are recommended for developing knowledge and understanding of leadership and teamwork:

knowledge and understanding of leadership and teamwork:

B1

B1 Jeffery, Jeffery, R R (2007)(2007)LeadershiLeadership p Throughout.Throughout.London:London: The Nautical InstituteThe Nautical Institute B2

B2 Bass, Bass, B.M. B.M. (1990)(1990) Bass and Stodgill's Handbook of Leadership.Bass and Stodgill's Handbook of Leadership. Third Edition. Third Edition.

London: The Free Press London: The Free Press B3

B3 Carnegie, Carnegie, Dale Dale (1936 (1936 rev rev 1981)1981) How to Win Friends and Influence People.How to Win Friends and Influence People. Random Random House

House B4

B4 Drucker, Drucker, P.F. P.F. (1968)(1968) The Practice of Management.The Practice of Management. London. William HeinemannLondon. William Heinemann B5

B5 Drucker, Drucker, P.F. P.F. (2003)(2003) The New Realities.The New Realities. New Brunswick, NJ. New Brunswick, NJ. Transaction PublishersTransaction Publishers B6

B6 Drucker, Drucker, P.F. P.F. (2004)(2004)The Daily Drucker: 365 Day of The Daily Drucker: 365 Day of Insight and Motivation for GettingInsight and Motivation for Getting the Right Things Done.

the Right Things Done. HarperHarper B7

B7 Goleman, Goleman, D. D. (1996)(1996) Emotional Intelligence: Why It Can Matter More Than IQ.Emotional Intelligence: Why It Can Matter More Than IQ.

London, Bloomsbury London, Bloomsbury B8

B8 Grint, Grint, K. K. (2005)(2005)Leadership: Limits and Possibilities.Leadership: Limits and Possibilities. Basingstoke, Palgrave MacmillanBasingstoke, Palgrave Macmillan

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B9

B9 Handy, Handy, C.B. C.B. (1993)(1993)UnderstandiUnderstanding ng OrganisationsOrganisations.. London, PenguinLondon, Penguin B10

B10 Hart, Hart, D. D. (1994)(1994) Authentic Assessment: Authentic Assessment: A A HandbooHandbook k for for Educators,Educators, Menlo Park, CA;Menlo Park, CA;

Addison Wesley

Addison Wesley. Excerpted from. Excerpted fromClassroom Teacher's Survival GuideClassroom Teacher's Survival Guide B11

B11 Jones, Jones, S. S. & & Glosling, Glosling, JJ Nelson's Way: Leadership Lessons from the GreatNelson's Way: Leadership Lessons from the Great Commander.

Commander.London; Nicholas BrealeyLondon; Nicholas Brealey B12

B12 Kotter, Kotter, J. J. (1990)(1990) A A Force Force for for Change: Change: How How Leadership Leadership Differs Differs from from ManagemenManagement.t.

New York, The Free Press New York, The Free Press B13

B13 Moon, Moon, J. J. A. A. (2002)(2002) Reflection in Learning and Development.Reflection in Learning and Development. London, Kogan PageLondon, Kogan Page B14

B14 Maritime Maritime & & Coastguard Coastguard Agency Agency (MCA) (MCA) UK UK (2010)(2010) The Human Element: A Guide toThe Human Element: A Guide to the Human Behaviour in the

the Human Behaviour in the Shipping Industry.Shipping Industry.London, The Stationery OfficeLondon, The Stationery Office B15

B15 Reason, Reason, J.J.(1990) Human Error.(1990) Human Error. New York, Cambridge University PressNew York, Cambridge University Press B16

B16 Reason, Reason, J. J. (1997)(1997) Managing the risks of organizational accidents.Managing the risks of organizational accidents. Aldershot, Ashgate Aldershot, Ashgate B17

B17 Senge, Senge, P. P. M. M. (1994)(1994) The Fifth Discipline.The Fifth Discipline. New York,New York, Doubleday BusinessDoubleday Business B18

B18 Western, Western, S. S. (2008)(2008)LeadershipLeadership: A : A Critical Test.Critical Test. London, SageLondon, Sage B19

B19 Sidney Sidney Dekker Dekker (2007)(2007) Just Culture: Balancing Safety and Accountability Just Culture: Balancing Safety and Accountability . Aldershot,. Aldershot, Ashgate

Ashgate B20

B20 Gunnar Gunnar Fahlgren Fahlgren (2011)(2011)Human Factors.Human Factors. Bloomington, AuthorHouseBloomington, AuthorHouse B21

B21 Grech, Grech, Horberry, Horberry, Koester Koester (2008)(2008) Human Factors in the Maritime Domain.Human Factors in the Maritime Domain. London,London, CRC Press

CRC Press B22

B22 Beaty, Beaty, David David (1995)(1995)The Naked Pilot.The Naked Pilot. ShrewsbShrewsbury, ury, Airlife PublishingAirlife Publishing

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Electronic media (E) Electronic media (E)

E1

E1 Definitions: Definitions: http://www.colhttp://www.collinsdictionlinsdictionary.com/dictionaryary.com/dictionary/english/chain-o/english/chain-of-command?f-command?

E2

E2 Managing Managing Values Values Across Across Cultures:Cultures: www.culturosity.comwww.culturosity.com,, www.youtube

www.youtube.com/watch?v=4.com/watch?v=4DSV1NUGS3oDSV1NUGS3o and many other videos on leadershipand many other videos on leadership and teamwork in a modern context

and teamwork in a modern context E3

E3 Situational Situational Awareness Awareness etc: etc: www.crewwww.crewresourcemanageresourcemanagement.netment.net E4

E4 How's How's Your Your Cheese:Cheese: www.acsf.aero/attachmentswww.acsf.aero/attachments (pdf)(pdf) E5

E5 Concepts Concepts of of LeadershiLeadership:p: www.nwliwww.nwlink.com/~donclarnk.com/~donclark/leader/leadconk/leader/leadcon.. E6

E6 International International Maritime Maritime Organization:Organization: www.imo.orgwww.imo.org E7

E7 Measuring Measuring Outcomes: Outcomes: thelearningmthelearningmanager.com/anager.com/pubdownloads/devepubdownloads/developingloping E8

E8 Dale Dale Carnegie's Carnegie's Golden Golden Book: Book: dalecarnegie.dalecarnegie.comcom E9

E9 Teamwork: Teamwork: en.wikipeden.wikipedia.org/wiki/Teamwia.org/wiki/Teamworkork E10

E10 Situation Situation Awareness: Awareness: en.wikipeen.wikipedia.org/wiki/Situadia.org/wiki/Situation_awaretion_awarenessness E11

E11 Appraisal: Appraisal: en.wikipeden.wikipedia.org/wiki/Peia.org/wiki/Performance_apprformance_appraisalraisal E12

E12 Risk Risk Assessment:Assessment: www.ccohs.cawww.ccohs.ca/oshanswers/hs/oshanswers/hsprograms/risk_aprograms/risk_assessmentssessment E13

E13 Strategic Strategic ThinkingThinking – – AppreciationAppreciation: : www.acumenwww.acumenmobile.com/papmobile.com/papersers E14 TeacherVision:

E14 TeacherVision: www.teachewww.teachervision.fen.com/asrvision.fen.com/assessment/new-teasessment/new-teacher/48353.htcher/48353.htmlml and other TeacherVision sites dealing

and other TeacherVision sites dealing with different teaching and assessment topicswith different teaching and assessment topics E15

E15 Leadership Leadership and and Teamwork:Teamwork: www.essaycom.com/course/chapter3.htmwww.essaycom.com/course/chapter3.htm

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IMO & regulatory references IMO & regulatory references

R1

R1 International International Convention Convention on on Standards Standards of of Training Training Certification Certification and and Watchkeeping Watchkeeping forfor Seafarers, 1978, as

Seafarers, 1978, as amended (2011 Edition)amended (2011 Edition) R2

R2 International International Safety Safety Management Management (ISM) (ISM) Code Code and and Guidelines Guidelines on on the the ImplementationImplementation of the ISM Code (2010 Edition)

of the ISM Code (2010 Edition) R3

R3 MSC MSC Circular Circular 1014: 1014: Guidelines Guidelines on on Fatigue Fatigue Mitigation Mitigation and and ManagementManagement R4

R4 MSC MSC Res Res A A 890(21) 890(21) & & Res Res A A 955(23): 955(23): Principles Principles of of Safe Safe Manning Manning & & AmendmentsAmendments

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Maritime Resource Management course Maritime Resource Management course

Provided by the Swedish Club Academy AB, this is a modular training course currently Provided by the Swedish Club Academy AB, this is a modular training course currently dealing with human factor issues such as leadership and teamwork, effective dealing with human factor issues such as leadership and teamwork, effective communicatio

communication, attitudes n, attitudes and cultural factors.and cultural factors.

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Part B: Course outline and

Part B: Course outline and timetable timetable

Course outline Course outline

Indicative course outline

Indicative course outline – – Total 20 hours minimum, inclusive of assessment time Total 20 hours minimum, inclusive of assessment time Subject

Subject area area and and topics topics HoursHours 1 Introduction

1 Introduction 1.

1. Introduction Introduction and and administraadministrationtion

1.0 1.0

2

2 Working Working knowledge knowledge of of shipboard shipboard personnel personnel management management and and trainingtraining 2.

2. Organization Organization of of crew, crew, authority authority structure, structure, responsibiresponsibilitieslities 3.

3. Cultural Cultural awareness, awareness, inherent inherent traits, traits, attitudes, attitudes, behavibehaviour, our, cross-culturalcross-cultural communication

communication 4.

4. Shipboard Shipboard situation, situation, informal informal social social structures structures on on boardboard 5.

5. Human Human error, error, situatiosituation n awareness, awareness, automation automation awareness, awareness, complacency,complacency, boredom

boredom 6.

6. Leadership Leadership and and teamworkingteamworking 7.

7. Training, Training, structured structured shipboard shipboard training training programsprograms

4.0 4.0

3

3 Need Need for for international international maritime maritime conventions, conventions, recommendatrecommendations ions and and nationanationa legislation

legislation 1.

1. International International maritime maritime conventionconventionss – – SOLAS, MARPOL, STCW, MLC, SOLAS, MARPOL, STCW, MLC, – – role of role of IMO, ILO

IMO, ILO 2.

2. RecommendatRecommendations ions and and national national legislatilegislationon

1.0 1.0

4

4 Ability Ability to to apply apply task task and and workload workload managememanagementnt 1.

1. Planning Planning and and coordinationcoordination 2.

2. Personnel Personnel assignmentassignment 3.

3. Human Human limitationslimitations 4.

4. Personal Personal abilitiesabilities 5.

5. Time Time and and resource resource constraintsconstraints 6. Prioritization

6. Prioritization 7.

7. Workloads, Workloads, rest rest and and fatiguefatigue 8.

8. Management Management (leadership(leadership) ) stylesstyles 9.

9. Challenges Challenges and and responsesresponses

4.0 4.0

5

5 Knowledge Knowledge and and ability ability to to apply apply effective effective resource resource managementmanagement 1.

1. Effective Effective communication communication on on board board and and ashoreashore 2.

2. Allocation, Allocation, assignment assignment and and prioritizatioprioritization n of of resourcesresources 3.

3. Decision Decision making making reflectireflecting ng team team experienceexperience 4.

4. Assertiveness Assertiveness and and leadership, leadership, including including motivationmotivation 5.

5. Obtaining Obtaining and and maintaining maintaining situationasituational l awarenessawareness 6.

6. Appraisal Appraisal of of work work performanceperformance 7.

7. Short Short and and long long term term strategiesstrategies

4.0 4.0

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Knowledge and ability to

Knowledge and ability to apply decision-making techniquesapply decision-making techniques 1.

1. Situation Situation and and risk risk assessmentassessment 2.

2. IdentifIdentify y and and consider consider generated generated optionsoptions 3.

3. Selecting Selecting course course of of actionaction 4.

4. Evaluation Evaluation of of outcome outcome effectivenesseffectiveness 5.

5. Decision Decision making making and and problem problem solving solving techniqutechniqueses 6.

6. Authority Authority and and assertivenassertivenessess 7. Judgement

7. Judgement 8.

8. Emergencies Emergencies and and crowd crowd managementmanagement

4.0 4.0

7

7 Self-awarenessSelf-awareness, , personal personal and and professional professional developmentdevelopment 1.

1. Knowledge Knowledge of of personal personal abilities abilities and and behavioural behavioural charactercharacteristicsistics 2.

2. OpportunitOpportunities ies for for personal personal and and professionprofessional al developmentdevelopment

1.0 1.0

8 Conclusion 8 Conclusion

1.

1. Evaluation Evaluation of courseof course, ind, individual ividual assessments assessments and and advice, advice, certificate certificate presentationspresentations

1.0 1.0

Total 20.0

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Course Timetable Course Timetable

The following timetable for a 20 hour course conducted over 5 days should be considered The following timetable for a 20 hour course conducted over 5 days should be considered indicative

indicative and adjusted iand adjusted in accordance wn accordance with the needs ith the needs of course particiof course participants. pants. The topicsThe topics should be covered, but with sufficient flexibility with respect to extent and depth that takes should be covered, but with sufficient flexibility with respect to extent and depth that takes into account the differing learning needs of t

into account the differing learning needs of the participants.he participants.

Day

Day AM AM PMPM

Day 1

Day 1 Teaching working knowledge of shipboardTeaching working knowledge of shipboard personnel management and training

personnel management and training 1.

1. Organization Organization of creof crew, aw, authority uthority structure,structure, responsibilities

responsibilities 2.

2. Cultural Cultural awareness, awareness, inherent inherent traits, traits, attitudes,attitudes, behaviou

behaviour, r, cross-cultural communicationcross-cultural communication 3.

3. Shipboard Shipboard situatsituation, ion, informal informal social social structurstructures es onon board

board 4.

4. Human Human error, error, situatiosituation n awareness, awareness, automationautomation awareness, complacency, boredom

awareness, complacency, boredom 5.

5. Leadership Leadership and and teamworkinteamworkingg 6.

6. Training, Training, structured structured shipboard shipboard training training programsprograms

Continuation of morning Continuation of morning teaching, with more teaching, with more case studies, group and case studies, group and plenary discussions plenary discussions

Day 2

Day 2 Ability to apply task and workload managementAbility to apply task and workload management 1.

1. Planning Planning and and coordinationcoordination 2.

2. Personnel Personnel assignmentassignment 3.

3. Human Human limitationslimitations 4.

4. Personal Personal abilitiesabilities 5.

5. Time Time and and resource resource constraintsconstraints 6. Prioritization

6. Prioritization 7.

7. Workloads, Workloads, rest rest and and fatiguefatigue 8.

8. Management Management (leadership(leadership) ) stylesstyles 9.

9. Challenges Challenges and and responsesresponses

Day 3

Day 3 Knowledge and ability to Knowledge and ability to apply effective resourcemanagementmanagement apply effective resource 1.

1. Effective Effective communication communication on boon board aard and asnd ashorehore 2.

2. Allocation, Allocation, assignment assignment and and prioritizatioprioritization on off resources

resources 3.

3. Decision Decision making making reflectireflecting ng team team experienceexperience 4.

4. Assertiveness Assertiveness and leand leadership, adership, including including motivationmotivation 5.

5. Obtaining Obtaining and and maintaining maintaining situatiosituational nal awarenessawareness 6.

6. Appraisal Appraisal of of work work performanceperformance 7.

7. Short Short and and long long term term strategiesstrategies

Day 4

Day 4 Knowledge and ability to apply decision-makingKnowledge and ability to apply decision-making techniques

techniques 1.

1. Situation Situation and and risk risk assessmentassessment 2.

2. Identify Identify and and consider consider generated generated optionsoptions

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3.

3. Selecting Selecting course course of of actionaction 4.

4. Evaluation Evaluation of of outcome outcome effectivenesseffectiveness 5.

5. Decision Decision making making and and problem problem solving solving techniqutechniqueses 6.

6. Authority Authority and and assertivenassertivenessess 7. Judgement

7. Judgement 8.

8. Emergencies Emergencies and and crowd crowd managementmanagement Day 5

Day 5 Need for iNeed for international maritime conventions,nternational maritime conventions, recommendations and national legislation

recommendations and national legislation [Teaching[Teaching should stress "need"

should stress "need" – – why they are necessary why they are necessary – – and and not cover details]

not cover details]

1.

1. International International maritime maritime conventionconventionss – – SOLAS, SOLAS, MARPOL, STCW, MLC,

MARPOL, STCW, MLC, – – role of IMO, ILO role of IMO, ILO 2.

2. RecommendatRecommendations ions and and national national legislatiolegislationn Self-awareness

Self-awareness, personal , personal and professionaland professional development

development 1.

1. Knowledge Knowledge of of personal personal abilities abilities and and behaviouralbehavioural characteristics

characteristics 2.

2. Opportunities Opportunities for pfor personal ersonal and and professionalprofessional development

development

Conclusion Conclusion

Evaluation of course, Evaluation of course, individual assessments individual assessments and advice, certificate and advice, certificate presentations

presentations

Note: Teaching staff should note timetables are suggestions only as regards sequence and Note: Teaching staff should note timetables are suggestions only as regards sequence and length of time allocated to each objective. These factors may be adapted by instructors to length of time allocated to each objective. These factors may be adapted by instructors to suit individual groups of trainees depending on their experience and ability and on the suit individual groups of trainees depending on their experience and ability and on the equipment and staff

equipment and staff availablavailable for e for training.training.

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Part C: Detailed teaching

Part C: Detailed teaching programme programme

Learning objectives Learning objectives

The detailed teaching programme has been written in learning objective format in which the The detailed teaching programme has been written in learning objective format in which the objective describes what the learner should do to demonstrate that knowledge has been objective describes what the learner should do to demonstrate that knowledge has been transferred.

transferred. All objeAll objectives are ctives are understood to understood to be prefixed be prefixed by the wby the words: "The expectedords: "The expected llearning outcome is that the earning outcome is that the learner …learner …""

References and teaching aids References and teaching aids

In order to assist the facilitator/instructor, some reference publications and online materials In order to assist the facilitator/instructor, some reference publications and online materials are provided in Part A, however there is extensive material available online, on CDs and in are provided in Part A, however there is extensive material available online, on CDs and in hard copy

hard copy publications and publications and the amount the amount of material of material is increasing is increasing rapidly. rapidly. A A prudentprudent facilitator/instructor will ensure awareness of what is available and make use of the material facilitator/instructor will ensure awareness of what is available and make use of the material most relevant to learners" needs.

most relevant to learners" needs.

Facilitator/instructor manual Facilitator/instructor manual

The manual (Part D) has been used to structure and comment on the detailed teaching The manual (Part D) has been used to structure and comment on the detailed teaching syllabus an

syllabus and will provide vd will provide valuable informatialuable information to facilitatorson to facilitators/instructors. /instructors. It is expected thatIt is expected that institutions implementing the course will insert references to national requirements and institutions implementing the course will insert references to national requirements and regulations as

regulations as necessary.necessary.

Knowledge,

Knowledge, understanding understanding and and proficiency proficiency IMOIMO Reference Reference

Textbooks, Textbooks, Bibliography Bibliography

Teaching Teaching

Aid Aid 1.

1.

1.1 1.1

Introduction and

Introduction and administraadministrationtion

States the course objectives and outlines States the course objectives and outlines the programme

the programme

A1

A1——Sec1Sec1

Working knowledge of shipboard

Working knowledge of shipboard personnel management and trainingpersonnel management and training

2.

2.1 2.1 2.2 2.2 2.3 2.3 2.4 2.4 2.5 2.5

Organization of crew,

Organization of crew, authority structure,authority structure, responsibilities

responsibilities

Describes typical shipboard organization Describes typical shipboard organization Explains management level, states

Explains management level, states positionspositions and describes roles

and describes roles

Explains operational level, states

Explains operational level, states positionspositions and describes roles

and describes roles

Explains support level, states

Explains support level, states positions andpositions and describes roles

describes roles

Outlines chain of command Outlines chain of command

R1, R2 R1, R2

E1 E1

A1

A1——Sec2Sec2

3.

3.1 3.1

Cultural awareness, inherent traits, attitudes Cultural awareness, inherent traits, attitudes and behaviours,

and behaviours, cross-culturalcross-cultural communication

communication

E2 E2

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Knowledge,

Teaching Teaching

Aid Aid 3.2

3.2 3.3 3.3 3.4 3.4

Explains cultural

Explains cultural awarenessawareness

Gives examples of inherent cultural traits Gives examples of inherent cultural traits Explains association between inherent traits, Explains association between inherent traits, attitudes and

attitudes and behavioubehavioursrs

Describes special care needed in Describes special care needed in cross-cultural communication

cross-cultural communication, , especiallespecially y onon board ship

board ship 4.

4.

4.1 4.1 4.2 4.2 4.3 4.3

Shipboard situation, informal social Shipboard situation, informal social structures on board

structures on board

Describes common informal structures with Describes common informal structures with multi-cultural crews

multi-cultural crews

Explains why informal social structures need Explains why informal social structures need to be recognized and allowed for

to be recognized and allowed for Describes actions to

Describes actions to improve cross-culturalimprove cross-cultural relationships

relationships

B1 B1

5.

5.1 5.1 5.2 5.2 5.3 5.3 5.4 5.4 5.5 5.5 5.6 5.6 5.7 5.7

Human error, situation awareness, Human error, situation awareness, automation awareness,

automation awareness, complacencomplacency,cy, boredom

boredom

Explains terms "active failures" and "latent Explains terms "active failures" and "latent conditions"

conditions"

Explains errors of omission and errors of Explains errors of omission and errors of commission

commission

Describes and explains a typical error chain Describes and explains a typical error chain Explains situation awareness and gives a Explains situation awareness and gives a shipboard example

shipboard example

Describes actions subsequent to a near Describes actions subsequent to a near miss

miss

Describes linkage between automation, Describes linkage between automation, complacency and boredom

complacency and boredom Describes actions to address

Describes actions to address complacencycomplacency and boredom

and boredom

E3 E3

E4 E4

A1

A1—— Ann2 Ann2

6.

6.1 6.1 6.2 6.2 6.3 6.3 6.4 6.4

6.5 6.5 6.6 6.6 6.7 6.7

Leadership and

Leadership and teamworkinteamworkingg Explains functional and

Explains functional and designateddesignated leadership

leadership

Describes leadership qualities including Describes leadership qualities including self-awareness

self-awareness, , situation awareness,situation awareness, interpersonal skills, motivation, respect interpersonal skills, motivation, respect Describes leadership

Describes leadership characteristicscharacteristics,, including persona, assertiveness, including persona, assertiveness, decisivene

decisiveness, ss, applying emotionalapplying emotional intelligence

intelligence

Describes leadership techniques, including, Describes leadership techniques, including, leading

leading

by example,

by example, setting expectations, providingsetting expectations, providing oversight,

oversight, delegatindelegatingg

E5 A1

E5 A1—— Ann1 Ann1

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Knowledge,

Teaching Teaching

Aid Aid Outlines the differences between team and

Outlines the differences between team and group behaviour

group behaviour

Describes the advantages of a team Describes the advantages of a team approach in shipboard

approach in shipboard operationsoperations

States the difference between a "standing States the difference between a "standing team" and a "mission" or "task" team team" and a "mission" or "task" team 6.8

6.8 6.9 6.9

Explains "team-of-one" and why it is Explains "team-of-one" and why it is common on board

common on board

States the features of good team States the features of good team communications

communications 7.

7.

7.1 7.1 7.2 7.2 7.3 7.3

7.4 7.47.5 7.5 7.6 7.6 7.7 7.7 7.8 7.8

Training, structured

Training, structured shipboarshipboard d trainingtraining programme

programme

Outlines importance of structured

Outlines importance of structured shipboardshipboard training

training

Describes effective implementation of Describes effective implementation of structured shipboard training

structured shipboard training Explains responsibil

Explains responsibility of ity of officers to provideofficers to provide structured shipboard training

structured shipboard training

Describes mentoring and coaching Describes mentoring and coaching Describes how trainee progress through Describes how trainee progress through shipboard training programmes is assessed shipboard training programmes is assessed Describes recording and reporting of

Describes recording and reporting of traineetrainee progress

progress

Describes company involvement in Describes company involvement in

structured shipboard training programmes structured shipboard training programmes Explains that training programmes have to Explains that training programmes have to be adjusted to suit

be adjusted to suit ship's operational needsship's operational needs

A2 A2

Need for international maritime conventions, recommendations and national legislation Need for international maritime conventions, recommendations and national legislation (knowledge of need, not of convention details, emphasis to be on human factors, not on (knowledge of need, not of convention details, emphasis to be on human factors, not on technical factors)

technical factors) 8.

8.

8.1 8.1 8.2 8.2 8.3 8.3 8.4 8.4 8.5 8.5 8.6 8.6 8.7 8.7

International maritime

International maritime conventionconventionss

Outlines intent, history and application of Outlines intent, history and application of SOLAS

SOLAS

convention, includin

convention, including the Ig the ISM and ISPSSM and ISPS Codes

Codes

Outlines intent, history and application of Outlines intent, history and application of MARPOL Convention

MARPOL Convention

Outlines intent, history and application of Outlines intent, history and application of STCW Convention and role of STW STCW Convention and role of STW Sub-Committee

Sub-Committee

Outlines intent, history and application of Outlines intent, history and application of Maritime Labour Convention

Maritime Labour Convention

Describes the role of IMO with respect to Describes the role of IMO with respect to maritime

maritime conventionsconventions

E6 A1

E6 A1——Sec3Sec3

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Knowledge,

Teaching Teaching

Aid Aid 8.8

8.8 8.9 8.9

8.10 8.10

Describes the role of ILO with respect to Describes the role of ILO with respect to maritime

maritime conventionsconventions

Describes how IMO and ILO collaborate with Describes how IMO and ILO collaborate with respect to maritime

respect to maritime conventionsconventions

Explains how convention provisions are Explains how convention provisions are implemented

implemented

Explains role of flag state

Explains role of flag state in implementingin implementing provisions of maritime

provisions of maritime conventioconventionsns

Explains role of port state in implementing Explains role of port state in implementing provisions of maritime

provisions of maritime conventioconventionsns 9.

9.

9.1 9.1 9.2 9.2 9.3 9.3 9.4 9.4

Recommenda

Recommendations and tions and state legislationstate legislation Explains how recommendations differ from Explains how recommendations differ from regulations

regulations

Describes the IMO guidelines on the Describes the IMO guidelines on the mitigation of fatigue

mitigation of fatigue

Describes the IMO principles of safe Describes the IMO principles of safe manning and the guidelines for their manning and the guidelines for their implementation

implementation Gives examples of

Gives examples of recommendarecommendations andtions and state

state

legislation dealing with human factors legislation dealing with human factors

R3 R3 R4 R4

Ability to apply task and workload management Ability to apply task and workload management 10.

10.

10.1 10.1 10.2 10.2 10.3 10.3 10.4 10.4 10.5 10.5

Planning and coordination Planning and coordination

States what planning means with respect to States what planning means with respect to individuals and groups

individuals and groups

Describes how planning outcomes are Describes how planning outcomes are measured

measured

Describes the role of f

Describes the role of feedback with respecteedback with respect to planning outcomes

to planning outcomes Defines coordination Defines coordination Gives examples of

Gives examples of shipboard coordinationshipboard coordination

E7 A1

E7 A1——Sec4Sec4

11.

11.1 11.1 11.2 11.2

Personnel assignment Personnel assignment

States what personnel assignment means States what personnel assignment means Gives examples of personnel assignment on Gives examples of personnel assignment on board

board 12.

12.

12.1 12.1 12.2 12.2

Human limitations Human limitations

Describes common human limitations such Describes common human limitations such as f

as fatigue, misunderstandinatigue, misunderstanding, g, complacencomplacencycy Describes onboard activities that test

Describes onboard activities that test humanhuman limitations, including use of technology

limitations, including use of technology

R1 R1

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Knowledge,

Teaching Teaching

Aid Aid 12.3

12.3 12.4 12.4

12.5 12.5 12.6 12.6 12.7 12.7

Describes indicators that human limitations Describes indicators that human limitations are being exceeded

are being exceeded

Explains steps taken to avoid pushing crew Explains steps taken to avoid pushing crew members beyond personal limitations

members beyond personal limitations Explains how hidden pressures can cause Explains how hidden pressures can cause personal limitations to be exceeded

personal limitations to be exceeded

Describes the consequences of pushing a Describes the consequences of pushing a person beyond their personal limitations person beyond their personal limitations Outlines STCW 2011 "Fitness for

Outlines STCW 2011 "Fitness for Duty"Duty"

requirements requirements

13.

13.1 13.1 13.2.

13.2.

13.3 13.3 13.4 13.4 13.5 13.5 13.6 13.6

Time and resource

Time and resource constraintsconstraints Gives examples of time constraints Gives examples of time constraints Describes factors that cause time Describes factors that cause time constraints

constraints

States how time constraints are

States how time constraints are usuallyusually addressed on board

addressed on board Gives examples of

Gives examples of resource constraintsresource constraints Describes factors that

Describes factors that cause resourcecause resource constraints

constraints

States how resource

States how resource constraints are usuallyconstraints are usually addressed on board

addressed on board 14.

14.

14.1 14.1 14.2 14.2 14.3 14.3 14.4 14.4

Personal abilities Personal abilities

States personal characteristics essential to States personal characteristics essential to effective leadership and teamwork on board effective leadership and teamwork on board Describes own abilities contributing to

Describes own abilities contributing to leadership and teamwork on board leadership and teamwork on board

Describes how personal characteristics are Describes how personal characteristics are managed and strengthened

managed and strengthened

Explains how to personally contribute to Explains how to personally contribute to leadership and teamwork on board leadership and teamwork on board 15.

15.

15.1 15.1 15.2 15.2

Prioritization Prioritization

Gives examples of

Gives examples of prioritizaprioritizationtion

Explains why prioritization is necessary Explains why prioritization is necessary 16.

16.

16.1 16.1 16.2 16.2 16.3 16.3 16.4 16.4 16.5 16.5 16.6 16.6 16.7 16.7

Workloads, rest and fatigue Workloads, rest and fatigue

Describes own shipboard workload Describes own shipboard workload Explains the dangers of high workload Explains the dangers of high workload Explains the disadvantages of low workload Explains the disadvantages of low workload Describes how workload can be assessed Describes how workload can be assessed Describes how to ensure an appropriate Describes how to ensure an appropriate workload

workload

States the provisions for seafarers to States the provisions for seafarers to getget adequate rest

adequate rest

R1 R1