DET NORSKE VERITAS

STANDARD FOR CERTIFICATION

NO. 3.307
SHIP-HANDLING COMPETENCE
REQUIREMENTS FOR BERTHING AND
UN-BERTHING LARGE VESSELS
OCTOBER 2008
FOREWORD
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Introduction
The need for additional training in manoeuvring large vessels is recognised in STCW-95.
This new standard addresses the special competencies needed by ship's officers who are responsible for berthing and un-berthing
large vessels with exceptional manoeuvring characteristics.
DET NORSKE VERITAS
Standard for Certification - No. 3.307 3
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CONTENTS
1. INTRODUCTION.................................................. 5
1.1 Scope .........................................................................5
1.2 Target groups...........................................................5
1.3 Professional profile..................................................5
1.4 Required performance standard............................5
2. TAXONOMY.......................................................... 5
2.1 General .....................................................................5
2.2 Levels of cognition................................................... 5
2.3 Professional behaviour verbs ................................. 5
3. COMPETENCE REQUIREMENTS................... 6
3.1 General ..................................................................... 6
4. REFERENCES....................................................... 9
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DET NORSKE VERITAS
DET NORSKE VERITAS
Standard for Certification - No. 3.307 5
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1. Introduction
1.1 Scope
The increasing size of vessels, especially container vessels,
poses special challenges for ships officers during the opera-
tion of berthing or un-berthing. The vessels may be in excess
of 400 metres, have fine lines for high speed operation with
varying degrees of power availability and a relatively high
freeboard.
The demand to maintain slow speed control of these large ves-
sels under varying environmental regimes therefore imposes
an extra set of skills on the ships officer.
The need for additional training in manoeuvring large vessels
is recognised in STCW-95 section B-V/a.
This standard addresses the special competencies needed by
Ships Officers who are responsible for berthing and un-
berthing large vessels with exceptional manoeuvring charac-
teristics.
The scope of this standard is berthing and un-berthing large
vessels. Other ship-handling competences, related to e.g. port
approach, anchoring, etc. are not part of the scope.
1.2 Target groups
This DNV Standard is aimed at officers that are responsible for
berthing and un-berthing large vessels.
1.3 Professional profile
The ships officer should be capable of taking command of the
vessel, operating the ships controls for the propeller, rudder
and thrusters and using tugs in a variety of environmental con-
ditions. The officer should be able to take the vessel through a
narrow and shallow channel requiring tight turns, swing the
vessel off the berth, bring the vessel alongside at a pre-deter-
mined position and un-berth the vessel.
1.4 Required performance standard
The performance standard describes how well the officers
should perform their duties and tasks.
Whilst undertaking the duties described in section 1.3, the of-
ficer will comply with all international, national and local reg-
ulations and requirements and the vessel shall be operated
safely without damage to life, environment or property.
2. Taxonomy
2.1 General
Taxonomy of the required professional behaviour specifies the
level on which the person should be able to operate. It is a hi-
erarchical arrangement, in four (4) levels, of what a person has
to master from simple to complex requirements, based on in-
structional design principles.
For every next level, it is a prerequisite that the preceding level
is mastered. The required professional behaviour is expressed
by means of a verb.
2.2 Levels of cognition
Each competence requirement can be classed by the level of
cognition required to meet the competence requirement.
2.3 Professional behaviour verbs
The lists of verbs in the table below is not exhaustive and
should be used as guidance only.
Level 1: Knowledge (K) To remember or to reproduce on basis of appropriate, previously learned information.
Level 2: Understanding (U)
To give meaning to new situations and or new material by recollection and using necessary present
information. To give evidence of insight in certain activities.
Level 3: Application (A)
To use previously acquired information in new and concrete situations to solve problems that have
single or best answers.
Level 4: Integration (I)
To separate information into their component parts, to examine such information to develop divergent
conclusions by identifying motives or causes, making inferences, and or finding evidence to support
generalizations. To creatively apply prior knowledge and skills to produce a new or original whole.
To judge the value of material based on personal values or opinions, resulting in an end product, with
a given purpose, without real right or wrong answers.
Level of cognition Relevant action verbs
Knowledge (K)
Choose, Cite, Describe, Distinguish, Find, Give example, Group, Identify, Indicate, Know, Label, List, Listen, Lo-
cate, Match, Memorise, Name, Outline, Quote, Read, Recall, Recognise, Record, Recite, Relate, Repeat, Repro-
duce, Retrieve, Review, Select, Show, Sort, State, Underline, Write
Understanding (U)
Account for, Annotate, Associate, Classify, Compare, Define, Describe, Discuss, Estimate, Exemplify, Explain,
Give examples of, Give main idea, Identify, Infer, Interpret, Observe, Outline, Paraphrase, Recognise, Reorganise,
Report, Restate, Retell, Research, Review, Summarise, Translate
Application (A)
Adapt, Apply, Arrange, Calculate, Carry out, Change, Collect, Compute, Conclude, Construct, Demonstrate,
Dramatise, Draw, Exhibit, Execute, Extract, Illustrate, Implement, Include, Instruct, Interpret, Interview, Make,
Manipulate, Obtain, Operate, Paint, Practice, Prepare, Sequence, Show, Sketch, Solve, Translate, Use
Integration (I)
Analyse, Appraise, Argue, Arrange, Assess, Attribute, Calculate, Categorise, Check, Choose, Combine, Compare,
Contrast, Criticise, Critique, Debate, Decide, Deconstruct, Deduce, Defend, Design, Detect, Determine, Develop,
Diagram, Differentiate, Discriminate, Dissect, Distinguish, Evaluate, Examine, Experiment, Find, Formulate,
Group, Hypothesise, Infer, Investigate, Integrate, Interpret, Inspect, Inquire, Judge, Justify, Measure, Monitor, Or-
der, Organise, Outline, Plan, Predict, Prioritise, Probe, Question, Rank, Rate, Recommend, Reject, Relate, Re-
search, Revise, Score, Separate, Select, Sequence, Sift, Structure, Survey, Tell why, Test, Validate, Value
6 Standard for Certification - No. 3.307
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3. Competence Requirements
3.1 General
Each competence requirement is derived from a task that needs
to be performed at some stage in the operation of berthing the
vessel. The competence requirement is stated in objective for-
mat to clearly define what has to be done to satisfy the require-
ments of the competence. At the same time it facilitates the
derivation of assessment criteria and the assessments to meas-
ure individual competencies.
Each competence requirement is grouped into 7 distinct func-
tional domains that are further sub-divided into task groups. In
total there are 19 task groups and 122 competence require-
ments.
Each competence requirement is allocated a level of cognition
that can be used to determine the type of assessment required
to measure competence.
The competence requirements for this operation require both
theoretical knowledge, intellectual and physical skills. Per-
formance needs to be assessed and therefore for each task
group a detailed performance competence is demanded.
Table 3-1 Competence requirements
Column 1 shows the ID for the competence
Column 2 is the defined activity for the competence
Column 3 defines the required level of cognition.
1. Plan the Berthing Manoeuvres
1.1 Assess the effects of ship features on planned actions
1.1.1 Review contents of the bridge poster U
1.1.2 Identify engine type, power available and response time U
1.1.3 Confirm number of engine starts for starting air available U
1.1.4 Identify propeller type and rotation K
1.1.5 Identify thrusters power settings and their effect U
1.1.6 Confirm limitations of thrusters effect with ship speed U
1.1.7 Identify rudder type and effect with engine power setting and speed U
1.1.8 Recall freeboard for cargo load K
1.1.9 Identify pivot point for different speed settings U
1.1.10 Confirm stopping distance for different speed/load configurations U
1.1.11 Recognise the turning circle for the vessels condition and environmental conditions K
1.1.12 Review squat effect with water depth and speed U
1.1.13 Review bank effect with channel configuration and speed U
1.1.14 Identify the tug push areas on side hull U
1.1.15
Review the mooring force calculation at equivalent draft considering the correlation between side hull structure and
fender location/shape
U
1.2 Recognise the local dock and harbour layout and features
1.2.1 Use chart to identify key dock and harbour features A
1.2.2 Review quay mooring facilities of calling ports U
1.2.3 Obtain under water clearance of a berth from the terminal authority A
1.3 Be aware of the local harbour rules and regulations
1.3.1 Review the environmental requirements U
1.3.2 Review port regulations regarding speed and dock walls U
1.4 Identify local tug types and capabilities
1.4.1 Identify local tugs to be used U
1.4.2 Assess tug-capabilities against ship characteristics and environmental conditions I
1.5 Take account of local physical environmental features, current, wind, tide and visibility
1.5.1 Recall tidal regime for entry K
1.5.2 Identify locations where current effects can be anticipated U
1.5.3 Consider draft/depth configuration A
1.5.4 Establish minimum under keel clearance along the intended route A
1.5.5 Establish likely wind effects and areas of impact A
1.5.6 Determine visibility criteria for docking I
1.6 Create a berthing plan
1.6.1 Complete the pilot card A
1.6.2 Appraise the pilots berthing plan A
1.6.3 Set responsibilities for the bridge team A
1.6.4 Inform the mooring teams of intended actions A
1.6.5 Create a berthing plan prior to port entry I
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1.7 Prepare a contingency plan
1.7.1 Identify the point of no return U
1.7.2 Check incident case analyses I
1.7.3 Establish alternative routes A
1.7.4 Identify locations where anchors can be used U
1.7.5 Identify locations with sufficient swinging room U
1.7.6 Confirm damage control routines U
1.7.7 Produce a contingency plan prior to port entry I
2. Basic Manoeuvring
2.1 Establish slow speed control
2.1.1 Calculate distance from dock or berth to establish slow speed control A
2.1.2 Identify slow speed regime for ship U
2.1.3 Set rudder angle before kick ahead A
2.1.4 Use kick ahead for transverse control A
2.1.5 Balance with short periods of modest stern power A
2.1.6 Return rudder amidships after stopping engine A
2.1.7 Recognise the correlation between speed and wake wash K
2.1.8 Anticipate effect of wake wash along the intended route A
2.1.9 Adhere to company and local regulations regarding speed in confined waters K
2.1.10 Establish slow speed control I
2.1.11 Minimise periods of no control I
2.1.12 Set allowable quick astern order at berth A
2.2 Turn the ship
2.2.1 Determine transverse thrust effect for propeller type I
2.2.2 Determine transverse thrust effect for ship shape and condition I
2.2.3 Determine transverse thrust effect with different engine power settings I
2.2.4 Deduce the transverse thrust effect from bow and stern thrusters I
2.2.5 Plan the swept track of the ship I
2.2.6 Plan a controlled turn (e.g. radius / constant rpm / standing) I
2.2.7 Conduct a controlled turn (e.g. radius / constant rpm / standing) I
2.2.8
Explain how a forward placed accommodation on a vessel with an aft ship of 160 meters influences your actions when
making a turn in narrow canals and straits
U
2.2.9
Describe how to position a vessel with a forward placed accommodation and an aft ship of 160 meters, prior to making
a turn in narrow canals and straits
U
2.2.10
State the importance of keeping a sharp lookout forward and aft when making a turn in narrow canals and straits, with
a vessel with a forward placed accommodation
K
2.2.11
Demonstrate a constant and thorough awareness of the vessels length, both for and aft, while performing a turn in nar-
row canals and straits, especially on vessels with a forward placed accommodation
A
2.3 Swing the ship
2.3.1 Set speed of the ship for the swing I
2.3.2 Determine when to start the swing I
2.3.3 Establish control of the swing I
2.3.4 Decide when to terminate the swing I
2.3.5
Swing the ship 180 degrees within 1.5 ships length using thrusters, 1 tug forward and 1 tug aft with a 10 m/s (20 knots)
initial beam wind and 2 knots stern current
I
3. Environmental factors
3.1 Take account of shallow water effect
3.1.1 Anticipate the movement of the ships stern for a given bank profile and take corrective action I
3.1.2 Anticipate the movement of the ships bow for a given bank profile and take corrective action I
3.1.3 Assess the underwater profile of the channel I
3.1.4 Determine the amount of squat for the speed regime and channel configuration I
3.1.5 Take account of changes in trim due to squat I
3.1.6 Assess the effect of squat on the ships list for the speed regime and channel configuration I
3.1.7 Calculate the under-keel clearance I
3.1.8 Take account of wedge effect I
3.1.9 Estimate the minimum under-keel clearance for the intended route and speed regime U
Table 3-1 Competence requirements
Column 1 shows the ID for the competence
Column 2 is the defined activity for the competence
Column 3 defines the required level of cognition.
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DET NORSKE VERITAS
3.2 Take account of environmental factors
3.2.1 Estimate the wind effect and adjust ships track accordingly U
3.2.2 Estimate the tidal effect along the intended route and adjust ships track accordingly U
3.2.3 Estimate the current along the intended route and adjust ships track accordingly U
3.2.4 Make allowance for wave and swell effects along the intended route U
3.2.5
Adjust the ships heading and speed to maintain the intended ships track for a 5 m/s (10 knots) beam wind, 2 knot beam
tidal current in both the loaded and light condition
I
4. Ship-to-ship interactions and ship-to-berth effects
4.1 Interaction with other vessels
4.1.1 Recognise high and low water pressure zones around the ship K
4.1.2 Anticipate the movement of the ships stern in a passing manoeuvre and take corrective action I
4.1.3 Anticipate the movement of the ships bow in a passing manoeuvre and take corrective action I
4.1.4 Assess the interaction effect between 2 moving vessels I
4.1.5 Assess the interaction effect between 1 moving and 1 moored ship I
4.1.6 Pass a ship in the channel where under-keel clearance is 1.5 metres and lateral clearance is less than the ships beam I
4.1.7 Overtake a ship in the channel where under-keel clearance is 1.5 metres and lateral clearance is less than the ships beam I
4.2 Interaction with the berth
4.2.1
Determine the approach angle for berthing (and angle for un-berthing), considering the lines of the vessel and protruded
length
I
4.2.2 Check location and status of berth cranes and other structures I
4.2.3
Judge, on a container vessel, if the outermost containers are likely to hit the gantry cranes if the ship's side overhangs
the pier while manoeuvring alongside
I
4.2.4
Determine, for a container vessel, if parallel docking or undocking is required to prevent the outermost containers from
overhanging the pier and hitting the gantry cranes
I
4.2.5 Identify quay fender positions and shape K
4.2.6 Determine available fender area, considering the side tangent line of the vessel I
4.2.7 Confirm fore and aft distances to other vessels or structures A
4.2.8 Minimise lateral approach speed to berth I
4.2.9 Anticipate buffer pressure effect between ship and berth U
4.2.10 Position the ship relative to the berth I
4.2.11 Maintain position until the ship is moored I
4.2.12
Berth the ship between two moored vessels with 20 metres clearance fore and aft to a quay with solid underwater profile
in a 5 m/s (10 knots) offshore wind
I
5. Using Tugs
5.1 Determine the use of tugs
5.1.1 Confirm the number, type and capabilities of tugs available U
5.1.2 Agree with the pilot on the disposition of tugs I
5.1.3 Advise the mooring teams of the tug disposition A
5.1.4 Confirm the tugs are ready for the planned manoeuvres U
5.1.5 Allocate tugs according to capability, ship characteristics, environmental conditions and port/berth layout I
6. Bridge communication
6.1 Setting standards
6.1.1 Establish communication with the pilot A
6.1.2 Ensure Pilot and bridge team are able to communicate effectively A
6.2 Issuing order and commands
6.2.1 Advise port control of ships progress I
6.2.2 Inform the mooring teams of the operational tasks to be performed K
6.2.3 Issue instructions to tugs I
6.2.4 Issue instructions to the bridge team I
6.2.5 Issue the instruction to re-position a tug from pulling on the bow to pushing amidships I
7. Management tasks
7.1 Monitor ships position and movement
7.1.1 Determine the ships transverse and longitudinal position relative to the intended track I
7.1.2 Monitor pilots engine and wheel commands I
7.1.3 Advise the pilot of the stopping distance of the ship I
Table 3-1 Competence requirements
Column 1 shows the ID for the competence
Column 2 is the defined activity for the competence
Column 3 defines the required level of cognition.
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Standard for Certification - No. 3.307 9
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4. References
STCW 95 Table A-II/2 Function: Navigation at the man-
agement level; Competence; Manoeuvre and handle a ship
in all conditions (elements .2 - .8 and .15 and .16 ).
STCW 95 Section B-V/a Guidance regarding additional
training for masters and chief mates of large ships and
ships with unusual manoeuvring characteristics.
IMO Model course 7.01 Master and Chief Mate; Compe-
tence 1.9 Manoeuvring and Handling a ship in all condi-
tions; performance sections 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 and
1.12.
IMO Model course 1.22 Ship simulation and Bridge
Team.
7.1.4 Advise the pilot of any unacceptable action I
7.1.5 Be prepared to take command of operations I
7.1.6 Take command of berthing the ship I
7.2 Monitor ships progress against the berthing plan
7.2.1 Compare present progress against the berthing plan U
7.2.2 Adjust the plan as necessary I
7.2.3 Amend the berthing plan and re-issue orders I
Table 3-1 Competence requirements
Column 1 shows the ID for the competence
Column 2 is the defined activity for the competence
Column 3 defines the required level of cognition.