Effective Communication

Aboard and Ashore

MT162-2 – LEADERSHIP AND TEAMWORK
 Course Objective

• Describe the essence of effective communication

• State the main components of a communication system
• State the barriers to effective communication
• Describe four lines of communication
• Describe effective communication techniques
 Course Objective
• Explain why closed loop communication is used when manoeuvring the ship
• Describe communication protocols commonly used at sea
• Give examples of internal and external communication
• Explain how communication with people ashore may differ from
communication on board
• Explain what needs to be done to create a good communication climate
Essence of Effective
Communication
 Essence of Effective Communication
• Communication is the key to a successful idea, and/or organization.
Keeping in mind that communication entails outgoing and ingoing
information that is both delivered and received in a lucrative manner.
• The two golden rules to communicating effectively are:
– Organize thoughts in your mind before sharing them with others.
– Communication is collaborative, not competitive.
 Essence of Effective Communication
• Effective communication is crucial at every level of an organization.
However, the ability to communicate effectively does not come easily to
many people, and it is a skill that requires practice.
• To effectively communicate a complex idea, however, requires skills
beyond elementary conversation. There are two golden rules to follow:
 1. Organize thoughts in your mind before
sharing them with others.
• This rule involves decoding and encoding before and during a two-way
conversation, as in the Interactional Model. One idea often prompts a
torrent of others. In order to share your ideas, you must first shape them
coherently.
• Organization is important, because it creates a pattern for your listener,
allowing him or her to grasp the larger picture intuitively. This allows the
listener to focus on the details of your message, without struggling to
understand how you went from Point A to Point B.
 2. Communication is collaborative, not
competitive
• Communication is in some ways like a dance; each partner plays off the
other, basing his or her steps on the other person’s, while simultaneously
maintaining a certain amount of individuality.
• Communication is a two-way process involving an exchange of ideas. If
you try to make it one-way, you prevent this exchange and will eventually
frustrate the other person. You may also frustrate yourself, if you read the
other person’s lack of verbosity as disinterest in the conversation, rather
than an inability to get a word in.
 Main Components of
Communication System
Main Components of Communication System

• 1. Encode
• The sender’s task is to transform that idea into a form which can be
transmitted to the recipient who will be able to understand it.
• This process is called the coding process, and it represents translating an
idea into a form, e.g. written or spoken language, which the recipient can
recognize.
Main Components of Communication System

• 2. Transmit
• When a message has been coded, it is ready to be transmitted through one
or more channels of communication to the desired recipient, along the
ways that information travels, through a telephone line, television or radio
signals, by mail or by Internet.
Main Components of Communication System

• 3.Decode
• After receiving a message, the recipient starts a decoding process, i.e.
returns the message to the form of the sender’s original idea.
• Various sub-processes may be included in this, such as understanding
spoken or written words, interpreting facial expressions and the like.
Main Components of Communication System

• 4. Receive
• If the recipient has decoded the sender’s message correctly, he/she will
understand the idea which the sender wanted to transmit.
• As in the case of coding, limitations in the sense of ability to decode some
information represent a potential weakness in a communication process.
Main Components of Communication System

• 5. Feedback
• Transmitting a new message to the first sender. This part of the process is
called Feedback and it represents the knowledge of what influence the
message has had on the recipient.
• Having received the feedback, the sender is able to see whether his
messages have been understood properly.
Barriers to Effective
Communication
 Barriers to Effective Communication
• The use of jargon. Over-complicated, unfamiliar and/or technical terms.
• Emotional barriers and taboos. Some people may find it difficult to
express their emotions and some topics may be completely 'off-limits' or
taboo. Taboo or difficult topics may include, but are not limited to,
politics, religion, disabilities (mental and physical), sexuality and sex,
racism and any opinion that may be seen as unpopular.
 Barriers to Effective Communication
• Lack of attention, interest, distractions, or irrelevance to the receiver.
• Differences in perception and viewpoint.
• Physical disabilities such as hearing problems or speech difficulties.
• Physical barriers to non-verbal communication. Not being able to see the
non-verbal cues, gestures, posture and general body language can make
communication less effective. Phone calls, text messages and other
communication methods that rely on technology are often less effective than
face-to-face communication.
 Barriers to Effective Communication
• Language differences and the difficulty in understanding unfamiliar
accents.
• Expectations and prejudices which may lead to false assumptions or
stereotyping.  People often hear what they expect to hear rather than what is
actually said and jump to incorrect conclusions.
• Cultural differences.  The norms of social interaction vary greatly in
different cultures, as do the way in which emotions are expressed. For
example, the concept of personal space varies between cultures and between
different social settings.
4 Lines of Communication
 4 Lines of Communication
• When communication flows like a straight line from sender to the receiver
of a message, It takes a shape of horizontal communication process. It is
also known or stated as one way process of communication.
Effective Communication
Techniques
 Effective Communication Techniques
• 1. Utilize the power of silence
• Crafty communicators make use of silence when they feel that their subject is holding
back. By utilizing the power of silence, they encourage their dialogue partner to pick
up the thread of the conversation.
• The reason for this response is simple: We can’t stand silence in a conversation.
Therefore, excellent communicators obtain essential information by making a pause.
• They are able to resist the temptation to immediately respond to the answer given.
Instead, they use (in certain circumstances) the power of silence to encourage the
other person to expand the response. And often times, silence can lead people to say
much more than intended.
 Effective Communication Techniques
• 2. Mirror your partner (body language, tone and energy level)
• Great communicators establish comfort and trust by meeting listeners on their level.
To accomplish this, they subtly match their conversational partner’s language style,
body language, facial expression, mood and energy level. 
• By means of calibrating their tone and body language, proficient communicators are
able to skillfully establish an evenly matched conversation. This does not only help to
ease the dialogue partner, but it also builds the necessary fundament to accomplish
the intended outcome.
• Mirroring the partner’s body language and tone can also assist in easing arguments in
challenging conversations.
 Effective Communication Techniques
• 3. Be a flexible listener
• Skillful communicators are not just listening to the spoken words. They also carefully seek
to read between the lines of what is spoken. Even more so, they pay great attention to subtle
nuances of the conversation, such as the tone in which words are spoken and nonverbal
indicators.
• Listening attentively helps proficient communicators to identify the (hidden and)
underlying motifs of a person. In many cases, to fully understand what a person is
communicating, we need to carefully note how they transmit certain messages.
• The skill of being a flexible listener also comes in handy, because it allows communicators
to know the right time to address sensitive subjects and when to better avoid them.
 Effective Communication Techniques
• 4. Request feedback
• The simple act of confirming the mutual understanding of the message is a powerful tool
well-known to proficient communicators. It doesn’t take much time and effort to request
feedback from the people you’ve spoken with. But time and time again, it can greatly help
you to confirm that the message was delivered clearly.
• Good communicators also ask for confirmation in order to avoid misunderstandings and the
resulting problems. This can easily be done by letting the listener summarize the intended
course of actions.
• Additionally to simply asking for confirmation, those who excel at communication also seek
the input and feedback of their peers. Doing so allows them to get their listeners involved and
makes them feel valued and heard.
 Effective Communication Techniques
• 5. Cultivate Curiosity
• By developing a natural interest in the people you communicate with, you’ll quickly
build up mutual trust and respect. Not only this, but curiosity will also help you to
better understand the motivations of other people. Something that is crucial when it
comes to convincing others of your ideas.
• The willingness to learn more about the people around you can also help you to
form deep bonds with them. Even more importantly, it switches our focus from
continuously trying to dominate a conversation back to actually listening..
 Effective Communication Techniques
• 6. Try to forget yourself (ego suspension)
• Excellent communicators are people who are able to resist the urge to follow this
standardized pattern. Instead of trying to dominate the conversation, they encourage
others to talk more about themselves and their story.
• They’re genuinely interested in all the details and everything that happened to the
other person. In doing so, these communicators easy connect with others and quickly
gain their trust.
• These skillful communicators have understood that people have a natural tendency
to tell their stories and they know how to effectively make use of it.
 Effective Communication Techniques
• 7. Stay positive
•  A positive attitude sets the stage for productive conversations. Good communicators
know that being constructive is crucial for every kind of conversation. 
• They understand that harsh criticism or negativity only causes their counterpart to
build up defenses. And when this happens, people shut down. It is therefore even
more difficult to convey the intended message.
 Effective Communication Techniques
• 8. Communicate with enthusiasm
• Enthusiasm truly is contagious. You can make use of it not only to communicate
more effectively, but also to communicate in a more powerful and engaging manner.
• Enthusiasm greatly aids powerful communication. Effective communication consists
of using well-timed doses of enthusiasm to make the spoken message a lot more
powerful. People are more likely to respond positively to enthusiastic speakers that
are able to address their feelings.
 Effective Communication Techniques
• 9. Use the compelling power of humor
• Proficient communicators are often in positions of leadership. With this also comes the
responsibility to reprove subordinates occasionally. Especially in situations when
leaders are confronted with hard-working and disciplined subordinates, humor can be
effectively used to release the tension. It can be applied as a tool to skillfully
communicate that the communicator is not angry about the subordinate, but has to
address some critical issues.
• Humor can also be used to effectively communicate negative messages without being
offensive. This can be especially helpful in a person’s non-professional life, when they
simply want to convey their discontent about something in a playful manner.
 Effective Communication Techniques
• 10. Make use of open-ended questions
• Asking open-ended questions communicates not only your interest in the person, but
also encourages them to talk about themselves.
• In general, however, open-ended questions allow you to gain important insights
about the person and their specific needs and dreams. This kind of information is
crucial for communicators that want to effectively address their listeners. Otherwise
they risk being at cross purposes.
 Effective Communication Techniques
• 11. Express your approval of others
• Effective communication can also be established by opening other people for the
conversation and lightning their mood by showing them approval.
• By telling your listeners in a subtle but forthright manner what you admire about
them, you’ll be able to quickly connect with them. Giving other people approval in
an honest fashion can be especially effective to win them over to your side.
 Effective Communication Techniques
• 12. Understand the importance of eye contact
• Eye contact is an important aspect of one’s communication. Unfortunately, finding
the right balance of eye contact during a conversation can be quite difficult. Skilled
communicators are neither staring excessively nor do they avoid any kind of eye
contact.
• Instead, they maintain a healthy balance. Especially when listening, they look their
counterpart in the eyes (without staring) to communicate that they are attentively
listening. But also when speaking, skillful communicators make sure that they keep
the right amount of eye contact to maintain the attention of their listeners.
 Effective Communication Techniques
• 13. Eliminate filler words
• Every once in a while, almost all of us involuntarily use certain filler words, such as:
um, uh, like, so, yeah, I mean, you know, ok. We especially use these kind of words
when we’re nervous, for example when presenting in front of a large audience. In
most cases, we simply use filler words to signal a thinking pause.
• he problem with these words is that they make us look incompetent. When it comes
to effectively conveying your ideas to other people, competence and trustworthiness
are essential. For this reason, try to avoid these words as best as you can.
 Effective Communication Techniques
• 14. Communicate openly and reveal things about yourself
• Effective communication also consists of telling your own stories and revealing
things about yourself. This does not have to mean that you have to talk about your
innermost secrets.
• Happenings from your regular life are just fine. By revealing things about yourself
and your personality, you can effectively connect with others and build a
relationship.
 Effective Communication Techniques
• 15. Avoid information overload
• Effective communication, however, also requires that the flood of information can
be properly processed by the recipient. Confronting listeners with too much
information at once can overwhelm them quickly. In these cases, you can deliver the
message as clearly and precisely as you want, but it will never fully reach the
listener.
• Effective communicators make sure that they do not stimulate their peers with too
much information. Instead, they focus on exchanging information in a concise
manner and keep it to the point. Additionally, by using questions they keep their
listeners engaged and attentive.
 Effective Communication Techniques
• 16. Communicate that you’re on the same team
• By using words such as ‘we’, ‘our’ and ‘us’ you can skillfully communicate to your
listeners that you’re on the same side. Applying this communication technique can
help you to subtly build a bond with your peers. Good communicators also use these
words to convert others to their column and to establish a sense of belonging.
 Effective Communication Techniques
• 17. Be empathetic
• Empathy is a crucial asset of skilled communicators. By developing a good understanding
about the circumstances and difficulties of their counterparts, they can communicate the
intended message in a more appropriate manner. Without this kind of emotional
awareness, one would risk falling prey to various kinds of communication mistakes and
traps.
• Another important dimension of empathy lies in the communicator’s ability to estimate
other people’s reaction to their communicated messages. Effective communicators
skillfully adapt their message based on the personality of the person they’re speaking
with. This can be especially important when they are dealing with a counterpart who is
likely to get emotional.
 Effective Communication Techniques
• 18. Mention the other person’s name
• Addressing your listener by name can prove to be an excellent communication
technique. Doing so will communicate your attentiveness and the fact that you have
taken the time to memorize their name. Besides stating their name, the way you
pronounce the name can be equally important.
• Skillful communicators are capable of saying the name of their listener in a manner
that conveys respect and appreciation. And in doing so, they are able to elicit
positive feelings in the person they speak to. After all, the name of a person is an
incredibly important and powerful word to them.
 Effective Communication Techniques
• 19. Speak as an equal rather than a superior
• There’s nothing that makes people disregard your ideas than talking down to them.
Efficient communicators focus on delivering the message, not their status. And even
in situations when they are in a position of authority, they speak to others as an equal
to increase their commitment and establish trust.
Communication At Sea
 Communication at Sea
• No matter how good a communicator we are here on land, it doesn’t
follow that will be the same onboard. The seafaring profession uses it’s
own ordinary words but have different use onboard. Deliberate effort must
be exerted to avoid potential communication problems.
• Closed loop process of communication is all about to complete
communication making as like as a circle. When communication is
completed by making a circle, it is stated as closed loop communication
process. This process is also called as on going process.
 Communication at Sea
• When at sea, maritime professionals need to be able to communicate with
other ships of any size or nationality, sending and receiving urgent
maritime safety information and distress alerts in an emergency to and
from rescue coordination centers ashore or other ships nearby.
Communication Protocols
Commonly Used at Sea
Communication Protocols Commonly Used at Sea

• Marine communication between ships or with the shore was carried with
the help of on board systems through shore stations and even satellites.
• While ship-to-ship communication was brought about by VHF radio,
Digital Selective Calling (DSC) came up with digitally remote control
commands to transmit or receive distress alert, urgent or safety calls, or
routine priority messages. DSC controllers can now be integrated with the
VHF radio as per SOLAS (Safety Of Life at Sea) convention.
Communication Protocols Commonly Used at Sea

• Satellite services, as opposed to terrestrial communication systems, need

the help of geo-stationary satellites for transmitting and receiving signals,
where the range of shore stations cannot reach.
• These marine communication services are provided by INMARSAT (a
commercial company) and COSPAS – SARSAT (a multi-national
government funded agency).
Communication Protocols Commonly Used at Sea

• While INMARSAT gives the scope of two way communications, the Corpas Sarsat
has a system that is limited to reception of signals from emergency position and
places with no facilities of two way marine communications, indicating radio
beacons (EPIRB).
• For international operational requirements, the Global Maritime Distress Safety
System (GMDSS) has divided the world in four sub areas. These are four
geographical divisions named as A1, A2, A3 and A4.
• Different radio communication systems are required by the vessel to be carried on
board ships, depending on the area of operation of that particular vessel.
Internal and External
Communication
 Internal and External Communication
• Internal communication is information exchange within the ship
organization. It can be through verbal communication such as meetings,
daily conversation, public address system, email or by telephone. Non-
verbal communication such as hand signs, alarms, signals etc.
• External Communication is used to exchange information from ship to
the outside of organization such as shore, another ship or coastal states.
Common mediums that are being used here are VHF, GMDSS, EPIRB
etc.
 Onboard Communication
• 72% percent of the seafarers said that more than one language was spoken on board during
their current of most recent service on board. Most participants agreed that communicating in
one language in emergency situations was very much affected by this fact.
• One participant stated that there were times when, because of his interlocutor's pronunciation,
he had to leave his station in the cargo control room and go to the deck to speak to the person
face to face and watch his hand movements in an attempt to communicate.
• There is not so much differences in the way you, your co-workers and people ashore
communicate. As a careful worker, you need to be aware of and demonstrate respect for such
differences. You also have to beware of discriminating against individuals who communicate
in different ways.
Creating Good Communication
Climate
 Creating Good Communication Climate
• Start with people, stay with people
• If you want your audience to care about your topic, then care about them. Start from
their perspective, not yours. Infuse your entire communication with tangible,
relevant concerns. Move from people to your agenda, not the other way around, and
keep going back to people.
 Creating Good Communication Climate
• Connect on common values
• If you really understand your audience’s priorities, concerns, and values, you can
open their hearts and minds by talking about those values and showing you share
and honor them. Common values, such as family, community, choice/freedom,
health, and fairness, are powerful motivators and connectors. Affiliation or “tribal”
connectors such as being fellow congregants, business leaders, organization
members, or professionals are also helpful.
 Creating Good Communication Climate
• Acknowledge ambivalence
• People approach your topic from different perspectives and have different levels of
concern. And we all have other priorities. Don’t be self-righteous. Respect their
perspectives, and allow them their own space.
 Creating Good Communication Climate
• Make it real
• We need to move them from concern to action. By focusing on local realities they
can see with their own eyes—simple, irrefutable facts about your subject can make it
relevant for them. Assume the realities, don’t argue the science. Use a light hand
with one or two examples; then pivot quickly to solutions.
 References:
• https://www.freeonlineresearchpapers.com/effective-communication
• https://www.skillsyouneed.com/ips/barriers-communication.html
• http://
bconsi.blogspot.com/2013/06/different-types-of-communication-process.html
• http://www.planetofsuccess.com/blog/2016/effective-communication-techniques
• https://
www.marifuture.org/Publications/Papers/COMMUNICATION_AND_PRACTIC
AL_TRAINING_APPLIED_IN_NAUTICAL_STUDIES.pdf
3.10 Evaluation of outcome
effectiveness
Course Objective

 Give examples of outcomes of shipboard courses of action

 Describe how the outcome of a course of action can be assessed
 Describe possible follow-up actions once outcome is assessed
Course of Action (COA)

 In incident-level decision making, a Course of Action (COA) is an overall plan that

describes the selected strategies and management actions intended to achieve Incident
Objectives, comply with Incident Requirements, and are based on current and expected
conditions.
 The purpose of the COA is to adequately mitigate or control the risk to values to be
protected, and identify where fire may contribute to meeting land management objectives
in those areas where risk can be mitigated to an acceptable level.
Identify Courses of Action

 Courses of action include criteria for determining how and when each response will be
implemented under a variety of circumstances. Subsequently, the planning team develops
response protocols and procedures to support these efforts.
 Possible courses of action are typically developed using the following steps:
 Depict the scenario. Create a potential scenario based on the threats and hazards identified and
prioritized in Step 2.
 Determine the amount of time available to respond. This will vary based on the type of threat
or hazard and the particular scenario.
 Identify decision points. Decision points indicate the place in time, as threats or hazards unfold,
when leaders anticipate making decisions about a course of action. Walking through each scenario
in detail will help identify the relevant decision points for each one, such as whether or not to
evacuate, shelter-in-place, or lockdown.
Identify Courses of Action

 Develop courses of action. Planners develop courses of action to achieve their goals and
objectives by answering the following questions:
 What is the action?
 Who is responsible for the action?
 When does the action take place?
 How long does the action take and how much time is actually available?
 What has to happen before?
 What happens after?
 What resources are needed to perform the action?
 How will this action affect specific populations, such as individuals with disabilities and others with
access and functional needs who may require medication, wayfinding, evacuation assistance, or personal
assistance services, or who may experience severe anxiety during traumatic events?
Select Courses of Action

 After developing courses of action, planners compare the costs and benefits of each
proposed course of action against the goals and objectives.
 Based on this comparison, planners select the preferred course or courses of action to move
forward in the planning process.
 Plans often include multiple courses of action for a given scenario to reflect the different
ways it could unfold.
 After selecting courses of action, the planning team identifies resources necessary to
accomplish each course of action without regard to resource availability. 
 Once the planning team identifies all of the requirements, it begins matching available
resources to requirements. This step provides planners an opportunity to identify resource
gaps or shortfalls that must be taken into account.
Step 4 Outcome

 After completing Step 4, the planning team will have identified goals, objectives, and
courses of action for before, during, and after threats and hazards, as well as functions.
3.11 Decision making and
problem solving techniques
Course Objective

 Give examples and explains problem solving techniques

PROBLEM SOLVING: THE MARK OF AN
INDEPENDENT EMPLOYEE
 Problem solving is all about using logic, as  level-headedness
well as imagination, to make sense of a  initiative
situation and come up with an intelligent
solution. In fact, the best problem solvers  resilience (in order to reassess when your first
actively anticipate potential future problems idea doesn’t work)
and act to prevent them or to mitigate their
effects.
 team working (if problem solving is a team
effort)
 Problem-solving abilities are connected to a
number of other skills, including:
 influencing skills (to get colleagues, clients
and bosses to adopt your solutions).
 analytical skills
 innovative and creative thinking
 a lateral mindset
 adaptability and flexibility
How to develop and demonstrate your
problem-solving skills?
 Seek out opportunities to gain problem-solving examples
Dealing with any of the following situations will help you gain problem-solving skills,
perhaps without even realizing it:
 Sorting out a technical problem with your phone, device or computer.
 Resolving a dispute with a tricky landlord in order to get your deposit back.
 Carrying out DIY.
 Serving a demanding customer or resolving a complaint.
 Finding a way round a funding shortfall in order to pay for travel or a gap year.
 Turning around the finances or increasing the membership of a struggling student society.
 Organizing a student society’s trip overseas, overcoming unforeseen difficulties on the way.
 Acting as a course rep or as a mentor for other students.
How to develop and demonstrate your
problem-solving skills?
 Keep in mind this problem-solving technique
If you’re provided with a scenario or a case study during the graduate recruitment process,
you could try using the IDEAL model, described by Bransford and Stein in their
book Ideal Problem Solver. It breaks down what you need to do to solve a problem into
stages:
 Identify the issue
 Define the obstacles
 Examine your options
 Act on an agreed course of action
 Look at how it turns out, and whether any changes need to be made.
3.12 Authority and
assertiveness
Course Objective

 Give meaning of judgement

 Explain difference between "reality judgement" and "value judgement"
 Give example of use of judgement on board
What is Judgement?

 Judgment—the ability to combine personal qualities with relevant knowledge and

experience to form opinions and make decisions—is “the core of exemplary leadership,”
 A value judgment (or value judgement) is a judgment of the rightness or wrongness of
something or someone, or of the usefulness of something or someone, based on a
comparison or other relativity. As a generalization, a value judgment can refer to a
judgment based upon a particular set of values or on a particular value system.
 A reality judgment is fact-based judgments, concerns the issue of true or false regarding
the natural and social worlds (e.g. human behaviors and their causal relationships, events
and situations). Moral judgments are easier than reality judgments because of the two
dimensions of right or wrong.
Examples of judgement onboard.

 Decision making of Management Team for the operation of their vessel.

 Master giving the final decision for there are conflicts between people, time and situation.
 Master deciding the route in facing different adversities such as traffic, bad weather and
traffic separation scheme.
 Chief Engineer’s decision making on FO, DO and LO ROB. Receiving quantity during
bunkering and negotiation for any discrepancies between ship and supplier.
 Proper time management of crew during working hours. Prioritization, tasking and proper
distribution of work on all departments of ship.
3.13 Emergencies and crowd
management
MT162-2 – Leadership and Teamwork
Course Objective

 Describe the most common shipboard emergencies

 State leadership requirements when dealing with a shipboard emergency
 Describe the preparations for dealing with a shipboard emergency
 Describe the preparatory steps taken for crowd management on board a passenger ship
 Describes roles of master and management personnel in dealing with an emergency
 Describe own role in dealing with an emergency
Three Types of Common Emergency
Situations
 Cruise ship emergencies and crimes are frequently in the news, and if you are preparing to
go on a cruise, you may wonder what types of situations could occur.
 Below, we’ve listed some emergency situations that could potentially take place on a ship.
 Breakdown
 Fire
 Collision
Breakdown

 While the breakdown of a cruise ship may not sound like an emergency situation, it most
definitely can turn into one if the ship is out of commission for long enough.
 When a cruise ship breaks down, many of its systems can be negatively impacted. If the
source of the breakdown impacts the electrical system of the ship, things such as the
HVAC, plumbing, and emergency alarm systems may not work.
 Additionally, a breakdown could render the ship inoperable, stranding passengers at sea for
days without electricity and fresh food and water. As you can imagine, this can create quite
the environmental and safety hazard for passengers on board the ship.
Fire

 Cruise ships are like floating cities or floating hotels, and as such, they are subject to some
of the same types of emergency situations that can occur in a regular building.
 A fire is one of the most common and dangerous emergency situations that may occur
while you are onboard a ship. In addition to the dangerous flames, fires also bring with
them smoke and noxious chemicals from burning substances and materials.
 Common causes of fires on cruise ships may include fuel or oil leaks, equipment
malfunction, and passenger or crew carelessness.
Collision

 Thanks to modern technology and the captain’s skill, cruise ships do not often collide with
other objects, but it does happen from time to time.
 There are also situations where the tender (the small ship used to ferry passengers from the
cruise ship to the port) collides with other objects, including the cruise ship.
 In these types of emergencies, there are many safety hazards for passengers. Depending on
what the ship collides with, the forces could be significant enough to cause injury to those
onboard the ship.
 Additionally, collisions bring with them the risk of the ship’s exterior being compromised.
This means that the vessel could take on water, causing a breakdown or the potential
sinking of the ship.
Emergency Staffing on Cruises

 In the event of a breakdown, a fire, or a collision, all cruise line operators are required to
adhere to emergency procedures and first aid measures as mandated by the International
Maritime Organization.
 As such, you will find a few different groups of individuals who are trained to assist
passengers in emergency situations.
 Medical Staff
 Security
 Trained Crew Members
Medical Staff

 In order to be compliant with the rules and regulations of the International Maritime
Organization, all cruise ships must have properly trained medical staff on board in the
event of an emergency and to address a wide variety of health concerns.
 In the event that there is an epidemic outbreak of some type of illness onboard or if
passengers are hurt during an emergency, it is the cruise line’s duty to ensure there is
adequate medical personnel on the ship.
Security

 In addition to medical professionals, the cruise line is required to have security personnel
on the ship at all times.
 The role of security officers is very important on a ship. Not only do they ensure the safety
of both employees and passengers, they are also trained in how to provide emergency
response assistance.
 If there is a fire or other emergency onboard a ship, the security team should maintain
order and calm amongst passengers.
Trained Crew Members

 Of course, in the event that there is some sort of large-scale emergency while you are on a
cruise ship, it is essential to have as many crewmembers as possible who are trained in first
aid and emergency procedures.
 To ensure the safest conditions for passengers, the International Maritime Organization
requires ongoing training of all crewmembers to ensure they are equipped to perform
emergency duties when necessary.
Crowd and crisis management

 Effective crowd and crisis management is paramount in managing an emergency on board

passenger vessels.
 In the event of an emergency, passenger vessels face additional challenges to that of other
vessel types, due to the added risk associated with passengers and therefore, crew need to
be more vigilant and show greater awareness of the risks that are faced.
 To manage behaviour in a crisis, it is first necessary to understand the roles and rules of
passengers and crew separately.
Roles and rules
 Passengers
 Passengers usually perform an everyday role away from a vessel and will naturally continue this
when they are on board.
 They will combine this with the role of a passenger, however, the perception of the role will be
determined by the abilities of the company, ship, officers and crew.
 If passengers are confident in the crew’s abilities, then they will follow orders and behave
appropriately in emergency situations.
 Officers and crew
 Crews have predetermined everyday roles on board which they are very familiar with. In addition
to their usual duties, they should also have clearly defined responsibilities in the event of an
emergency.
 To improve familiarity and competency with these defined tasks, emergency drills should be
carried out regularly.
 The difference between these two groups of people is that passengers need to be informed
of their roles during an emergency, whereas the roles of officers and crew should already
be clearly defined.
Crisis Behaviour

 To better understand and react to the behaviour of a passenger in a crisis, we have defined
four stages of a crisis; Warning, Impact, Evacuation and Post-event Reaction. At each
stage the pattern of behaviour will change as the passenger is influenced by the effects of
the crisis.
Warning

 The way that people react to warning signs differs depending on the role they are playing
in a situation. Crew are trained to raise an alarm at the first sign there is something
abnormal or dangerous.
 Passengers, on the other hand, will require a number of signs before recognising that there
is a problem. These differing attitudes greatly influence the response in an emergency.
 Due to their training and familiarity with the scenario crew will generally react more
efficiently than passengers. Passengers will require instruction to be given to ensure that
they act accordingly in an emergency.
Impact

 Once the alarm is raised the physical and psychological effects of the emergency will start
to set in. The abnormality of the situation means passengers will experience a host of
emotions that will very often render them scared and helpless and will also lead to stress.
 Passengers may also begin to conjure up worst case scenarios which may further intensify
these feelings and start to influence their reaction. The role of the crew is key in ensuring
that these emotional responses are minimised and have therefore, limited impact on the
emergency. 
 If not effectively managed, it is estimated only 25% of passengers¹ will act in a rational
way to tackle the threat posed by the emergency. This reinforces the need for a calm and
concise approach, with good communication from officers and crew to the passengers
about the actions they need to take.
Evacuation
 In an evacuation situation, clear instructions and effective organisation is essential. At this
point, it is key that crew know their responsibilities and proceed to follow the instructions
set out in the vessel’s emergency response procedures.
 As already outlined, people react differently in emergency situations and quite often the
individuals responsible for the safe evacuation of people make incorrect assumptions¹
which can include:
 Individuals will move as soon as they hear an alarm. – In fact, unless they are led, some people
will be slow to leave a potentially dangerous area or situation.
 The motivation to escape underpins any movements people make or actions they carry out. –
Passengers will take time to switch into escape mode and may need strong instruction to realise
the extent of the danger.
 The time it takes to evacuate is only dependent on the time it takes to physically move to, and
through, an exit. – Reaction time, anxiety levels and group dynamic will influence time taken.
Anxiety may also cause an individual to take longer than normal.
 People are most likely to move towards the exit they are closest to. – They will move towards the
exit which appears safest, suits their needs or are already familiar with.
Evacuation
 People move as individuals, without considering others. – Families will most often move as a unit
and the build-up of a dense crowd will mean individuals inevitably have to follow others.
 Fire exit signs help to ensure people find a route to safety. – As anxiety sets in, people can lose
sight of peripheral objects like exit signs, meaning they have little or no impact.
 People are unlikely to use a smoke-filled escape route. – If passengers are already familiar with a
route and believe it leads to safety they may choose to go through it despite the risks.
 All people are equally capable of exiting the vessel. – Age, experience and alcohol intake are
among the factors that can affect an individual’s ability to evacuate the vessel. The elderly and
young will take longer than an experienced traveller.
 Peoples’ safety cannot be guaranteed since they are very likely to panic – Panic is caused by a
lack of information. Providing information will lead to clarity and allow passengers to better
understand the situation.
Evacuation
 Passengers will more often display the following reactions:
 The surprise of an event may cause them to freeze.
 They will look for an easy route to escape and try to gather valuables.
 They will start to lose control and move from protecting others to self-preservation.
 Passengers who behave in a non-panicked way may act rationally and even look for ways in
which they can assist.
 Some individuals (approx. 25%) take on rational behaviour and approach the emergency as it is
presented.
 A good understanding of these behaviours is key for crew and will enable them to best
assist and direct passengers.
Post- event reaction
 At this stage crew must be prepared for the resulting effects of the emergency and the
behaviours of passengers upon the realisation that the crisis is over.
 There could be many scenarios at this point ranging from no problems having occurred to
the abandonment of a vessel. In some of these scenarios the crew will have to deal with
possible casualties, and the way in which passengers will react to having witnessed this, as
well as the way passengers will behave when re-boarding a vessel, having been told that a
crisis has been averted.
 Following an emergency, passengers will take time to process what has occurred and will
do so at different paces. Officers and crew need to reassure and act in a manner which is
both calming and encouraging.
 They must eliminate feelings of tension or stress because of the event and must maintain
control as passengers will continue to look to them for guidance. The crew’s behaviour is
critical to managing the long-term effects of an emergency on passengers.
 The quicker the passengers are calmed, the sooner they will recover from the shock and
effects will be minimalised
3.6 Appraisal of work
performance
Course Objective

 Describe how work performance can be appraised

 State the benefits of effective work performance appraisal
Steps in Performance Appraisal Process
– 6 Steps Process
Step # 1. Defining Objectives of Appraisal:

 The first basic step in effective and systematic appraisal system is to define the objectives
of the appraisal itself. Appraisal is used for different purposes ranging from motivating the
appraisees to controlling their behaviour.
 In each case, the emphasis on different aspects of appraisal differs. For example, reward-
providing appraisal such as salary revision or promotion differs from appraisal for training
and development.
Step # 2. Defining Appraisal Norms:
 When we evaluate anything in terms of good or bad, we always have some norms in our
mind against which we say whether the thing is good or bad. In the same way, appraisal is
done in the context of certain norms or standards. These may be in the form of various
traits of the appraisees or their expected work performance results.
 Since one of the basic long-term objectives is to improve performance, appraisal is more
performance oriented. Therefore, performance norms are to be specified in the beginning
of the period for which appraisal is concerned. As we shall see later, when performance is
taken as the basis of appraisal, the performance standards should be determined jointly by
appraiser and appraisee.
 Further, since performance of an employee in the organization is affected by a number of
factors, and many of these may not be within the control of the employee, there should be
provisions of revision of performance norms mid-way to take into account the impact of
uncontrollable factors.
Step # 3. Designing Appraisal Programme:

 In designing performance appraisal programme, there are several issues which require
attention- the types of personnel to be appraised, types of personnel to act as appraisers,
appraisal methodology, and timing of appraisal. The first basic issue is the determination of
personnel who will be included in the formal appraisal system. Ideally speaking, all
personnel of the organization should be covered by the appraisal system.
 The next issue in designing appraisal programme is the methodology to be used in
appraisal whether through structured forms and questionnaires or personal interview of
appraisee or a combination of both.
 Usually, a combination of both in preferable because structured forms may not give full
relevant information. The last issue in designing of appraisal programme is the
determination of time period and timing of appraisal. Most of the organizations which link
appraisal with reward system follow annual system and undertake appraisal after the end of
the year.
Step # 4. Implementing Appraisal Programme:

 In implementing appraisal programme, the appraisal is conducted by the appraisers and

they may also conduct interview if it is provided in the appraisal system.
 The results of the appraisal are communicated to HR department for follow-up actions
which should be oriented towards the objectives of the appraisal.
Step # 5. Appraisal Feedback:
 Perhaps appraisal feedback is the most crucial stage in appraisal process, specially when
the superior’s rating is not as per the expectations of the appraisee, even though such
expectations may be based on false premise.
 When it does, they tend to like it. When it doesn’t, they don’t. There is an ethical
consideration is giving feedback of performance if it is against the employees. Many
managers feel that employees often experience a profound face-saving issue they hear that
their actual performance is not as good as they had perceived it to be.
 Upon hearing this, some become stoic and quiet, others cry, and a few become overtly
angry, hostile, and verbally abusive. The managers put question- Is it ethical for them to
share their honest perceptions of employee performance at the risk of hurting them? To
some extent, this problem may be overcome by objective appraisal and feedback.
Step # 6. Post-Appraisal Actions:

 Performance appraisal is not an end in itself, but it is a means for improving long-term
performance of personnel by taking appropriate actions based on the information as
revealed by the appraisal. These actions may be in the form of suitable rewards to
outperformers, counselling and guiding underperformers and providing training to them for
better performance, and identifying and removing those organizational factors which
hinder effective performance.
 In fact, in the systems approach, appraisal aims at improving performance, instead of
merely assessing it. Towards this end, appraisal system seeks to evaluate opportunity
factors. Opportunity factors include the physical environment and social processes at the
work. These opportunity variables are more important than individual abilities in
determining work performance.
Benefits of Performance Appraisals
Benefits of Performance Appraisals

 Learning about areas of your work that could be improved

 Identifying areas for further training.
 Improving performance and time management.
 Increased job satisfaction and motivation.
 Better morale and teamwork.
 Surface – and resolve – any grievances.
 Improved planning for employee development.
 Fair assessment of pay increases.
 Identifying candidates for promotion/succession planning.
3.7 Short and long term
strategies
Course Objective

 Define strategy
 Explain the role of short term strategies in effective onboard resource management
 Describe when the use of short term strategy is necessary
 Explain the role of long term strategies in effective onboard resource management
What is a Strategy?
Strategy

 Strategy is an action that managers take to attain one or more of the organization’s goals.
Strategy can also be defined as “A general direction set for the company and its various
components to achieve a desired state in the future. Strategy results from the detailed
strategic planning process”.
 A strategy is all about integrating organizational activities and utilizing and allocating the
scarce resources within the organizational environment so as to meet the present
objectives. 
Role of short term strategies in effective
onboard resource management
 Short-term objectives deal with goals for the near future. Examples of short-term
objectives include increasing weekly work done or decreasing quarterly expenditures of
ship’s stores and equipment.
 Other examples include decreasing daily error rates to promote safety and increasing
working efficiency
When the use of short term strategy is necessary ?

 Ideally, a short-term goal should tie into a long-term goal. However, daily adjustments are
required to ensure that you're working efficiently to meet your goals and that operations
are smooth. Thus, the scope of short-term planning may change daily compared to long-
term planning, where their goals are finite after they're discussed with key employees.
 Short-term planning is an operational piece that is crucial to the success of an organization.
Usually, lower-level employees can execute short-term projects assigned by their manager.
Changes to workflow processes and technology can help streamline a team looking to
achieve a company's long-term goals
Role of long term strategies in effective onboard resource
management

 Long-term planning displays how your work can be successful over a continued period.
The goals set in long-term planning are less likely to be changeable due to the consensus a
management team needs when creating them initially.
 In fact, the formulation of your organization's long-term goals and strategy should put you
in a position to determine how you want to run your operations on the ship
3.8 Situation and risk
assessment
Course Objective

 State key characteristics of situation assessment

 Describe how situation awareness may be weakened
 Define risk
 Describe the relationship between situation assessment and risk
 Describe how risk may be assessed
 Describe how risk may be managed
 Explain the role of risk assessment in risk management
 Describe the role of situation and risk assessment in decision making
Six strategic steps for situational assessment

 Step 1: Identify key questions to be answered

 What is the situation? What influences are making the situation better and worse? What possible
actions can you take to address the situation?
 Step 2: Develop a data gathering plan
 Step 3: Gather the data
 Step 4: Organize, synthesize and summarize the data
 Step 5: Communicate the information
 Step 6: Consider how to proceed with planning
How situation awareness may be weakened?

 If we did not check facts against understanding.

 Low perception or not gathering information.
 Not understanding information or instructions.
 Low prediction and projection.
What is risk?

 Though the word risk is mostly associated with the negative side of its meaning, there is
also a positive annotation to it. 
 The definition of risk is the “effect of uncertainty upon objectives.” The most well-known
manner to express risks is to multiply the estimated likelihood of a certain event happening
with the estimated consequence this event could have.
 These consequences can be negative – threats – but may be positive as well – opportunities
Risk Assessment

 What is risk management? The process of managing risks – obviously. It is a process that
helps identify and asses what risks may be posed to an organization and then moves to
determine control or mitigating measures that should be implemented. 
 Risk management does not come into play as soon as a crisis pops up. That is crisis
management. Rather risk management is part of day-to-day operations and involves
preventing crises from occurring and mitigating their consequences if they do.
 Risk management can help organizations in their day-to-day business as well as in making
strategic decisions by knowing what potential threats could cause business to be delayed,
interrupted or worse. Risk management can be used as well to identify opportunities and
whether they are worth chasing.
Five steps to set-up a proper risk
management strategy
1. Identify the main processes within the
organization
 Many risks can be identified during all kinds of processes within an organization, including
specific risks that only apply to certain projects. It is essential to prioritize and monitor all
such risks for a structured and transparent approach.
2. Design a framework / process linked to your
operations
 A risk management framework can be developed from the insights into the business
processes. What processes should it include? And how should it be divided? When your
organization is project orientated, working for a variety of clients, this framework can be
used:
3. Define risk assessment tools, (monitoring)
frequencies, people involved
 After determining what areas involve risks, it is time to define what risk assessment tools
are needed, when, and which people should be involved. Corporate risks will not be
assessed by personnel that only work in project execution, for example, though you might
ask for specific input, and the managing director will not be assessing the risks related to
execution.
 Risk assessments will be most effective if the perspectives of various people are included.
More people with different experience, knowledge and background, means that together
they capture more insight and knowledge, and a view as complete as possible can be
structured, with associated control and mitigating measures where deemed necessary.
4. Find tools that may help structure your
thinking
 How to identify risks? This might be hard and guidance could be found in the PESTLE and
SWOT analysis techniques. These techniques are especially helpful in context analysis /
corporate risk assessment.
 The PESTLE technique is a technique focusing on the areas of:
 • Political;
• Environmental;
• Social;
• Technical;
• Legal;
• Economic.
4. Find tools that may help structure your
thinking
 Taking these into account helps to bring structure to deliberations. The outcome may be
used in a SWOT analysis which helps identify Strengths, Weaknesses, Opportunities and
Threats.
 These two techniques are mostly used in assessing organizational risks. However, a SWOT
analysis might also help to gain insight in the activities of various departments within an
organization.
5. Build in continuity

 Once started, it is important to keep the process of risk management going. The
organizational landscape will change over time, and these internal - and external factors
need to be re-assessed. Projects will change, and new ones will be added, and therefore
risks will as well.
Benefits of Risk Assessment
Benefits of Risk Assessment
 It helps in ranking the importance of contributions to overall risk.
 It helps to identify risks that are easily reduced or eliminated.
 It helps to clarify what is known and what is not known about waste sites.
 It can provide an objective basis for decisions on controlling risks, especially for workers
employed in the remediation effort.
 It can provide important quantitative information as input to decisions for allocating
resources to remediate sites.
 It makes it possible to rank remediation alternatives in terms of risk to workers, the
environment, and the public.
 Perhaps most important, it can provide a process for consensus-building and a forum for
the participation of stakeholders in the envelopment of the risk assessment process and the
identification of important social values in the selection of factors to be assessed and
remediation alternatives to be analyzed. 
3.9 Selecting course of action
Course Objective

 States obligation to identify most appropriate course of action.

 Describes considerations in identifying most appropriate course of action.
Which is the best course of action?
How do we select our preferred strategy and
best course of action?
 The ‘Which’ question relates to selection. There are generally many roads we can choose
to get to our destination and therefore we need to actively evaluate the factors, weigh up
the pros and cons and look at the opportunities and risks of each route before we decide on
our best course of action.
Brainstorming potential courses of action

 We need a variety of options to examine and compare so at this stage we do some

brainstorming. By looking at the issues laterally we may uncover a profitable way of
achieving our aim that we have not yet considered; something that could be of great
benefit to our overall strategy.
 When you go through this process it is preferred to look at the issues and do some thinking
on your own first. It is recommend that any team starts by working as individuals first –
even if for just a few minutes – as this means everyone is fully engaged with the process
and that the team benefits from two different levels of creativity; the personal and the team
dynamic. If you start with the whole group it is likely that some of the individual ideas will
be lost.
 Once you have drawn some initial observations on your own you can address the challenge
again in a team environment.  Other people will always bring an alternative view of a
problem and it is recommended involving at least one other person in the thinking, even if
they just act as a sounding board of your ideas.
Divergent thinking

 When you feel you have come up with an appropriate number of alternative ways of
achieving your task (between 2 and 5 is usually a manageable number) you can properly
evaluate each in turn and choose the best course of action.
Contingency planning

 The time spent on this process is not wasted as the courses you don’t choose to pursue
become part of your contingency planning.
 There is an army phrase that ‘no plan survives contact with the enemy’; in other words
there will always be unforeseen circumstances that mean you will have to adapt your ideas.
 Having looked at alternatives in the planning process you will find it much easier and
quicker to adapt your plan and move on when you face obstacles. Therefore it is more
about the planning than the plan itself.
Making your choice

 By the stage you have gone through the exercises below you should have several courses
of action that you could choose to achieve your aim. You will also have a feel for which
option is the most attractive.
 Be prepared that you may have to revisit the questions of ‘How’, ‘Who’, and ‘When’ as
you come up with options you may have not considered before.
 After doing this we can move onto the next post on this subject where we will look at risk
in more detail and see whether your choice of route is confirmed.
3.2 Allocation, assignment and
prioritization of
resources.
Course Objective

 Outline the resources to be managed aboard a ship at sea

 Describe how use of resources is managed
 Give examples of shipboard resource allocation, assignment and prioritization
Resources to be managed onboard the vessel:

 For management:
 Vessel Equipment including spare parts
 Vessel Store
 Budgeting of ship’s fund
 For all:
 Crew management including workloads and mobilization
 Safety awareness
How resources are being managed onboard?

 PMS (Planned maintenance system)

 Spare parts/Store control system
 Proper work planning and distribution of workload.
Shipboard Resource Allocation

 Resource Assignment is delegating what must be done first. In terms of priorities, it must
be see to it that importance and urgency can be means of evaluating.
3.3 Decision Making
Reflecting Team Experience
Course Objective

 Describe how to get the best out of a team

 Describe allocation of work based on competence
 Explain that good teamwork and leadership are indivisible
 Explain how a good leader can exploit a team dynamic
How to get the best our of your team?

 1. Insist on excellence
 Monitor your team’s performance, as a whole and on an individual level. Do not overlook
mediocrity but rather communicate with your team members to identify problem areas and
establish strategies to overcome these and maximize performance.
 2. Establish trust
 A team relies heavily on trust – trust in the skills of each other, trust in their Leader to guide them
to success and trust in the processes and systems to help them get there.
 If one team member is unreliable the trust between an entire team can become fragile. Address
individual shortcomings or poor performance directly in order to promote and maintain trust in
your team.
How to get the best our of your team?

 3. Develop strong relationships

 Building rapport between team members as well as between yourself as a Leader and those you
lead is a critical success factor. Recognize the importance of personal lives, provide regular
feedback and organize team building activities to promote strong internal relations.
 Try to be flexible. Be accessible and make yourself available to hear feedback, discuss ideas and
solve issues with your team members. Rigid management styles too often lead to heavy
handedness and not all teams thrive in that type of environment.
 4. Be organized
 People perform better when they know what they’re aiming for. Set clear long and short term
goals for each employee, which will in turn aid your team in reaching collective goals and
organisational goals. Enforce deadlines, track performance and analyse each team members’
progress, providing them with tools and support if they need help to achieve their targets.
How to get the best our of your team?
 5. Mix it up
 Establish a team that compliments each other’s strengths. A team does not function as effectively
if it lacks diversity. Different personalities, key skill sets and individual strengths must be
considered when assembling and optimizing a team, as these all contribute to overall success. It’s
important for each team member to understand their unique role in the group.
 6. Exploit potential
 Empower your employees by delegating tasks aligned with their strengths, and try to give them a
bit more than what you know they can achieve in order to challenge, motivate and encourage
them to perform to their true potential. Also spend time developing and overcoming each
employee’s weaknesses, as it’s important to have a well-rounded skill set.
 7. Reward and recognize
 A sense of accomplishment is a large contributor to job satisfaction and everyone likes to be told
they’re doing a good job. Recognizing achievements sustains high performance and inspires the
rest of the team to go above and beyond too.
Allocation of work based on competence

 This is one of the main things that you should take into consideration although, as you will
find out below, it is not the only thing that you should base your decision on.
 Some staff are better skilled at certain tasks than others. When it comes to allocating work
for a project then skill is definitely one of the main things you need to consider.
 Having someone who isn’t experienced in dealing with one aspect of the project might be
better used elsewhere to ensure quality and that the work is delivered on schedule.
Learning Task 4

 Answer the following questions. Submission deadline is until the end of the day. (MS
Word Format)
 1.) Do you prefer working in a group or team environment, or working individually? What
are the advantages and disadvantages of each? Discuss your thoughts with classmates.
 2.) Imagine that you could choose anyone you wanted to be on a team with you. Who
would you choose, and why?
 3.) Think of a leader you admire and respect. How did this individual become a leader—
for example, by appointment, democratic selection, or emergence? How would you
characterize this leader’s style—is the leader autocratic or laissez-faire, or a democratic?
How a good leader can exploit a team
dynamic?
 Reinforce positive behaviors like successful collaboration, sharing of ideas, trust and
respect. Excellent group dynamics can facilitate employee productivity and satisfaction
while allowing your teams to reach their set targets on time
3.4 Assertiveness and leadership,
including
motivation
Course Objective

 Describe the leadership required of a junior watch keeper

 Explain why assertive leadership may not be effective
 Describe how an individual or a team may be motivated and de-motivated
Leadership required of a junior watch keeper

 We always know that trainings and certifications are always required to be able to be a
competent OIC-EW. However, these kind of education are still not enough for us to be
distinguished as a good leader.
 With this deficiency, we have the senior engineer who will serve as the guiding leader of
these watch keepers until they learned and experience adversities which includes decision
making and assertive action.
 You can consider yourself a competent leader when you become independent at work
because you are being trusted by your senior engineers to do a certain watch without their
full attention. Reliability is the main objective of this training.
Assertive leadership ineffectiveness

 Assertiveness gets a bad rap when people equate it with being pushy and annoying. 
 Over assertiveness (aggressive) can cause human limitation which results to grave
consequences once.
 There is no guarantee things will work out; there are sometimes people who are
uncomfortable with you being direct and honest
Common cause of workplace demotivation

 1. Micromanagement
 2. Lack of progress
 3. Job insecurity
 4. No confidence in company leadership
 5. Lack of recourse for poor performance
 6. Poor communication
 7. Unpleasant coworkers
 8. Boredom  
3.5 Obtaining and maintaining
situation awareness
Course Objective

 Give examples of situation awareness while watch keeping

 Give examples of lack of situation awareness while watch keeping
 Describe how modern electronic aids can lead to lack of situation awareness
Situation awareness while watch keeping

 Situational awareness is absolutely critical to navigators. You need to be aware of your

environment at all times, understand it and then act correctly.
 Use all available means, all your senses (eyes, ears, touch, nose etc…) and all available
tools (Radar, AIS, GNSS, radio, etc…)
 Always seek to test your understanding of the environment by cross checking. Try never to
trust just one sense or tool.
 Share your observations and interpretations with others in your team, never assume that
they have seen something as well, or that your interpretation is the best. Ten top tips for
improving and enhancing your situational awareness on board
Situation awareness while watch keeping

 It is easy to become distracted and lose situational awareness on the bridge of a ship. Know
how to spot it in yourself and others and have a plan to deal with it.
 It is possible to lose situational awareness when things become quiet. Find ways to keep
yourself focused and alert. Unforeseen events at sea can be devastating!
 Not all information is correct. Chart data can be inaccurate, AIS data can be wrong and, in
this cyber age, misinformation can be given.
 Situational awareness is just as important off the bridge. A good mariner is always alert to
unexpected smells, vibrations, noises, and ship movements. Learn to trust your sixth sense
and don’t ignore the sense that something just isn’t right.
Situation awareness while watch keeping

 Poor situational awareness is often cited in accident investigation reports. Learn from these
reports, whether they are from The Nautical Institute in MARS, other industry schemes
such as Maritime CHIRP, or national reports such as the UK MAIB, US NTSB or
Australia’s ATSB.
 Situational awareness can be continually improved and taught to others. Work with your
team to improve your skills. Experience is key to making sense of your environment and
making good decisions.
Modern electronic aids can lead to lack of situation awareness

 The reason why modern electronic aids are being invented is that it provides accurate
information that helps us to increase our situational awareness as we are able to monitor all
the parameters easily and conveniently.
 However, some seafarers are taking advantage of these technology. They become more
reliant to the extent of not doing cross checks which causes boredom and demotivation.
Automations can have discrepancies as they age without proper checking and maintenance.
Fatigue Impacts Situational Awareness

 Research has shown that fatigue can impact situational awareness in disturbing ways. They
think if they take a “safety nap” it will help. In a small way, it may, as any rest is better
than no rest. However, a nap does not resolve systemic fatigue. Rest is a critical component
to brain function and when there is not adequate rest or disrupted sleep, the impact is real,
and measurable.
 Some scientists have described the behavior of research participants suffering from fatigue
as displaying the same qualities as a person who is intoxicated. When you think about the
critical nature of first responder decision making, fatigue can have catastrophic effects.
References

 https://www.coursehero.com/file/68469999/10-Persman-Module-10doc/
 https://www.samatters.com/fatigue-impacts-situational-awareness/