Simulated Voyages Using Simulation Technology to Train and License Mariners (1996) / Chapter Skim
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Appendix F: Uses of Simulators Illustrative Case Studies
Appendix F: Uses of Simulators Illustrative Case Studies
Pages 246-271
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From page 246... ...
The studies provide practical insights on course content and operational scenarios and illustrate the value placed in simulators by the individuals and organizations. Case studies are presented for: • a cadet watchkeeping course, which illustrates careful attention to in structional systems design; • the professional development of apprentice marine pilots; • port familiarization for ship masters and pilots and the development of port-entry protocols; • the combined use of simulator-based and follow-up, onboard training on coastwise towing vessels; and • a recently approved combination training and testing course.
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From page 247... ...
and its implementation. The recorded grades for 31 courses involving 233 three- to four-person cadet watch teams (approximately 900 cadets)
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From page 248... ...
Specific objectives were established for each training course, and drill scenarios were carefully crafted to bring the cadet watch teams to the instructorplanned learning experience. The mariner instructors redefined their role as mentors and, during debriefings, as facilitators, to more effectively stimulate trainee intellectual analysis of the results.
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From page 249... ...
By the commencement of the first graded drill, the preparatory elements of the course had exposed each watch team to arrival and departure procedures, change of watch, routine watchstanding procedures, and emergency procedures. The graded simulations consisted of various operational scenarios with specific learning objectives.
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From page 250... ...
In addition, the use of different operating areas exposed the trainees to differences in nautical charts and publications, the diversity of ports and approaches, and a range of operating conditions they could expect to encounter during actual service aboard merchant vessels. The general type of graded scenarios and the operating areas simulated were: • daytime arrival at the Panama Canal; • daytime departure from Limon Bay, Panama; • nighttime passage in Singapore Straits with a relief of the watch; • daytime passage along the California coast with a relief of the watch; • daytime arrival at Port International (fictitious port, San Clemente Island, California)
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From page 251... ...
Watch Team Performance Evaluation Criteria Most ship-bridge simulator-based courses in which trainee performance is evaluated rely on instructor, or instructional team, subjective evaluation as to whether performance was satisfactory or unsatisfactory. In contrast, the USMMA watchkeeping course was graded according to very specific criteria.
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From page 252... ...
Merchant Marine Academy, and Captain Richard Beadon, Seamen's Church Institute)
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From page 253... ...
Merchant Marine Academy, and Captain Richard Beadon, Seamen's Church Institute)
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From page 254... ...
Considerable care was taken by the instructional staff to ensure consistency and evenness in their grading of cadet watch team performance. Measures to ensure consistency and evenness across cadet watch teams and courses involved strict adherence to the course's overall aims and scenariospecific objectives.
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From page 255... ...
The instructors attributed the increased spread of scores in the second drill to the cadet watch team's lack of appreciation for the increase in the diameter of the turning circle associated with shallow water and small underkeel clearances and the implications of these effects to maneuvering, in this case, the need to back and fill the M/V Capella in order to safely depart a crowded anchorage. Data were not available that might enable assessment of the degree to which the high variability in the scores for the first two simulation drills might have been influenced by differences in watchkeeping practices aboard the Academy's training vessel and merchant ships used during cadet training periods that preceded the simulator-based training.
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From page 256... ...
The increase in both the average and weighted average scores does not mean that a similar result could not be obtained through the traditional development of watchstanding capabilities. The lack of control over the operational scenarios that are experienced would, in the committee's experience, require more time to obtain a similar result.
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From page 257... ...
. It appears from the responses that transfer has occurred in varying degrees, although the mariner instructors believe that optimal transfer has been inhibited by variability in bridge resource management practices aboard ship.
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From page 258... ...
. and your teaching on Rules of the Road has made it easier to cope with the butterflies involved with a third mate's first watch es.
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From page 259... ...
, employs 242 Panama Canal pilots and pilot trainees. The PCC, as a federal commission, established pilot development requirements that generally follow the federal pilotage program with respect to organization and licensing.
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From page 260... ...
Anticipating the treaty, the PCC had begun a long-range pilot development program before the treaty was signed. Although the marine license requirement was lowered to enable entry by tugboat masters and ships' officers, this move did not resolve the deficit in pilot candidates of Panamanian nationality.
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From page 261... ...
Because of the great degree of control over vessel operation exercised by Panama Canal pilots under PCC rules, considerable professional maturity is needed. To aid in the development of command presence, professional maturity, and piloting knowledge and skills, the PCC established a mentor program.
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From page 262... ...
Scenarios from past canal accidents are used in the emergency response exercises. The training staff has not attempted to replicate the real world for most aspects of pilot development.
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From page 263... ...
The company is considering bringing the entire bridge team in for training, rather than just the senior officers. Perception of Simulator-Based Training Simulation provides an opportunity to correct bridge team management deficiencies and problems in personal styles without interfering with and jeopardizing 2The material presented in this case study is based on a presentation to the committee by Captain Saunders Jones, American President Lines, November 8, 1993.
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From page 264... ...
"The vessel I was piloting suffered an engine failure. Since I had practiced exer cises in the simulator where this type of situation occurred, my response to the real event was quicker and more confident." (Panama Canal pilot)
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From page 265... ...
A very fast learning curve was demonstrated, and the simulator-based training helped establish a working relationship among the pilots and APL's ships' officers. CASE STUDY FOUR COORDINATED TUG SIMULATOR-BASED ONBOARD DRILLS, MORANIA OIL TANKER CORPORATION3 The Training Program Representatives of the Morania Oil Tanker Corporation provided an overview of Morania's training program.
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From page 266... ...
In the second year following training, the company decided to have their training consultant conduct onboard drills or "real-time" simulation. On Board Training and Performance Evaluations The integrated tug-barge units are about 600 feet long, with a speed of approximately 6 knots fully loaded and 10 knots light.
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From page 267... ...
Although insurance underwriters base rates on costs to the insurance industry, the company has been able to negotiate some rate reduction as a result of its documentation of training results and improved operator safety performance. Over the last three years, Morania has had a reduction in personnel and indemnity and hull insurance rates, which it attributes in large measure to improved safety performance as a result of the training program.
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From page 268... ...
The USCG believes that the course will go above and beyond what is currently required in the license examination and that the approach will increase individual abilities to effectively apply knowledge. Approval of the training-testing course concept relied on the USCG's interpretation of existing, enabling authority for course approvals found in 46 CFR 10.
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From page 269... ...
The agency relied on SIMSHIP Corporation to self-validate the course. This self-validation was done through a structured series of live trials using volunteer test subjects, including chief mates, master mariners, and marine pilots.
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From page 270... ...
The USCG has not established specific criteria for use as assessment benchmarks. The agency believes that course materials and any criteria developed and used by SIMSHIP Corporation are proprietary, even though the course is approved as a replacement for an official licensing examination.
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From page 271... ...
1993. The Panama Canal Pilot Training Programs.
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