shiphandling competency; beyond knowledge and skills ... · both masters and both pilots were aware...

Shiphandling Competency; Beyond

Knowledge and Skills – Perspective

of the Port of Singapore (PoS)

Maritime Pilots Capt Foong YK Pilot-Facilitators Nair+Azman

Topics

I. History of PSA Marine (Pte) Ltd

II. MPA marine incident statistics - Human Factors

III. PoS - Piloted incidents in 2014

IV. Singapore Workforce Skills Qualifications

• Competency-Based Training

• Adult Centric Learning Methodologies

V. PoS - Shiphandling Competency

VI. PSA Marine Corporate Responsibilities

Mock facilitation session - Maritime Resource Management

‘Situation Awareness’ 2

3

The reasonable man adapts

himself to the world;

the unreasonable one

persists in trying to adapt the

world to himself.

Therefore all progress

depends on the

unreasonable man

Let’s be unreasonable…

…strive for ZERO marine incident

Caveat - caused by human factors, PSAM

experience

Not only reasonable

but achievable provided…

4

1964

Port of

Singapore

Authority

(PSA)

1996

Authority

(regulatory)

functions

1996

Terminal

(commercial)

functions

National

Maritime

Board

Marine

Dept

Maritime and Port Authority

of Singapore (MPA)

1997

PSA

Corporation

Limited

2003

International

Expansion

PSA

International

Pte Ltd

PSA

Marine

Pte Ltd

(PSAM) Sole

Pilotage

Service

Provider

Towage,

Supply

of Water

I. History of PSA Marine

1,100 direct employs

Pilotage, Towage,

Supply of Water 5 Waterboats, 50 Tugs,

29 Pilot Launches

5

Maritime Piloting &

Shiphandling Training;

Marine Consultancy


6

500 jobs per day (24/7)

260 Maritime Pilots

30 Trainee Pilots

>Superior Qualifications

180,000 piloted jobs in 2015

3 recorded incidents in 2015 (0.00167%)

SOLAS aka Rights of crew, Maritime pilot to return to dear

ones…Safely

Challenges =

Opportunities

(T-shaped professional)


7

PSAM Academy Alumni / Partners (May 2016)

Rabigh Port

pdf/MRM_Info_to_Maritime_Administrations_and_Training_Providers_September_2011.pdf

Collision 65

47%

Shipboard Accident 28

20%

Contact 7

5%

Grounding 18

13%

Beaching 1

1% Explosion/Fire 4

3%

Listing/Sinking 3

2%

Hull Failure 1

1%

Non Compliance with Statutory Requirements including Near

Miss 6

4%

Pollution 5

4%

Collision + Contact (other than another ship) + Grounding = 65%

II. MPA Marine Incident Statistics (public domain)

July 2011 – June 2014

Human Factor 113 82%

Ship Structure and Machinery related

10 7%

Weather 10 7%

Safety and Security related 4

3%

Others (Act of God) 1

1%

Main Causal Factors …strive for ZERO marine incident

caused by human factors


July 2011 – June 2014

Lack of Situational Awareness

52 46%

Incorrect Recognition 6

6%

Lack of Perception 10 9%

Poor Health 7

6%

Inadequate Coordination and Communication

6 5%

Deliberate Misaction 6

5%

Lack of Familiarity of Procedures

6 5%

Inadequate Supervision 6

5% Inadequate Knowledge of Ship Operations

4 4%

Others ( diminished motivation, unable to ascertain cause)

10 9%

Lack of Situational Awareness + Lack of

Perception = 55%

Human Factors breakdown

Enhance Situational

Awareness +

Perception -55%


July 2011 – June 2014

IMO Resolution A.884(21) – Amendments to the Code for the

Investigation of Marine Casualties and Incidents

Lack of Situational Awareness

An incorrect understanding of the current situation…lead to a faulty

hypothesis regarding a future situation, or an understanding which is based

upon incorrect beliefs, leading to compounded errors that can substantially

increase the risk to the ship e.g. arriving at a hypothesis without

confirmation of which direction an oncoming ship will steer, assuming other

give-way vessel will give-way

Lack of Perception

When an individual does not properly understand that a problem or

situation exists e.g. mishearing a command, misunderstanding a garbled

radio message

II. MPA Marine Incident Statistics

(different) mental picture vs reality

1 Situation Awareness IMO 160105a.pptx

13

Incident I - Collision between two Piloted Vessels, 2014

14

1820_MT150m

1820_MT140m

Good Visibility; Minimum Seas

Tidal Stream E’ly x 1.5kn; Wind N’ly x 10kn

1820_MV 280m

1828

1836

1828

DG9 1828

15

DG9

Pilot MT

• aware of Rule 15 (MT give-way) but did not take actions because he

assumed MV, joining Sinki Fairway, would alter to pass astern of MT;

did not validate this assumption

• aware of Rule 9 (MT to keep as near to the outer limit (starboard) of

fairway) / aware of DG9 but took shortest path

Pilot MV

• over-relied on Rule 15 (stand-on), focused on the crossing MT, did not

maintain a proper look-out (Rule 5)

Both Pilots – Human Factor

• Lack of Situation Awareness

III. PoS - Piloted Incidents 2014

16

DG9


Both Bridge Teams

• aware of developing close-quarters situation but consider it unnecessary to

raise any concerns / challenge their respective maritime Pilot

MV MT

Skills

Knowledge

COMPETENCE

√

√

√

√

???

17

Incident II - Collision between Piloted Vessel & drifting Tug/Tow, 2014

18


Tidal Stream W’ly x 0.5-1kn; Light Wind

0355_MV300m

0355 Drifting Tug/Tow (barge) 40m/110m

Main Fairway Buoy

(RGR - Preferred

channel to Starboard)

0400

0403

0406

0408

0410

19


Tidal Stream W’ly x 0.5-1kn; Light Wind

0355_MV300m


Main Fairway Buoy

(RGR - Preferred

channel to Starboard)

0400

0403

0406

0408

0410

Maritime Pilot

• Aware of drifting tug/tow but was business-as-usual

• to pass west of Main Fairway buoy

• fixed mental model of always passing buoy on port side

• did not slacken speed to allow more time to assess the

situation

• eye-ball navigation, did not monitor radar

• Human Factor - Lack of Perception

20

0355_MV300m


0400

0403

0406

0408

0410

Bridge Team

• Aware of drifting tug/tow but consider it unnecessary to raise any

concerns / challenge the maritime Pilot

• to pass west of Main Fairway buoy (passing between buoy and

tug/tow)

• slacken speed to allow more time to assess the situation

COMPETENCE

MV

Skills

Knowledge

√

√

???

MPA Maritime Safety Investigation (MSI) Reports

Competency Framework - Competence of Those Involved

… Both Masters and both Pilots were aware of COLREGS,

navigational charts, reporting procedures…no evidence to question

their knowledge thereof.

…no evidence to question their skills in ship-handling, operating

navigational aids, taking compass bearing etc.

21


STCW syllabus + MPA Pilotage Requirements

(knowledge, skills) are adequate

Competency Framework - Competence of Those Involved

…consider enlarging the definition of competence to include attitude

(affective domain)…to analyse and help explain:

• the whys of not taking early avoiding actions

• of relying on unfounded assumptions

• of being complacent

• of not using all available means to assess the situation

• of over-relying on stand-on vessel status etc.

…merit to look at the attitudinal component of those involved,

including the What Is In It For Me (WIIIFM) hypothesis. 22

(MRM modules)

Situation Awareness

Challenge & Response

Authority & Assertiveness

Automation

Awareness

Judgment & Decision Making


Incident I

• Pilot MT assumed give-way MV would alter course and pass astern,

waited till last moment to take avoiding action

• Pilot MV over-relied on stand-on status, did not maintain a proper

look-out

Incident II

• Pilot, aware of drifting tug/tow but business-as-usual

• fixed mental model of always passing Main Fairway buoy on port

side

• did not slacken speed to allow more time to assess the situation

• did not monitor radar


COMPETENCE

Knowledge

Skills

Attitude

If Attitude is the missing link, appropriate to consider the WSQ framework?

???

Classification System of Educational Objectives

• Knowledge (cognitive domain)

• Skills (psychomotor domain)

• Attitude (affective domain)


Embracing Competency-based Training and

Adult-Centric Learning Methodologies

The Singapore Workforce Skills Qualifications (WSQ), under the purview of

the Singapore Workforce Development Agency (WDA), is a national

credentialing system. Among others, it embraces the concepts of

competency-based training (CBT) and adult centric learning (ACL)

methodologies

25

• Knowledge

• Skills

• Attitudes i.e. 3-in-1


• Adult Learning Theories (BLOOM)

• Facilitate Adult Learning (ADDIE)

• Instructional Design (KOLB)

• Practice through Reflection

• Activities-bias to facilitate self-

discoveries, peer-learning etc

Competency-based Training

(3-in-1)

I. Facilitated Classroom Session

II. Workplace Observations – Attachment

(Observer; OJT)

III. Laboratory – Simulator

Pilot-Facilitator

27

Enlarge definition of Competence:

• KNOWLEDGE (cognitive domain)

• SKILLS (psychomotor domain)

• ATTITUDE (affective domain) – emotion, feeling, conscientiousness,

self-characteristics of love, respect for others, own self

• Your thoughts, your feeling, your opinion (attitude) about somebody

or something

• Will influence your behaviour (psycho-motor) towards that

somebody or something

If attitudes are negative, does not matter what skills or knowledge

one have…lucky that’s all


28


K

S

A

Syllabus

Class + Wplace (Observer)

+ Simulator

Wplace (OJT) + Simulator

Class + Wplace (Observer,

OJT) + Simulator

Medium of Facilitation Medium of Assessment

Class


?

Knowledge Questioning – MCQ, Written, Oral questioning, Assignment,

Journal

Skills Laboratory – Simulator, Case-study, Role-play, OJT

Attitude is observable when demonstrating skills (or lack of)

Just experienced a adult centric learning methodology:

• Instructional Design Theory of KOLB’s Experimental

Learning Cycle

29


Kolb’s Experiential Learning Cycle – 4-stage learning cycle

1. Concrete Experience – re-interpretation of existing experience

• Question traditional definition of competence (skills and

knowledge)

2. Reflective Observation – self-reflection of re-interpretation to explain

any inconsistencies between experience and own understanding

3. Abstract Conceptualisation – reflection gives rise to a modification of

an existing model

• Consider including attitude as another component of the

competency framework i.e. skills, knowledge and attitude

4. Active Experimentation – apply the conceptualisation to workplace,

check outcomes and validate the experience 30


1. Experience

3. Conceptualise

4. Experiment

2. Reflection

Question definition of

competence (skills and

knowledge)

Analysed, conclude that

attitude is indeed the

missing link

Check own experience,

create own understanding of

competence

Apply new definition to

workplace, check

outcomes, validate the

experience

Eureka, ah ha – ownership (24/7 Pilot’s iPad)

31

Instructional

Design (ID)

Theory - Kolb’s

Experiential

Learning Cycle

Learning is the process whereby knowledge

is created through the transformation of

experience David A Kolb (1984)

PSAM Maritime

Pilots – where are

we now?

• Abridged 1D

MRM Co for

Maritime Pilots

by PSAM Pilot-

Facilitators

• Commence Jan

2016, completed

10 courses

• Favourable

feedback

32

PSAM Maritime Pilots

- Competence

comprised

Knowledge, Skills,

Attitudes

MPA

Pilotage

Require

ments

Leverage on:

• Technology - iPad

• Human Resources -

MRM, STCW Section A-

I/6, WSQ CBT / ACL

(PSAM Competency

Standard)

+ =

Maritime

Piloting and

Shiphandling

Motivation – What-is-in-it-for-

me hypothesis (WIIIFM); T-

shaped professional++

Effective transfer of competence to Workplace

PSAM Academy

Participants -

Knowledge, Skills,

Attitudes

Rights of crew, Maritime pilot to return to dear ones…Safely


pdf/WIIIFM_Virgin_Richard Branson.pdf

pdf/PS_Transport Loyalty_Challenge Jan2014a.pdf

I -

Ship

Handlin

g &

Maneu

ve

rin

g

4C

4

C

3C

II -

Passage P

lannin

g

3C

3C

2C

III –

Manage

me

nt

Tasks

2C

2C

2C

IV -

Respond t

o E

merg

encie

s

3C

3C

2C

V –

Environm

ent

Facto

rs

3C

3C

4C

E4 - Appraise Safety

of Navigation – PoS

E5 - Appraise Port

Development &

Approaches

E6 – Manage

Simulation

Complex – Maritime

Piloting

E7 – Manage

Maritime Pilot

Academy + E-

learning

WSQ Professional Diploma in

Maritime Piloting, PoS

(limited 200m)_15C

WSQ Professional Diploma in

Maritime Piloting, PoS

(unlimited)_15C + 2E (out of 3)

WSQ Specialist Diploma in

Navigational Safety &

Approaches Management _13C

+ 2E (out of 4) + Practicum &

Capstone

WSQ Level 5 (46Credit Value)

Consultant / Facilitator / Manager

WSQ Level 4 (35Credit

Value)

Office Pilot Class A1

WSQ Level 4 (35Credit

Value)

Maritime Pilot Class C / B

Co

nsu

lta

ncy

Su

pe

rvis

ory

O

pe

ratio

na

l Proposed PSAM Maritime Pilots Career Path

Revamp Curriculum - Maritime Pilot Talent Management WSQ Competency Map

E1 – Mentor Supervisor / E2 – Project Rpt

Practicum Capstone

E3 – Public Speaking…Presentation

Competency Category

33

WIIIFM hypothesis T-shaped Professional

MPA MSI Reports

Safety Recommendations

PSAM to consider…:

• sponsor a study to include the affective domain as another

component of the competency framework for Pilots and if the

study is encouraging, to share same with the PoS shipping

community.

34


35

Adult Participant (Productivity Time)

• STCW syllabus (+MRM) = K + S + A (components of competence)

Facilitator

• Subject-Matter-Expertise

• Facilitate Adult Learning

• WSQ or equivalent - Competency-Based Training + Adult Centric

Learning Methodologies

• Motivated – WIIIFM, embrace MRM

Workplace (Production Time)

• Competent = (K + S) x A x WIIIFM

• SOLAS aka Rights of crew and Maritime

Pilots to return to dear ones…Safely

message

messenger

style of delivery equally important

PSAM Experience - Affective domain as another

component of the competency framework

0Bell Curve_Galton Board160526a.pptx

36

V. PoS – Shiphandling Competency

Peculiarities of PoS

• Local wooden craft of primitive build, high-speed ferries, squalls, haze

• Minimum buffer between Traffic Separation Scheme and port limits

• Disembarkation Ground ‘7’ (off Sebarok) – vessel going East

• Eastern Boarding Ground ‘A’ – vessel from West

• PoS Maritime Pilots are MRM trained

• expect a ‘Challenge and Response’ environment

Is it reasonable to assume bridge teams could engage in meaningful

‘Challenge & Response’ exchanges with PoS Maritime Pilots (>50yrs of

piloting history, 500 jobs daily)?

37

• Monitoring the actions of the Pilot…

38

DG

‘7’

40


STCW Table A-II/2 Specification of minimum standard of competence for

masters and chief mates on ships of 500 gross tonnage or more

Manoeuvre and handle a ship in all conditions

.1 manoeuvres when approaching pilot stations and embarking or

disembarking pilots…

.18 use of, and manoeuvring in and near, traffic separation schemes and

in vessel traffic service (VTS) areas…

Use of leadership and managerial skill

Knowledge and ability to apply effective resource management:

.5 obtaining and maintaining situation awareness

41


STCW Section A-I/6 Training and assessment

In-service training

4 Any person conducting in-service training of a seafarer, either on board

or ashore, …:

.1 have an appreciation of the training programme and an

understanding of the specific training objectives for the particular type

of training being conducted;

.2 be qualified in the task for which training is being conducted;…

Subject Matter Expertise (SME) – Shiphandling

PSAM claims our rightful SME role on

maneuvering in PoS and its approaches

SME – Resource Management

PSAM Facilitators suitably qualified

under ALL Academy MRM

facilitators program + numerous

courses

42


STCW Section A-I/6 Training and assessment

In-service training

4 Any person conducting in-service training of a seafarer, either on board

or ashore, …:

.1 have an appreciation of the training programme and an

understanding of the specific training objectives for the particular type

of training being conducted;

PSAM adopted WSQ Competency Framework

Embraces the concepts of

1. competency-based training (CBT); and

2. adult centric learning (ACL) methodologies

Customized to maritime domain = PSAM Competency Standard

pdf/PSAM Competency Standard - WFP-F1 Facilitate AL 160111a.pdf

43


STCW syllabus are adequate but for large ships etc

Section B-V/a Guidance regarding additional training for masters and chief mates of

large ships and ships with unusual manoeuvring characteristics

3 Before initially assuming command of one of the ships referred to

above…sufficient and appropriate general experience as master or chief mate,

and either:

.1 have sufficient and appropriate experience manoeuvring the same

ship under supervision …; or

.2 have attended an approved ship handling simulator course on an

installation capable of simulating the manoeuvring characteristics of such a

ship.

44


Facilitated Classroom

(Shiphandling Theory)

Workplace Observations

(Ship Attachment

accompany by a Pilot-

Facilitator)

Full Mission

Shiphandling Simulation

(FMSS)

0.5D 0.5D 1D

Basic Shiphandling - 2D Appreciation Course (Master, Chief Mate)


(Shiphandling Theory +

MRM)


(Ship Attachment


Facilitator)

Full Mission Shiphandling

Simulation (FMSS)

2.5D 0.5D 2D

MRM and Shiphandling - 5D Upgrading Course (STCW Section B-V/a) (Master, Chief Mate)

Safely Cross TSS; Speed Control; Transits; Anchoring

+ above; Challenge & Response – PoS; Pilotage Techniques

45


Basic Shiphandling - 2D Appreciation Course (Master, Chief Mate)


(Shiphandling Theory +

MRM)


(Ship Attachment


Facilitator)

Full Mission Shiphandling

Simulation (FMSS)

2.5D 0.5D 2D

MRM and Shiphandling - 5D Upgrading Course (STCW Section B-V/a) (Master, Chief Mate)

Safely Cross TSS; Speed Control; Transits; Anchoring

+ above; Challenge & Response – PoS; Pilotage Techniques

1+2+3+4+5+6+7+8+9+10+11+12+13+14+15+16+17+18+19+20 = ?

1+19 = 20 2+18 = 20 3+17 = 20 … 9+11 = 20

9 sets of 20 = 180 ……………………….+10 ……………………….+20 ……………………….+210

46

Full Mission Shiphandling Simulation Exercise I

• Container Single Screw LoA 330m

• Channeling + Anchoring

• Turn off Doppler, Ecdis, Radar

• Exploit Visual Transits

pdf/PSAM Academy_Public Courses_end-Dec2016b.pdf


47

Full Mission Shiphandling Simulation Exercise III

• Container Single Screw LoA 330m

• Turning short-round (to stbd) + Berthing (stbd)

• Exploit tidal stream, Propulsion and Steering Systems



48


PSAM COMPETENCY STANDARD

5D Training & Assessment Course (Senior Officers, Superintendents)

WSQ Model of Competency-Based Training and Adult Centric Learning

Methodologies (maritime-bias)

Competency Unit

Facilitate Adult Learning in a Classroom

Competency Descriptor

This unit equips the learner with the competence to prepare and

facilitate classroom learning within the context of adult maritime

education and training

pdf/PSAM Competency Standard - WFP-F1 Facilitate AL 160111a.pdf

49

VI. PSAM Corporate Responsibilities

PSAM ready to share experiences, expertise with like-minded

entities – Safety of Life at Sea aka rights of crew and Maritime

Pilots to return to dear ones…Safely

• Shiphandling Best Practices + MRM

• PSAM Competency Standard

• WSQ Model of Competency-Based Training and Adult Centric

Learning Methodologies (maritime-bias)

50

Knowledge

Skills

Attitude

Syllabus

Class + Wplace (Observer)

+ Simulator


Class + Wplace (Observer,

OJT) + Simulator

Medium of Facilitation Maritime Resource Management

(MRM)™ course or equivalent

• to help analyse and explain the

whys of not taking early

avoiding actions;

• of relying on unfounded

assumptions;

• of being complacent etc

To enhance SOLAS aka Rights of

crew and Maritime Pilots to return

to dear ones…Safely

Critical success factor - Facilitators

• appropriately qualified (Subject-Matter-

Expertise + WSQ andragogy model or

equivalent)

• motivated (WIIIFM, embrace MRM)

PSAM Experience…strive for ZERO marine incident

caused by human factors

Conclusion

51

1. STCW syllabus are adequate but note Section B-V/a (large

ships etc)

2. Knowledge and skills are important but must be accompanied

by (positive) attitudes

3. Basic Shiphandling Competence, Positive Attitudes can be

acquire but for Mr. Z (bell-curve)

4. PSAM Experience, ZERO marine incident (human factors) is

achievable_Critical success factor – Facilitators

• appropriately qualified (SME + WSQ andragogy model or

equivalent) and motivated (WIIIFM, embrace MRM) ***

Summary

I. History of PSA Marine (Pte) Ltd

o PoS, sole Pilotage Service Provider since 1964

II. PoS - Piloted incidents in 2014

o enlarge definition of Competence to include affective domain

III. Singapore Workforce Skills Qualifications

o Competency-Based Training, Adult Centric Learning Methodologies

IV. Corporate Responsibilities - Share PSAM experiences to enhance

SOLAS aka Rights of crew and Maritime Pilots to return to dear

ones…Safely

o Shiphandling Best Practices, MRM

o PSAM Competency Standard (WSQ model of CBT, ACL)

52

**

Summary

53

*

With appropriately qualified and motivated facilitators,

it is possible

to enhance the competence of mariners,

in particular the affective domain,

to avoid making (human factor) errors…

let’s be ‘unreasonable’ and strive for ZERO marine incident

54

Natural Laws = Normal Distribution

The normal distribution is sometimes informally called

the bell curve

Movies/Galton's Board - Technical University of Crete.mp4

55

Natural Laws = Bell-shaped curve

56

e.g. maintain a

proper look-out CAN DO IT

WILLING TO

DO IT

A - Talent Pool

(Encourage)

B - Training

(Monitor)

Y - Counseling

(Motivation)

Z - Transfer

(Warning)

Performance Analysis

Recommendations (1993 Carolyn Balling)

57

A - Talent Pool

(Encourage)

B - Training (Monitor) Y - Counseling

(Motivation)

Z - Transfer (Warning)



***

58

Z crew - Transfer

In different environments, Z crew may ‘wake-up’,

adopt MRM principles, flourish and thus grateful...

**

59

A - Talent Pool

(Encourage)

B - Training (Monitor) Y - Counseling

(Motivation)

Z - Transfer (Warning)



*

shiphandling competency; beyond knowledge and skills ... · both masters and both pilots were aware...

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