IMO Model Course 6.10 Edition 2012

Electronicedition
This electronic edition is licensed to
PANAMA MARITIME TRAINING
for 1 copy.
© International Maritime Organization

Model course 6.10
TRAIN THE SIMULATOR TRAINER
AND ASSESSOR
2012 Edition
London, 2012
ELECTRONIC EDITION
Licensed to PANAMA MARITIME TRAINING for 1 copy. © IMO

Published in 2012
by the INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR
www.imo.org
Printed by CPI Group (UK) Ltd, Croydon, CR0 4YY
ISBN: 978-92-801-1559-8
IMO PUBLICATION
Sales number: T610E
ACKNOWLEDGEMENTS
This course is based on material developed by ARI International of India.
Copyright © International Maritime Organization 2012
All rights reserved.
No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means,
without prior permission in writing from the
International Maritime Organization.
Print edition (ISBN: 978-92-801-1559-8) published in 2012
by the INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR
www.imo.org
Electronic edition 2012
IMO PUBLICATION
Sales number: ET610E
ACKNOWLEDGEMENTS
This course is based on material developed by ARI International of India.
Copyright © International Maritime Organization 2012
All rights reserved.
No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means,
without prior permission in writing from the
International Maritime Organization.

iii
Contents
Page
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purpose of the model course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Use of the model course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Part A: Course Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Expected end-of-training situation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Entry standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Course intake limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Staff requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Teaching facilities and equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Teaching aids. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Part B: Course Outline and Timetable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Course Timetable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Part C: Detailed Teaching Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Learning objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
References and teaching aids. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Part D: Instructor Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Compendium for Model Course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
CHAPTER 1 – An Introduction to Simulation Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
CHAPTER 2 – Basic Simulator Design and Types of Simulators . . . . . . . . . . . . . . . . . . . . 28
CHAPTER 3 – The Scope of Simulation Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
CHAPTER 4 – The Simulator Instructor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
CHAPTER 5 – Conceptualizing a Simulator Training Programme. . . . . . . . . . . . . . . . . . . . 56
CHAPTER 6 – Effective Interpersonal and Communication Skills . . . . . . . . . . . . . . . . . . . 76
APPENDIX. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
CHAPTER 7 – Conducting a Simulation Exercise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
CHAPTER 8 – Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
ANNEXURE – 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
ANNEXURE – 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
ANNEXURE – 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
ANNEXURE – 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Guidance on the Implementation of Model Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . 121
JB-12-70 IMO TA610E - Train the Sim (9) - 148pp.indd 3 06/07/2012 11:14

v
Foreword
Since its inception the International Maritime Organization (IMO) has recognized the
importance of human resources to the development of the maritime industry and has given
the highest priority to assisting developing countries in enhancing their maritime training
capabilities through the provision or improvement of maritime training facilities at national
and regional levels. IMO has also responded to the needs of developing countries for
postgraduate training for senior personnel in administrations, ports, shipping companies
and maritime training institutes by establishing the world Maritime University in Malmö,
Sweden, in 1983.
Following the adoption of the International Convention on Standards of Training, Certification
and Watchkeeping for Seafarers, 1978 (STCW), a number of IMO Member Governments had
suggested that IMO should develop model training courses to assist in the implementation
of the Convention and in achieving a more rapid transfer of information and skills regarding
new developments in maritime technology. IMO training advisers and consultants also
subsequently determined from their visits to training establishments in developing countries
that the provision of model courses could help instructors improve the quality of their
existing courses and enhance their implementation of the associated Conference and IMO
Assembly resolutions.
In addition, it was appreciated that a comprehensive set of short model courses in various
fields of maritime training would supplement the instruction provided by maritime academies
and allow administrators and technical specialists already employed in maritime
administrations, ports and shipping companies to improve their knowledge and skills in
certain specialized fields. With the generous assistance of the Government of Norway, IMO
developed model courses in response to these generally identified needs and now keeps
them updated through a regular revision process taking into account any amendments to
the requirements prescribed in IMO instruments and any technological developments in the
field.
These model courses may be used by any training institution and, when the requisite
financing is available, the Organization is prepared to assist developing countries in
implementing any course.
K. SEKIMIZU
Secretary-General
vii

1
Introduction
n Purpose of the model course
The primary principle behind the IMO model course is to help maritime training institutes and
their teaching staff to organize the development of simulator training courses at the micro
level in a way to give integrated simulator training to mariners. The model course will also
assist the training institutes to enhance their existing capabilities so that the final outcome
adds value to the skills of the mariner for its application on board a ship in a real working
environment.
The model course can at best be described as a guideline, which when used with discretion
can bring about uniformity in the world of maritime training. However, the intention of
this model course is not to provide a package that is to be applied blindly. In any training
mechanism, the presence of a trained instructor can never be underestimated or substituted.
The knowledge, experience, skills and sincerity will always act as the lynchpin in transferring
knowledge as the primary part of training. The quality of the instructor is thus the key to
efficacy of transfer of knowledge to the trainees. They not only need to be qualified but
be able to have a sound understanding of the working environment on board a ship. The
sensitivity on part of the instructor will be an important factor to link the material for training
(be it on a simulator or in the classroom) with the psychology of a seafarer in order to create
as close a real life scenario as is possible. Only then can the post-training implementation be
hoped for.
Education systems around the world are a function of cultural backgrounds. And these vary
considerably from region to region. The success of this model course will therefore rest on the
fact that it can guide the application universally. It has been drawn using a large canvas to identify
the basic requirements and stipulations of IMO conventions and related recommendations
related to maritime simulator training.
n Use of the model course
For an effective use of the model course, the instructor will need to appraise the course plan
and the detailed syllabus. The appraisal will require information of actual knowledge and
skills and prior technical education of the trainees. Furthermore, any difficulties arising due to
differences between the actual trainee entry level and that assumed by the course designer
will need to be identified.
For the course to be successful, as desired under this model course, considerable attention
will need to be paid to resources such as:
zz Qualification and experience of simulator instructors
zz Additional staff to execute the simulator training function
zz Infrastructure – for simulation, lectures and discussions
zz Equipment
zz Resource material

TRAIN THE SIMULATOR TRAINER AND ASSESSOR
2
Thorough preparation is the key to successful implementation of the course. IMO has
produced a booklet entitled “Guidance on the implementation of IMO model courses”, which
deals with this aspect in greater detail and is included as an attachment to this course.

3
Part A: Course Framework
n Scope
The course includes technical aspects of teaching that have a direct relation with the maritime
simulator world. Without delving into the details at this stage, it is however emphasized that
the simulator pedagogy, as well as psychology of learning, forms an important element of
the course.
The topics that have been covered in this model course have been chosen in such a way as
to provide a valuable introduction for those who have little experience in teaching and also
as a very useful refresher for experienced instructors. In addition, those whose teaching
experience has been limited to lecturing will gain considerable exposure, as they will explore
the world of maritime simulation along with a variety of teaching techniques.
The course deals with the relevance of simulator in maritime training and the simulator
pedagogy associated with the use of training on a maritime simulator. The basic aspects of
learning process, purpose of training, setting of training objectives and basic principles of
course design and the psychology of learning is also touched upon, however it does not form
the main thrust of the course. It is assumed that course participants would have received
formal training in these aspects prior to completing this programme.
The course involves conventional teaching and training methods, participative training
techniques (such as task solving, both individually and in groups), simulation exercises
involving ‘role playing’. While ‘ideal’ solutions are sought in this part of the course, the
practical constraints which simulator instructors face are taken into account. Adaptation to
local circumstances is an important part of the course and should be demonstrated when
appropriate.
The course has a large practical component in which the participants implement the theoretical
guidelines by planning, creating, executing and evaluating their own simulation exercises.
The experiential nature of the course being conducted largely using simulators provides the
participants the opportunity to hone the necessary skills required to be an effective simulator
instructor.
Hence the scope is to:
zz Establish a reliable simulator training programme for the instructor to impart
comprehensive simulator training to the seafarer that will include the amalgamation
of:
–– Classroom teaching
–– Simulation training
–– Special working environment on board a ship and the human element
–– Psychology of learning
zz Foster sustainable training skills to the instructor within the changing maritime
environment
zz Acquire simulator training skills that includes the psychology of learning

4
To sensitize the future simulator instructor to simulation technology, the simulation exercises
will be controlled by an instructor and, initially, allow the trainees to become familiar with the
equipment, the controls and the instrumentation provided by the simulator. The equipment
and environment fidelity will be discussed with the trainees.
During exercises, trainees are expected to make use of effective bridge/engine-room/cargo
procedures, and varying the environment. The trainees will also be made to comply with
applicable Regulations and to observe the principles of various shipboard operations as set
out in the relevant parts of the STCW 2010 Convention. Each exercise will be preceded by
a session for briefing and planning and be followed by a debriefing.
n Objective
The objective is to develop a sensitive instructor who fully understands the personality of
a seafarer, the importance of simulation in maritime training, and pedagogy skill in order to
impart sound and practical training to the seafaring fraternity. On completion of the course,
the future maritime instructors should be able to contribute in formulating a training policy
both at the macro, as well as the micro level. Finally, the future instructors should have a
basis for evaluating the whole process of training. The crucial aim is to develop individual
simulator instructor traits.
Thus, the thrust of the course is directed at promoting the knowledge, skills and attitudes,
which the “ideal” instructor should possess by:
Acquiring training awareness where:
zz There is a process of identifying training needs
zz S/he has an understanding of the end result of training
zz The potential benefits of training are clear and conveyed to the trainees, and
zz The relationship of training to the real world scenario onboard ships is always kept
at the forefront
Acquiring training skills related to:
zz The process of adult learning
zz Psychology of learning
zz Parameters of course design
zz Methodology of teaching techniques
zz Instructor-trainee relationship and presentation proficiency
zz Assessment of trainees
zz Evaluation of course
Acquiring managerial skills and aptitudes relating to:
zz Planning
zz Organizing

5
zz Identifying and providing resources
zz Leadership
zz Interpersonal relationships
zz Communication skills
n Expected end-of-training situation
It is envisaged that the trainees will have achieved a conceptual understanding of the
importance of maritime education and simulator training with a view of the human element in
shipping and special working environment on board a ship. In addition, this course would also
assist in giving the prospective simulator instructors an understanding into the psychology
of learning in order to design and conduct simulator-based training programmes, including
exercises and detailed briefing and debriefing. The course will require the participants to
actually plan a programme, set up exercises and conduct them in a manner in which the
simulator is used to its maximum potential to enhance the professional development of
seafarers. Also discussion on use of simulator for assessment is included.
n Entry standards
In addition to having basic knowledge of computer systems and IMO Regulations, trainees
should have also complied with section A-I/6.4.1-2 of the STCW Code.
The qualification and experience of the instructor will play an important role just as its
application to any course. Although, it is not only understood but implied as well, a seafaring
backgroundisamust.However,aseafaringbackgroundalonecannotbeconsideredsufficient.
What is necessary is an aptitude for maritime simulator training – an aptitude to pass on the
knowledge. If one sees the level of maritime courses, i.e. courses for seagoing staff (short/
specialized), seagoing staff (advanced), maritime safety/pollution prevention (administration),
shipping company staff, long courses or STCW certificate courses, one would appreciate
that the potential instructor will have to amalgamate his/her practical seafaring background
with knowledge of pedagogy to be in a position to transfer knowledge.
Ideally, those entering the course will have had some experience in training, although those
who are about to enter the profession would also be suitable. The balance of new entrants
to experienced participants will affect the nature of the course and the instructor should
be made aware of this aspect well in advance. It is also recommended that the trainee has
completed IMO Model Course 6.09 – Training Course for Instructors or a similar programme
in which the underlying concepts and the principles of the pedagogical processes are dealt
with.
n Course intake limitations
As guidance, the intake of participants will depend on the extent of simulation facilities
available, since the course is largely practical and experiential in nature, and each course
participant must be able to have adequate hands-on training on the simulator. Group sizes
larger than six per simulator would potentially affect the reinforcement of learning and is not
recommended. However, this is only a suggestive baseline. An institute can develop its own
policy with regard to number of students in each batch based on these guidelines.

6
n Staff requirements
The conduct of the course will require a minimum of two experienced instructors, who should
have an adequate background and knowledge of maritime simulator practices. At least one,
who would normally be the chief instructor, should be competent in the field of simulator
training and instructor development. Also a point worthy of note is that this model course
includes simulator training on shipboard operations. Therefore, the instructors should have
worked on maritime simulators because their personal experience in this regard will be well
suited.
Participants may seek answers to local problems and opinions on a wide range of issues
which affect them. While such matters may not be included in the planned course, it would
be of considerable advantage if the instructors should be well informed and have had a
sufficiently wide experience to handle such matters.
n Teaching facilities and equipment
The model course relies on practical exercises conducted on a simulator to equip the
prospective instructor on the various shipboard operations. Therefore, the participants
must have access to a range of simulation technology and this will form an essential part of
the facilities for this course. As a minimum requirement either a full mission ship handling/
engine-room simulator; or part task of the alternative such as bridge/engine-room to be
made available. However, it is preferable that some form of LCHS (desk top or full mission)
is also made available. Along with the simulator room, a briefing and debriefing room will
assist in the exercises on the simulator. The infrastructure associated with classroom will be
required. It is suggested that the ambience provided for the entire course should promote
interactive sessions rather than a monotonous environment of a regular classroom.
To augment the familiarization of various types of simulators, Demonstration CD 1 provides
an introduction to different types of marine simulators and Demonstration CD 2 provides a
brief exposure to the basic and critical controls and functions of a bridge, cargo handling and
engine-room simulator. These demos are not meant to replace the simulator, but to provide
additional awareness of different simulation technology available today.
n Teaching aids
zz Instructor Manual (Part D of the course)
zz Demonstration CD 1 (enclosed) – An overview of various types of simulators available
for maritime training
zz Demonstration CD 2 (enclosed) – An interactive CD catering to specific instructions
to operate the bridge, engine-room and LCHS simulators
zz IMO booklet IMO – What it is, what it does, how it works
zz IMO booklet Guidance on the Implementation of IMO Model Courses
zz IMO catalogue – Model Course Programme
zz OHP – Overhead Projector; LCD projector
zz Simulators

7
n Bibliography
Arms,P.B.,Philip,B.(2000).Applicationofsimulationtechnologytoperformanceassessment
in a merchant navy academy. International Conference on Marine Simulation (Marsim 2000).
(pp. A3 – 1). RTM Star center, Orlando, USA.
Arms, P.B. (2004). Competency assessment of pilot trainee applicants using a full mission
bridge simulator. 13th IMLA International Conference. St Petersburg. 14-17 September 2004.
Barrass, Dr C.B. (2009). Ship Squat and Interaction 2009.
Birnur Özbas and Ilhan (2010). Simulation of Maritime Transit Traffic: The Case of Strait of
Istanbul.
LAP LAMBERT Academic Publishing 2010.
Committee on Ship-Bridge Simulation Training (1996). Simulated Voyages: Using Simulation
Technology to Train and License Mariners. Washington: The National Academic Press.
Cross, S.J. (1996). Methodology for bridge simulator skills assessment. 7th International
Conference on Marine Simulation (Marsim 96). 9-13 September, Copenhagen, Denmark.
Cross, S.J. (2000). Simulator specifications in relation to the STCW competences.
11th International Navigation Simulator Lecturers’ Conference (INSLC). Kalmar, Sweden.
Cross, S.J. (2003). Enhancing competence based training and assessment for marine
engineers through realism of virtual presentations. International Conference on Marine
Simulation (Marsim 2003). (pp. RA – 13). Kanazawa: Nippon Foundation.
Cross, S.J., Olofsson, M. (2000). Classification of Maritime Simulators, The Final
Attempt Introducing DNV’s New Standards. International Conference on Marine Simulation
(Marsim 2000). (pp. 1-7). RTM Star center, Orlando, USA.
Cross, S.J. (2007). Competence Based Learning and Evaluation: Developments and
Non‑Developments in MET. IFSMA 33rd Annual General Assembly, Antwerp.
DNV (2007). Standard for Certification No. 2.14 Maritime Simulator Systems. DNV.
Shirley Fletcher. Designing Competence-Based Training (1977). Kogan Page; 2nd edition
(1977)
Heywood, J. (1989). Assessment in Higher Education. Singapore: John Wiley and Sons.
Hooper, J.B., Witt, N.A.J. McDermott, A.P. (2000). Automatic Student Feedback and
Navigation Simulation, 11th International Navigation Simulator Lecturers’ Conference
(INSLC), Kalmar, Sweden.
International Convention on Standards of Training, Certification and Watchkeeping for
Seafarers, 1978.
International Maritime Organization. IMO Model Course 7.01, MASTER AND CHIEF MATE.
London: IMO.
International Maritime Organization. IMO Model Course 7.02, CHIEF AND SECOND
ENGINEER OFFICER (MOTOR SHIPS). London: IMO.
International Maritime Organization. IMO Model Course 7.03, OFFICER IN CHARGE OF
A NAVIGATION WATCH. London: IMO.

8
International Maritime Organization. IMO Model Course 3.12, ASSESSMENT EXAMINATION
AND CERTIFICATION OF SEAFARERS. London: IMO.
InternationalMaritimeOrganization(2001).IMOModelCourse1.30,ONBOARDASSESSMENT.
London: IMO.
International Maritime Organization (2002). IMO Model Course 1.22, SHIP SIMULATOR
BRIDGE TEAMWORK. London: IMO.
International Maritime Organization (2002). IMO Model Course 2.07, ENGINE-ROOM
SIMULATOR. London: IMO.
Jackson. J.C. (2010). A Simulation Instructor’s Handbook. The Nautical Institute London,
2010.
Kavanagh, B. (2006). The development of ship simulation assessment to complement written
maritime examinations in Ireland. MARSIM 2006 Conference: International Conference on
Marine Simulation and Ship Manoeuvrability (pp. S – 6-1 to 13). Terschelling: Conference
Secretariat Marsim 2006.
Kobyashi, H. (2003). International Conference on Marine Simulation Ship Manoeuvrability,
Vol. 1 (Marsim 2003). pp. RA-17. Kanazawa: Nippon Foundation.
Manual, M.E. (2006). Beyond Rules.
McCallum, M.C., Smith, M.W. (2000). Evaluating simulators for use in assessment of mariner
proficiencies. Proceedings 8th International Conference on Marine Simulation, Marsim 2000,
(IMSF). P. Orlando, Florida.
Meurn, R., Sandberg, G. (2000). The assessment of Watch Standing Skills using a Bridge
Simulator, Proceedings 11th International Navigation Simulator Lecturer Conference (INSLC).
p.213. Kalmar: Sweden.
Muirhead, P.M. (2003). The use of marine simulation. Unpublished course Handout. World
Maritime University, Malmö, Sweden.
Muirhead, P.M. (2006). STCW and assessment of competence by simulator: Ten years on –
why no global acceptance of the practice?
Smith, I. (2000). Instructorless Training, 11th International Navigation Simulator Lecturers’
Conference (INSLC). Kalmar: Sweden.
Ten years on – why no global acceptance of the practice? International Conference on Marine
Simulation (Marsim 2006). Terschelling: Conference Secretariat Marsim 2006. http://www.
marsim2006.com/pdf/PeterMuirhead.pdf
The Nautical Institute (1997). Maritime Education and Training: A Practical Guide. London: NI.

9
Part B: Course Outline and Timetable
The course outline is only a suggestive indication of what should be the time allocation.
However, the ingenuity of the instructor should never be underestimated. S/he will have to
adjust the time allocation into classroom study, problem solving exercises and training on the
simulator – either individual or group.
The syllabus has been outlined as a list of learning objectives. The learning objectives have
further been grouped together in a logical format. The instructor can use his/her professional
judgement to set the type and duration to achieve the given objective. By type it is meant
whether the simulator, classroom or problem solving will be chosen to achieve the particular
learning objective within the broad framework of the course. It is to be noted however,
the choice should not be made at random but after considerable planning, because the
relevant subject material will have to prepared in advance accordingly. This may be a useful
approach when confronted with groups that may have different qualifications or require less
comprehensive training than that envisaged.
The inputs that are required to achieve the learning objectives need not necessarily be
constant, but depend on the different circumstances each time the course is conducted.
As a consequence, the course outline, and particularly the time allocations and timetable,
should be treated as a guide only. The experience of the participants, the simulation equipment
available and the number of participants will all have an important bearing on the conduct of
the course. It is left to the expertise of the individual instructor to mould a suitable training
programme to achieve the set objectives.

10
n Course Outline
Subject Area
Number of
Hours
Simulation/
Exercises
Classroom lectures/discussions/demonstrations/presentations/
exercises
1 Introduction: What is Simulation and the Importance of
Simulation Training in the Maritime Industry
1.5 -
2 Basic Simulator Design and Types of Simulators 1.5 -
3 The Scope of Simulation Training 1.5 -
4 The Simulator Instructor 1.5 -
5 Conceptualizing a Simulator Training Programme 3.0 -
6 Effective Interpersonal and Communication Skills 1.5 -
7 Conducting a Simulation Exercise 3.0 -
8 Assessment 3.0 -
Exercises on a simulator
1 Simulator familiarization - 1.5
2 Simulation exercise creation - 3.0
3 Simulation exercise 1 - 3.0
4 Simulation exercise 2 - 3.0
5 Simulation exercise 3 3.0
Total 16.5 13.5
Total for the entire course 30.0 hours

11
n Course Timetable
1stPeriod(1.5hours)
(0900–1030hrs)
2ndPeriod(1.5hours)
(1030–1200hrs)
MEAL BREAK (1200 – 1300 hrs)
3rdPeriod(1.5hours)
(1300–1430hrs)
4thPeriod(1.5hours)
(1430–1600hrs)
Day1Icebreakingactivity,
Introduction,Whatis
simulation?TheImportanceof
SimulationTraining
THEORY
TypesofSimulators,
Classification,Designand
Configuration
THEORYDEMO1
Thescopeofsimulation
training,STCW2010
simulationtraining
THEORY
TASK1
Simulatorfamiliarization
PRACTICAL
TASK2
Day2ConceptualizingandPlanninga
SimulationProgramme
THEORY
ConceptualizingandPlanninga
SimulationProgramme
THEORYPRACTICAL
TASK3
CreationofaSimulation
Exercise
DEMO 2PRACTICAL
TASK4
SimulationExercisePlanning
TASK5
Day3TheSimulatorInstructor
THEORY
Conductingasimulation
exercise
THEORY
ConductSimulationExercises
PRACTICAL
TASK6
PRACTICAL
TASK6
Day4EffectiveInterpersonaland
CommunicationSkills
THEORY
SimulationExercisePlanning
TASK5
PRACTICAL
TASK6
PRACTICAL
TASK6
Day5AssessmentandVerification
THEORYPRACTICAL
TASK7
PRACTICAL
TASK6
PRACTICAL
TASK6
Discussion,Summaryand
CourseEvaluation
THEORY

12
Part C: Detailed Teaching Syllabus
The detailed teaching syllabus indicates the contents of the course and appropriate references
and teaching aids.
n Learning objectives
The detailed teaching syllabus has been written in learning objective format in which the
objective describes what the trainee must do to demonstrate that knowledge has been
transferred. This format is an appropriate teaching and assessment tool to express:
zz The depth of understanding of a subject and the degree of familiarization with a
subject on the part of the trainee;
zz What capabilities the trainee should really have and be able to demonstrate.
Every instructor is encouraged to teach learning in an “objective related” way instead of
“material related”. In this context, all objectives are understood to be prefixed by the words,
“The expected learning outcome is that the trainee is able to ...”.
To indicate the degree of learning outcome of this course, the learning objectives for the
Detailed Teaching Syllabus can be classified in three ‘dimensions’:
C (cognitive)
A (affective)
P (psychomotor)
Within a dimension, they are hierarchized by increasing complexity (C1 to C6, A1 to A5, and
P1 to P5) where the complexity (depth, familiarization) is expressed (following B. Bloom and
others) by a typical verb as follows:
Cognitive dimension of learning objectives:
C1 Knowledge describe, outline
C2 Comprehension explain
C3 Application apply, perform, operate
C4 Analysis analyse
C5 Synthesis synthesize, construct, plan
C6 Evaluation assess
Affective dimension of learning objectives:
A1 Reception; notice recognize
A2 Response respond
A3 Value value
A4 Organization organize
A5 Value characterization accept, appreciate

13
Psycho-motor dimension of learning objectives:
P1 Imitation imitate
P2 Manipulation manipulate
P3 Precision move, mark
P4 Coordination coordinate (operations, menus)
P5 Naturalization automate, internalize
n Note
Throughout the course, safe working practices are to be clearly defined and emphasized
with reference to current international requirements and regulations. It is expected that
the institution implementing the course will insert references to national and/or regional
requirements and regulations as necessary.

14
Knowledge, Understanding and Proficiency
Course
Compendium Ref.
Other
Reference
1. Introduction: What is Simulation and the Importance of
Simulation Training in the Maritime Industry
1.1 explain the concept of simulation
1.2 explain the effectiveness of simulation training
1.3 describe the benefits of simulation training
1.4 discuss the need to supplement what is learned on the
course with practical experience in developing course
programme, Simulator exercises and in conducting
assessment
1.0 Demo 1
1.5 discuss that the course draws on the practices of several
IMO Member States as examples of how competence-
based assessment and examination systems may
be conducted using simulators and emphasizes the
common fundamentals and principles
2. Basic Simulator Design and Types of Simulators
2.1 Define Simulator equipment 2.1
2.2 State the basic Elements of simulation 2.1
2.3 Describe the simulator systems classified based on
level of performance of tasks
2.1 None
2.4 List different types of simulators based on functions 2.1
2.5 Describe the software components of Simulators 2.1
2.6 Describe the configuration of Part Task Simulator 2.1
2.7 Describe the configuration of Multi-task Simulators 2.1
2.8 Explain the layout of Full Mission Simulators 2.1
2.9 State that the simulators used for mandatory simulator
based training shall:
• be suitable for the selected objectives and training
tasks;
• be capable of simulating the operating capabilities
of shipboard equipment concerned, to a level of
physical realism appropriate to training objectives,
and include the capabilities, limitations and possible
errors of such equipment;
• have sufficient behavioural realism to allow a trainee
to acquire the skills appropriate to the training
objectives;
• provide a controlled operating environment, capable
of producing a variety of conditions, which may
include emergency, hazardous or unusual situations
relevant to the training objectives;
• provide an interface through which a trainee
can interact with the equipment, the simulated
environment and, as appropriate, the instructor; and
• permit an instructor to control, monitor and record
exercises for the effective debriefing of trainees.
2.2 None

15
Course
Compendium Ref.
Other
Reference
2.10 State that the simulator used for the assessment of
competence required under the Convention or for any
demonstration of continued proficiency so required shall:
• be capable of satisfying the specified assessment
objectives;
• be capable of simulating the operational capabilities of
the shipboard equipment concerned to a level of physical
realism appropriate to the assessment objectives, and
include the capabilities, limitations and possible errors of
such equipment;
• have sufficient behavioural realism to allow a candidate to
exhibit the skills appropriate to the assessment objectives;
• provide an interface through which a candidate can
interact with the equipment and simulated environment;
• provide a controlled operating environment, capable of
producing a variety of conditions, which may include
emergency, hazardous or unusual situations relevant to
assessment objectives; and
• permit an assessor to control, monitor and record
exercises for the effective assessment of the performance
of candidates.
2.2, 2.4
2.2, 2.4
None
None
2.11 Have an understanding of the standards governing the use
of simulators as contained in regulation I/12 of the STCW
Convention 1978, as amended and section A-I/12 of the
STCW Code.
2.3 None
3. The Scope of Simulation Training
3.1 Identify and map the competencies from STCW with
regard to simulation training
3.2 Explain the relationship between the simulator
instructor and simulation in relation to STCW
3.3 State the seven standards of competence as laid
down in the STCW
3.4 Discuss the STCW 2010 requirements with relation to
simulators and simulation
3.5 Discuss the non-mandatory simulators as per STCW 3.1, 3.2, 3.3, 3.4, 3.5,
3.6, 3.7, 3.8
None
3.6 Explain the levels of responsibility stated under the
STCW Code
3.7 Describe in detail the simulator class for bridge
operations as an example
3.8 Discuss in detail the competency matrix as required by
the STCW Convention for the various parameters of
bridge simulation
3.9 For the bridge simulators, discuss the STCW
reference, the competency required, as well as the
level of simulation required

16
Course
Compendium Ref.
Other
Reference
4. The Simulator Instructor
4.1 Identify change in role from sole voice of authority to
varied roles of facilitator, dedicated teacher, manager,
learning strategist, guide, motivator, evaluator and
native psychologist
4.1 None
4.2 Recognize the importance and influence of trainer’s
attitude on teaching effectiveness and student’s
performance
4.3 Recognize the need for being familiarized with the
simulators as an essential pre-requisite
4.4 Realize the correlation of his subject knowledge with
its usage on simulators
4.2 None
4.5 Appreciate the importance of being aware about
different pedagogical and instructional techniques
4.6 Determine the key element of establishing trust and
rapport with the students
5. Conceptualizing a Simulator Training Programme
5.1 Explain the general principle of conceptualizing and
planning a training programme
5.1
5.2 Discuss the simulator based learning objectives 5.1
5.3 Explain the stage 1 of simulation based compliance 5.1
5.4 Describe the competence as stipulated in STCW 2010
for maintaining a safe engineering watch
5.1 Task 3
5.5 Describe the parameters of stage 2 dealing with
detailing the simulator programme
5.2
5.6 Describe situational analysis 5.3
5.7 Explain the setting of the level of simulation 5.6
5.8 Discuss the simulator characteristics and specification 5.7
5.9 Explain the 3 parameters of organization of the
simulation course plan
5.9
5.10 Describe the designing of simulation exercise and
discuss the sample instructor worksheet
5.10
5.11 Explain the importance of assessing the trainee/
training programme
5.10
5.12 Describe and design evaluation for trainee 5.10 Task 3
5.13 Describe and design evaluation of training programme
5.14 Explain the steps in designing a training programme 5.10
5.15 Understand the filling of working/observation sheet 5.10
5.16 Comprehend the importance of Student Evaluation
Sheet
5.10
5.17 Discuss the parameters of course feedback form 5.10

17
Course
Compendium Ref.
Other
Reference
6. Effective Interpersonal and Communication Skills
6.1 List various elements of communication skills that can
enhance the teaching effectives
6.2 Demonstrate the usage of each sub-skill set in their
lesson plan
6.3 Distinguish the commonly mistaken statements as fact
or opinion
6.4 Display constructive feedback techniques
6.5 Exemplify positive and productive ways of giving
effective briefing and debriefing
6.6 State the equation of effective teaching
6.7 List the various presentation skills to create a lasting
impression in minds of students
6.1, 6.2, 6.3, 6.4
6.8 Demonstrate each skill-set in their teaching to sustain
the interest of the students
6.9 List examples of the challenging behaviours that might
be expected from the students
None
6.10 Explain the various factors attributing to varied
reactions from students including disruptive
behaviours
6.11 Identify disruptive behaviour in students
6.12 Appreciate increased understanding of the do’s and
don’ts of dealing with difference in reactions from
students
6.13 Explain various questioning techniques
6.14 State examples of different kinds of questions
6.15 Elaborate the specific type of questioning technique
which can be used under given circumstances
6.16 List the areas and implications of usage of questioning
techniques in their course plan sessions
7. Conducting a Simulation Exercise
7.1 Explain setting the scene: comfort level, past
experiences of participants, importance of building
trust and respect amongst facilitators and participants
7.2 Discuss the simulation experience as a contributor
in the journey towards professional development
and competence enhancement not viewed as an
isolated and disjointed assessment of professional
competence
7.3 Explain clarity in objectives and expectations 7.1 – 7.10 Task 6
7.4 Discuss organization of the participants: role play,
responsibilities
7.5 Explain the role of the facilitating team

18
Course
Compendium Ref.
Other
Reference
7.6 Discuss anticipating the psychological factor
7.7 Explain parameters for instructor “interference” in the
simulation exercise
7.8 List the four components of the simulation session as:
briefing, planning, execution of simulation exercise
and debriefing
7.9 Describe the elements to be included in a preparation
checklist, as a minimum to be: pertinent parameters,
additional equipment, materials to be used in the
simulation exercise such as publications, manuals,
charts, logbooks, stationery, etc.
7.1 – 7.10 Task 6
7.10 Explain that the environment and ambience of the
simulation space will have an impact on creating a
sense of realism
7.11 Note that environmental factors such as heating/
cooling, lighting, noise, vibration, etc., should be set to
as realistic level as possible
7.12 List the external and internal factors affecting the
simulation session
7.13 Recognize that participants need to be prepared both
technically and psychologically for the simulation
session
7.14 State that necessary underpinning knowledge is to be
covered prior to the simulation session
7.15 Explain that the participants should be clearly briefed
about the objectives of the session
7.16 Explain the importance of making participants
feel comfortable and mentally ready to accept
the simulation exercise as an effective vehicle for
professional development
7.17 Understand that the simulation programme and
individual exercises are not to be considered in
isolation but as part of a journey of professional
competence
7.18 Recognize that the simulator instructor should gain as
much information about the past experiences of the
participants to assist in greater understanding of the
current performance
7.1 – 7.10 Task 6
7.19 Understand how it is important to build a sense of
trust and respect between the instructor and the
participants
7.20 List the individual factors which can influence the
participants’ reaction to the simulation exercise
7.21 Note the importance of a well-planned, thorough and
structured briefing session

19
Course
Compendium Ref.
Other
Reference
7.22 List the critical elements of a briefing exercise as:
setting the objectives of the session; explanation of
the scenario; detailing the plan of action to be taken;
listing all relevant parameters including starting
condition; information regarding any events which
may occur; clarifying standard procedures/guidelines
to be followed; assignment of roles; clarification of
evaluation parameters and ground rules for conduct of
the exercise
7.23 Explain the factors to be taken into account when
assigning roles to participants
7.24 State how particular care is to be taken for assignment
for the first main exercise after the familiarization
7.25 Describe the ground rules regarding the conduct of the
simulation session
7.26 Describe the various roles and responsibilities of the
facilitating team
7.27 List the ideal complement for the facilitating team
dependent on the type and level of the exercise
7.28 Describe the advantages of peer observation and
evaluation
7.29 State that ample time must be dedicated for planning
of the exercise by the participants
7.30 Identify two stages in planning: detailed operational
and procedural training and role playing prior to
commencement of the exercise
7.31 Describe the elements of operational and procedural
planning
7.32 Describe why the role playing briefing meeting is
important for the team prior to commencing the
simulation
7.1 – 7.10 Task 6
7.33 Describe why thorough familiarization to the simulator
is important
7.34 List the elements in carrying out familiarization of the
simulation equipment and functioning
7.35 Explain the importance of finding a balance between
letting the simulation run without interference and
injecting inputs when required
7.36 Describe how overloading the participant can be
detrimental
7.37 State that the instructor must always keep the
exercises’ objective in mind when deciding to increase
or decrease the complexity of the simulation
7.38 Describe how stimuli and cues can be introduced
during the simulation exercise

20
Course
Compendium Ref.
Other
Reference
7.39 Describe how the parameters, actions and elements
are to be noted, logged and recorded during the
exercise
7.40 List the conditions in which a simulation exercise may
be aborted
7.41 Conduct a planned debriefing session
7.42 Elaborate the effect of ‘location’ in debriefing session 7.1, 7.2, 7.3, 7.4
7.43 Explain the need of gap period in debriefing
7.44 Demonstrate the role of trainer as an effective
‘evaluator’
8. Assessment
8.1 Describe the competence-based assessment system
8.2 Describe the performance standards as described in
section A-I/12 of the STCW Code
8.3 State that where possible, conditions of a performance
test should mirror a real-life situation
8.4 State the four parameters of performance criteria
8.5 Explain the performance evaluation and certification
assessment vis-à-vis training, competence and
proficiency
8.6 State that the types of evaluation and assessment
includes informal assessment, as well as formal
assessment
8.7 Explain the competency based training and
assessment system
8.1 – 8.5 Task 7
8.8 State that for assessing the performance of the trainee
for competence it is necessary that the three cognitive,
psychomotor and affective domains are assessed
across different levels
8.9 Explain the relationship between STCW and the
competency based training and assessment
8.10 Summarize the advantages of simulators for
assessment
8.11 Describe the eight steps of the assessment process
8.12 Discuss the example of setting assessment criteria
8.13 State the Learning Objectives, Domains, Evaluation
Method and Simulator type and class of assessment
8.14 Describe the choice of assessment criteria

21
Part D: Instructor Manual
Part D: Instructor Manual
n General
This manual reflects the views of the course designer on methodology and organization, and
what is considered relevant and important in the light of his/her experience as an instructor.
Although the guidance given should be of value initially, the course instructor should work
out his/her own methods and ideas, refine and develop what is successful, and discard ideas
and methods, which are not effective.
Preparation and planning constitute a major contribution to effective presentation of the
course.
The course outline and timetable provide guidance on the time allocation for the course
material, but the instructor is free to modify this if it is deemed necessary. The detailed
teaching syllabus must be studied carefully and, where appropriate, lesson plans or lecture
notes compiled.
Preparation and planning are the most important criteria in effectively presenting this course.
Availability and proper use of course materials is also essential for maximum efficacy in
conveying the subject to trainees. The capabilities and limitations of the facilities in use may
dictate that the learning objectives be adjusted but it is suggested that this be kept to a
minimum.

Compendium for Model Course

25
Table of Contents
CHAPTER 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
1. An Introduction to Simulation Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
CHAPTER 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2. Basic Simulator Design and Types of Simulators . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2.1. Design and Configuration of simulators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2.2. Critical Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
2.3. Sample layouts of various simulators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
2.4. Minimum Performance standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
2.5. Fidelity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
2.6. Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
CHAPTER 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
3. The Scope of Simulation Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
3.1. Regulation-I/6 – Training and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
3.2. Section A-I/6 – Training and Assessment (Mandatory). . . . . . . . . . . . . . . . . . . . . . . 45
3.3. Section B-I/6 – Guidance regarding Training and Assessment. . . . . . . . . . . . . . . . . 45
3.4. Regulation-I/12 – Use of Simulators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
3.5. Section A-I/12 – Standards governing the Use of Simulators (Mandatory). . . . . . . . 45
3.6. Section B-I/12 – Guidance regarding Use of Simulators. . . . . . . . . . . . . . . . . . . . . . 46
3.7. Non-mandatory Simulators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
3.8. Standards for Simulator Based Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
CHAPTER 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4. The Simulator Instructor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.1. Role of the Trainer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.2. Skills Required From the Trainer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
CHAPTER 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
5. Conceptualizing a Simulator Training Programme. . . . . . . . . . . . . . . . . . . . . . . . . . . 56
5.1. Simulator Based Learning Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
5.2. Detailing the Simulator Programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
5.3. Situational Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
5.4. Performance Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
5.5. IMO Model Course 7.04 (Officer In-charge of Engineering Watch). . . . . . . . . . . . . . 59
5.6. Setting the Level of Simulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.7. Simulator Characteristics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
5.8. Organizing of the Simulation Course Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5.9. Instructor Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
5.10. Designing the Simulation Exercise and Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
5.11. Student Evaluation Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
5.12 Course Feedback Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
5.13 Sample Instructor Worksheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
5.14 Sample RADAR Simulator Exercise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
5.15 Sample ECDIS Simulator Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

26
CHAPTER 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
6. Effective Interpersonal and Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . 76
6.1. Effective Body Language/Presentation skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
6.2. Positive Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
6.3. Sense of Humour. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
6.4. Understanding the Students/Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
6.5. Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
6.6 Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
6.7 Communication Grid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
6.8 Dealing With Personal Reactions to the Simulation Training. . . . . . . . . . . . . . . . . . . 80
6.9 Strategies for Dealing with Challenging Behaviour in the Classroom . . . . . . . . . . . . 81
6.10 Questioning Techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
CHAPTER 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
7. Conducting a Simulation Exercise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
7.1. Preparation Prior to Carrying Out the Briefing Session. . . . . . . . . . . . . . . . . . . . . . . 88
7.2. External Factors Effecting the Simulation Session . . . . . . . . . . . . . . . . . . . . . . . . . . 88
7.3. Internal Factors Effecting the Simulation Session. . . . . . . . . . . . . . . . . . . . . . . . . . . 89
7.4. Understanding the group members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
7.5. Setting the scene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
7.6. Understanding the Individual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
7.7. Briefing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
7.8. Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
7.9. During the Simulation Exercise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
7.10. Debriefing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
CHAPTER 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
8. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
8.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
8.2. Competence-based Training and Assessment System. . . . . . . . . . . . . . . . . . . . . . . 97
8.3. STCW and CBTA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
8.4. Assessment Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
8.5. Assessment Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

27
Compendium for Model Course – CHAPTER 1
CHAPTER 1
1. An Introduction to Simulation Training
For the effective education and training of seafarers, it is important that the three key elements
of learning, knowledge, skill and attitude, are incorporated into the learning programme.
Traditional methods of instruction have been largely adopted for maritime training courses,
however with the advancement of technology and reducing costs, the industry is witnessing
the increasing introduction of technology into the classrooms, including the use of simulation
technology.
A competent seafarer is required to carry out a range of tasks and operations both in routine
and unpredictable situations. He/she needs to have the ability to multi-task, take appropriate
decisions at the right time, prioritize and work together effectively in a team. The application
of theoretical knowledge in practical and at times demanding circumstances requires a
seafarer to be able to assimilate many aspects of a situation real time.
The use of simulators provides a learning platform where all three elements of learning can
be integrated into a valuable learning experience.
The Manila Amendments to the STCW Convention have also embraced the use of simulators
for training and assessment of competence. It is therefore important that the potential for
utilizing this valuable training tool is realized to the maximum.
The four elements involved in providing training based on simulators show an intensive
interaction:
zz Simulator equipment
zz Training programme
zz Student
zz Instructor.
The four elements are also dependent on each other. Any change to one of the elements
will influence the other. This implies that the various elements should not be considered
separately but always in relation to one another.
The role of the instructor for ensuring the successful implementation of simulation training
programmes cannot be over-emphasized. It is the skill and sensitivity of the instructor that
can allow the simulator to be used as a powerful means for an individual to practise and
hone his/her skills in a safe environment. Creating a conducive atmosphere for learning and
assimilation of the experience is as key an element as the actual features and performance
of the simulator itself.
The purpose of this model course is to train the simulator instructors for training of seafarers
and achieving the desired results of the competency based training method as reflected in
the STCW Convention, as revised in 2010.

28
CHAPTER 2
2.1. Design and Configuration of simulators
Simulation is close to real replica of equipment, systems, phenomenon or process. It is
normally a mathematical or algorithmic model, combined with a set of initial conditions that
allows prediction, visualization and control with change in time and the model allows easy
manipulation of the conditions and parameters. Simulation is used in many contexts, such as
simulation of technology for performance optimization, safety engineering, testing, training,
education, and video games. Use of approved simulators to demonstrate certain competence
has been specified in STCW 2010 as one of the methods of evaluating performance.
The basic operational features in simulation that are applicable to use of simulation for training
and assessment are:
zz Representation of real operational scene
zz Provision of control of the scene
zz The calculated exclusion of some parts of the operational scene
zz Provision of recording and playback of the scene for assessment and debriefing
purposes
Based on the above operational features the basic design of a simulator may be said to
comprise the following Components:
1. Audio Visual Environment System
2. Mathematical Model
3. Equipment and User Machine Interface/Controls
4. Instructor Control System
CHAPTER 2
2.1. Design and Configuration of simulators
Simulation is close to real replica of equipment, systems, phenomenon or process. It is normally
a mathematical or algorithmic model, combined with a set of initial conditions that allows
prediction, visualization and control with change in time and the model allows easy manipulation
of the conditions and parameters. Simulation is used in many contexts, such as simulation of
technology for performance optimization, safety engineering, testing, training, education, and
video games. Use of approved simulators to demonstrate certain competence has been
specified in STCW 2010 as one of the methods of evaluating performance.
The basic operational features in simulation that are applicable to use of simulation for training
and assessment are:-
! Representation of real operational scene
! Provision of control of the scene
! The calculated exclusion of some parts of the operational scene
! Provision of recording and playback of the scene for assessment and debriefing
purposes
Based on the above operational features the basic design of a simulator may be said to
comprise of the following Components:
1. Audio Visual Environment System
2. Mathematical Model
3. Equipment and User Machine Interface/Controls
4. Instructor Control System
The above components contribute to the four important characteristics of the simulators
– physical realism, behavioural realism, setting/controlling, monitoring the operating
environment. These characteristics vary depending on the level of fidelity, and accuracy of

29
the components as well as on the number of modules or components. For instance, the
increasing details in the graphic images to create the visual scene as well as more projectors
will improve the physical realism by displaying all round field view of photographic scene.
However, such fidelity is not required for performing all the tasks necessary for a competence.
Moreover the tasks and their complexity vary with level of responsibility. A range of simulators
from a PC based to full mission simulators are available for demonstrating competence for a
specific function.
A simulator is an expensive resource and it needs to be approved by the Administration when
used for mandatory simulator-based training and/or when used as a means to demonstrate
competence. Since they are not the same, a distinction needs to be made between the
various types, by classification of simulators or by creating a hierarchy within the different
subject areas. Neither STCW nor any IMO guidelines or resolution provides for standards for
approval of the simulators. With input from International Marine Simulators Forum (IMSF),
simulators are being classed as follows on functional basis and further subdivided into four
categories, depending on the level of tasks it is capable of simulating. The maritime simulators
are subdivided into following function areas:
zz Bridge Operation
zz Machinery Operation
zz Radio Communication
zz Liquid Cargo handling
zz Dry Cargo and Ballast handling
zz Dynamic Positioning
zz Safety and Security
zz VTS Operations
26
The above components contribute to the four important characteristics of the simulators –
physical realism, behavioural realism, setting/controlling, monitoring the operating environment.
These characteristics vary depending on the level of fidelity, and accuracy of the components
as well as on the number of modules or components. For instance, the increasing details in the
graphic images to create the visual scene as well more number of projectors will improve the
physical realism by displaying all round field view of photographic scene. However such fidelity
is not required for performing all the tasks necessary for a competence. Moreover the tasks and
their complexity vary with level of responsibility. A range of simulators from a PC based to full
mission simulators are available for demonstrating competence for a specific function.
A simulator is an expensive resource and it needs to be approved by the Administration when
used for mandatory simulator-based training and/or when used as a means to demonstrate
competence. Since they are not the same, a distinction needs to be made between the various
types, by classification of simulators or by creating a hierarchy within the different subject areas.
Neither STCW nor any IMO guidelines or resolution provides for standards for approval of the
simulators. With input from International Marine Simulators Forum (IMSF), simulators are being
classed as follows on functional basis and further subdivided each class into four categories
depending on the level of tasks it is capable of simulating. The maritime simulators are
subdivided into following function areas:
! Bridge Operation
! Machinery Operation
! Radio Communication
! Liquid Cargo handling
! Dry Cargo and Ballast handling
! Dynamic Positioning
! Safety and Security
! VTS Operations
Different Types of simulators (LCHS DP)
In turn each of those function areas is divided into four simulator classes:
! Class A (full mission)
! Class B (multi-task)
! Class C (limited task)
! Class S (special task)
Different Types of simulators (LCHS DP)
In turn each of those function areas is divided into four simulator classes:
zz Class A (full mission)
zz Class B (multi-task)
zz Class C (limited task)
zz Class S (special task)

30
Table: Simulator classes for the function area Bridge
Operation (an example)
Class A
(NAV)
Full Mission Simulator A full mission simulator capable of simulating a total shipboard
bridge operation situation, including the capability for advanced
manoeuvring in restricted waterways.
Class B
(NAV)
Multi Task Simulator A multi task simulator capable of simulating a total shipboard
bridge operation situation, but excluding the capability for
advanced manoeuvring in restricted waterways.
Class C
(NAV)
Limited Task Simulator A limited task simulator capable of simulating a shipboard bridge
operation situation for limited (instrumentation or blind) navigation
and collision avoidance.
Class S
(NAV)
Special Task Simulator A special tasks simulator capable of simulating operation and/
or maintenance of particular bridge instruments, and/or defined
navigation/ manoeuvring scenarios.
The DNV standard ensures that the simulations provided by the simulator include an
appropriate level of physical and behavioural realism in accordance with recognized training
and assessment objectives. The Administrations may use the standards as one way of
carrying out approval of the simulators.
27
Table: Simulator classes for the function area bridge
Operation (An example)
Class A
(NAV)
Full Mission Simulator A full mission simulator capable of simulating
a total shipboard bridge operation situation, including
the capability for advanced manoeuvring in restricted
waterways.
Class B
(NAV)
Multi Task Simulator A multi task simulator capable of simulating a total
shipboard bridge operation situation, but excluding the
capability for advanced manoeuvring in restricted
waterways.
Class C
(NAV)
Limited Task Simulator A limited task simulator capable of simulating
a shipboard bridge operation situation for limited
(instrumentation or blind) navigation and collision
avoidance.
Class S
(NAV)
Special Task Simulator A special tasks simulator capable of simulating
operation and/or maintenance of particular bridge
instruments, and/or defined navigation/ manoeuvring
scenarios.
The DNV standard ensures that the simulations provided by the simulator include an
appropriate level of physical and behavioural realism in accordance with recognized training
and assessment objectives. The Administrations may use the standards as one way of carrying
out approval of the simulators.
Different Types of simulators (SMS ERS)Different Types of simulators (SMS ERS)
With this classification the trainee can be gradually introduced to the simulator from a simple
task based simulator to a full mission simulator, thereby making optimum use of the costly
simulator facilities and instructor time to achieve desired proficiencies without overloading
the trainee, e.g.

31
Competence: Determine Position
Task Element: Position fixing at regular intervals
Scenario: Coasting US East Coast
Trainee Trainee 2 OOW’s and AB Master, 2OOW AB
Class-S (Nav)
Simple
Learns Use, limitations
and errors of GPS,
RADAR, and Primary
means of Fix, etc.
Practises position
fixing
Class-C (Nav)
Fixes Position at
Regular intervals
compares position
with DR and RADAR
fix (Error in GPS
introduced.)
Royal Majesty case
discussed during
debrief
Class-B (Nav)
Fixes Position at
Regular intervals
compares position with
visual fix and RADAR
fix (GPS Jammed.)
Class-A (Nav)
Complex tasks
Fixes Position at
Regular intervals and
reports to Master or
Sr. Watch Officer
(BTRM Exercise)
STCW Competency (Part) AII-1/1
Computer Simulations and Applications – A List of Definitions
Term Definition Application Examples
Skills Trainers
PC based Simulator Loadicator Software
Limited task Simulator Simulator that selectively focuses on training of specific
critical skills de-constructed from larger tasks
Cockpit Procedures
Trainer
Multi task Simulator Simulator that selectively focuses on training of specific
critical skills de-constructed from larger tasks
Cockpit Procedures
Trainer
Full Mission Simulator Simulator that encompasses the entire procedure or task
to be trained
Planning and Mission
Rehearsal Systems
Simulator that is used for planning procedures, activities
or tasks prior to execution
• Synthetic Theatre of
War
• Radiotherapy
planning systems
Physical Simulator Simulator that use physical objects for training such as
equipment controls and switches, manikins, etc.
SimMan
Micro Simulator PC-based simulator that provides training and
assessment without specialized VE interface hardware or
extensive, real-time graphics
MicroSim Military
Distributed/networked
simulation
Simulator that connects different client locations through
computer networks and supports multiple, simultaneous
users
• Aviation Combined
Arms Tactical
Trainer-Aviation
simulator (military)
• Unreal
Championship
(game)
Exploration
Environment
Synthetic, computer-generated spaces and
environments
CAVE (Computer
Automatic Virtual
Environment)

32
Computer Simulations and Applications – A List of Definitions
Term Definition Application Examples
Virtual Reality (VR) Generic term, coined by Jaron Lanier in the 1980s,
to describe human/machine interface technology
that allows the operator to act in artificial, computer-
generated worlds
Augmented Reality Superimposition of data, images, or graphics on real-
world scenes through the use of VE interface displays
such as glasses or HMDs
Shared Space project
(HITLAB)
Pre-Rendered
Animation
Laborious modelling process used in film and
entertainment by which computer-generated video
frames are developed. Animations can be photo realistic
and appear to run in real-time, but are non-interactive.
Jurassic Park (movie)
Real-time graphics Software development process used in gaming and
other interactive applications to support realtime
interaction between the user and the computer-
generated virtual environment. Requires simplification of
visual models and interactivity to run in real-time.
Quake (computer
game)
Visualization C3 Interactive – Legal
3D visualization
2.2. Critical Components
The components of a simulator vary with the type and class of simulator; however, the generic
components will fall under the following categories:
1. Physical Realism (Equipment layout, HMI and Controls, etc.)
2. Behavioural Realism (Mathematical Model for different processes and systems,
e.g. vessel )
3. Operational Environment (Visual scene including objects, degree of view, motion
platform)
4. Monitoring and Evaluation
The layout of a simulator will also depend on the type and class of simulator but normally
will have three essential areas – the Server Station, Instructor Station and the Trainee station.
As an example, the components of each of the stations for Bridge simulator are given below:
Server Station:
zz Visual Scene Generator
–– Terrains
–– Vessels
–– Objects
–– Environment elements rain, snow
Cont.

33
zz Mathematics modeller
–– Vessel
–– Objects
–– Currents
–– Tides
–– Wind
–– Tugs
–– Contacts and mooring
–– Sea and swell
–– Interactions
–– Equipments
–– Alarms and Controls
–– Environment Effects
–– Sensors
–– Lights
zz Exercise Area
zz Network Equipment
Trainee Station:
zz Camera
zz Speakers
zz Overhead Indicators Panel
zz Navigation Equipment
zz Steering Control and Alarms
zz Engine, thrusters Controls and Alarms
zz Visual Systems (Projectors or Plasma)
zz Lights and shapes Panel
Instructor Station:
zz CCTV Monitor
zz Speakers
zz Visual Scene
zz Instructor Monitoring controls

34
2.3. Sample layouts of various simulators
32
Sample layouts of Bridge Simulator (180 degree Plasma based and 360 degree Projector
based)
Sample layout of DP simulator and FMERS
Sample layouts of Bridge Simulator
(180 degree Plasma based and 360 degree Projector based)
32
Sample layouts of Bridge Simulator (180 degree Plasma based and 360 degree Projector
based)
2.4. Minimum Performance standards
STCW with its revision adopted in 2010 sets the performance standards against each level
of competency. The STCW competence tables specify the Knowledge, Understanding and
Proficiency, Methods for demonstrating competence and Criteria for evaluating competence
for each competency. The column (3) Methods for demonstrating competence Simulator is
listed as one of the methods.
As an example for the demonstrating competence for Mates and Masters, the Simulator
should conform to the requirements of STCW 2010 Regulation I/12 (use of simulators),
section A-I/12, parts 1 and 2, Performance Standards for the simulator and Simulator training
Objectives and sections B I/12, 37, 38, 39 (guidance regarding the use of simulators).

35
2.4.1. SIMULATOR SPECIFICATIONS (Ship Manoeuvring and Bridge Team Work
Course)
zz Full-Mission Simulator consisting of one or more own ship stations having a full
scale mock-up of a ship’s bridge with instruments for navigation as listed below,
as well as full scale display of target ships and surroundings as seen from the
portholes of a wheel house.
zz Equipment and consoles to be installed, mounted and arranged in a ship-like
manner.
zz A separate instructor room equipped with equipment necessary to monitor the
activities in the wheel house effectively.
zz Each piece of equipment installed in the simulator shall have a similar functionality
to corresponding equipment used on board ships.
zz If any piece of equipment does not correspond to a specific make, the applicable
IMO performance standard [functionality requirements only] for such equipment
shall be followed. If such a performance standard does not exist, then the
functionality of the equipment shall, as a minimum, be the same as for any
recognized genuine equipment of that type, in use on board ships.
zz Each piece of equipment shall resemble the behavioural characteristics, e.g.
accuracy, reaction time and other limitations, related to corresponding equipment
in use on board ships.
zz User manuals for the simulator equipment and operational controls shall be
available to the learners for use during exercises.
2.4.2. SHIP TYPES AND AREAS
1. The simulator shall include mathematical models of at least 10 types of own ship. The
models shall resemble accurately the behavioural characteristics of an actual ship of
that size, power and type, and realistically behave as per the hydrodynamic effects of
wind, current and swell. (See section E for recommended ship types)
2. The simulator shall be able to present at least 20 different types of target ships, each
equipped with a mathematical model, which accounts for motion, drift and steering
angles according to forces induced by current, wind and wave.
3. The simulator should be able to provide at least eight international geographical visual
areas for exercises which include open sea and high density traffic areas. (See section
F for recommended Geographical Areas)
2.4.3. DETAILED SPECIFICATIONS
A. Visualization
1. At least 5 channels visualization of high resolution graphics, about 170 degree horizontal
field of view. In addition, the remaining 190 degree view should be able to be viewed by
panning.
2. The visual system shall present all navigational marks as displayed on ECDIS and
paper charts for that area.

36
3. The visual system shall show objects with sufficient realism (detailed enough to be
recognized as in real life).
4. The visual system shall replicate movements of all own ships according to 6 degrees of
motion freedom.
5. The simulator shall provide a realistic visual scenario by day, dusk or by night, including
variable meteorological visibility, changing in time. It shall be possible to create a range
of visual conditions, from clear to dense fog.
6. It shall be possible to take accurate bearings of objects seen on the screen.
7. It shall be possible to use magnified view for observations.
8. The visual system shall present at least 25 degrees of vertical field view. In addition by
any method, it shall be possible to observe the ship’s side and the dock during mooring
operations.
9. There should be a proper correspondence between the visual picture, RADAR
and ECDIS.
B. Simulator Capabilities
1. The model shall realistically simulate own ship hydrodynamics in open water conditions,
including the effects of wind forces, wave forces, tidal stream and currents.
2. The model shall realistically simulate own ship hydrodynamics in restricted waterways,
including shallow water and bank effects and interaction with other ships.
3. The simulator shall provide an own ship engine sound reflecting the power output.
4. The target ships shall be equipped with navigational lights, shapes and sound signals,
according to the “Rules of the Road”. The signals shall be individually controlled by the
instructor and the sound signals shall be directional and fade with range.
5. The simulator shall be able to present at least 20 target ships (see STCW-95, section
A-I/12.4.3) at the same time, where the instructor shall be able to programme voyage
routes for each target ship individually.
6. The simulator shall be capable of providing environmental sound (e.g. wind) according
to conditions simulated.
7. The simulation shall include the depth according to charts used, reflecting water level
according to tidal water situation.
8. The simulator shall provide waves, variable in direction and strength.
9. It shall be possible to simulate usage of at least 4 tugs for the purpose of mooring the
vessel with the capability to control the power and orientation of the tugs (push and
pull).
10. It shall be possible to berth and un-berth a vessel using mooring lines with the capability
to control run out, heave, slack, stop, let go the various mooring lines bearing in mind
their breaking stress.
11. It shall be possible for Own ship to let go the bower anchors and control its pay-out as
per the strain on the cable. The simulator shall have the capability to read the number
of shackles out and the strain at any time.

37
C. Own Ship Control Station
The following shall be provided as HARDWARE PANELS and shall be installed, mounted
and arranged in a manner that would physically resemble a ship’s navigating bridge. These
hardware panels should have operational resemblance to actual shipboard equipment.
1. Propulsion Controls for controlling own ship’s engine ahead and astern
2. Bow-Thrusters Control
3. Steering Console Stand
There shall be provision for the following, at or near the console:
(a) Steering wheel
(b) Steering motors (at least two)
(c) Hand, auto-pilot and non-follow up steering
(d) Compass Repeater able to depict gyro and/or magnetic heading
(e) Gyro failure alarm
(f) Auto-pilot
The Auto-Pilot should have the following capabilities:
i) Weather adjustment (yawing and course control)
ii) Rudder limit setting
iii) Counter Rudder
iv) Off-course alarm
v) Setting of constant rate of turn
4. Engine Alarm Panel giving audible and visual alarm in case of:
(a) Start fail
(b) Shut down
(c) Slow down
(d) Over speed
(e) Overload
5. RADAR set with Automatic RADAR Plotting Aids (ARPA) – 21 colour screen
It shall be possible to simulate both 3 cms and 10 cms RADAR. The RADAR shall be capable
of being operated in the sea stabilized relative motion mode and sea and ground stabilized
true motion modes (see STCW 95, sections A-I/12.4.1 and 3).
The RADAR simulation equipment shall be capable of generation of interference, noise,
RADAR/ARPA failure, yawing, clutter, spurious echoes, blind sector and parallel index lines.

38
The ARPA simulation equipment shall incorporate the facilities for:
zz Manual and automatic target acquisition
zz Past track information
zz Use of exclusion areas
zz Vector/graphic time and data display
zz Trial manoeuvres
6. ECDIS 21 colour screen
Vector charts should be available for the exercise areas. It should be possible to edit existing
areas and be able to generate chart database of any area and scale if desired at a later stage.
Normal features for ECDIS system should be available including cart scaling and zooming,
review, selectable layer, route planning and monitoring.
7. VHF Communication System
Communication between ships and port VTS shall be simulated on VHF sets which will have
at least the following channels = 16, 6, 8, 9, 10, 12, 13, 14, 75, 77, 69, 67.
The following realism should be depicted:
zz Volume control
zz Squelch
zz Dual watch
zz Press switch when speaking
zz Simplex communication system
8. Intercom/Telephone
There should be a provision to communicate between Bridge and the other strategic locations
like engine-room, steering flat, Master, C/O, 2/O, 3/O, C/E, forward, aft, etc.
9. General Emergency Alarm
There shall be a facility provided for activating the General Emergency Alarm from the
wheelhouse.
10. Chart Table with paper charts and publications
Chart Table will resemble a ship’s Chart Table of minimum dimension 4ft x 3ft. Paper charts
and publications provided shall be appropriate for the areas in use.

39
11. Indicators
Each own ship station shall have at least the following indicators:
(a) Wind direction and speed indicator
(b) Rudder Angle Indicator
(c) Rate of Turn Indicator
(d) RPM/Pitch Indicator
(e) Clock (Exercise time indicator)
(f) Depth indicator
(g) Doppler Speed Log
It should be capable of indicating fore/aft and athwart ship speed. Depending upon the
depth, speed shall be indicated on ground or water track.
12. Ship’s Horn
To be provided on the wheelhouse console as a push button.
The following equipment shall be SIMULATED:
If not using hardware panels, then, a colour monitor of not less than 17 size interfaced with
the position and movement of own ship shall be used.
1. Electronic Navigation Aids
(a) Global Position System (GPS) – Simulation of all facilities of a standard GPS
receiver shall be available. This should include display of latitude, longitude,
course and speed over ground by the own ship, UTC, normal navigational
calculation functions such as Great Circle, Rhumb line sailing, 100 way points,
Alarms for X-track error, anchor drag, approaching way point, etc.
2. Echo Sounder
Simulation of complete echo sounder shall be provided. Facility to change gain
adjustment, change over from DBS to DBK and vice versa, etc., shall be provided.
Alarm for shallow water depth should be provided.
3. Anchor Control capable of simulating anchoring with 2 anchors (port and stbd –
Bower anchors)
(a) Means to let go and heave up own ship’s anchor.
(b) Indicators for amount of cable paid out, direction of cable and strain on cable.
4. Sound Signal Generator
Ship’s whistle and fog signals: Facilities shall be available to generate fog signals
manually or automatically operated by own ship(s) independently, as well as for each

40
target separately by the Instructor console. The fog signals should be interactive and
the intensity and direction at own ship stations shall correspond to relative range and
position of the station generating the sound signal. The fog signal generator shall be
capable of generating the sound signals for the following:
a) Vessel making way through water.
b) Vessel making no way through water.
c) Vessel restricted in her ability to manoeuvre.
d) Vessel at anchor.
e) Vessel aground.
f) Vessel not under command.
5. Navigation Lights and Shapes Display
Full set of Navigation, Christmas tree lights and shapes shall be available, which the
own ship can select for display depending upon the prevailing circumstances.
D. Instructor
The instructor and the assessor shall be able to:
a. Start, halt, reset in time and place, and restart an exercise.
b. Visually observe the trainees and their actions and follow the proceedings of an
exercise by any method.
c. Change the operating environment during the running of an exercise, viz. shall
be able to alter the wind (direction and force), swell (direction and height), current
(direction and rate), cloud cover, state of visibility.
d. Communicate with the trainees (i e. simulate the outside world) by VHF on
relevant communication channels and by Intercom/Telephone (for within the ship
conversations).
e. A display (min 19 inches monitor) providing a global view of the criteria simulation
scenario. The display plots ships tracks, target movements and also provides a
tool for altering the parameters of the various ships.
f. Be able to view the own ship RADAR as set and operated by the trainee.
g. Activate simulation of failures in real time in the following equipment:
i) Navigation lights
ii) Gyro compass including insertion of error
iii) Doppler log failure or insertion of error
iv) Echo sounder
v) RADAR
vi) ARPA
vii) GPS (including degrading of signal quality)

41
viii) Autopilot
ix) Steering motor
x) Bow thrusters
xi) Engine
h. It shall be possible to replay a full exercise showing the actions performed by the
trainees.
i. Instructor shall be able to create exercises where one or more own ship stations
can be interactive within the exercise or to be able to run them independently and
in differing areas if so required.
j. For educational purposes, the instructor shall be able to create a channel by
inputting depths and buoys (buoyage system A and/or B).
k. Instructor can on request from own ship, engage tugs and ship mooring lines
during an exercise.
E. Recommended Ship Types and Sizes
Type
Displacement
(tonnes)
1. Bulk Carrier (Handy size) About 30,000
2. Bulk Carrier (Panamax size) About 60,000
3. Containership About 30,000
6. Coaster Under 10,000
7. RO-RO/Car Carrier About 15,000
8. Tanker About 85,000
9. Super tanker Over 150,000
10. VLCC Over 250,000
Note:
A. The above is a suggested list for general guidance
B. Among the Own Ship Types, there should be vessels equipped with bow thrusters
and some with Controllable Pitch Propeller.
F. Recommended Geographical Areas
1. Dover Straits
2. Singapore Straits
3. Malacca Straits
4. Gibraltar Straits

42
5. Approaches to New York
6. Approaches to Rotterdam/Flushing
7. Bisan Seto/Kanmon Kaikyo
8. St Lawrence River
9. Entrance to Mississippi River/approaches to Houston
10. Open Sea
2.5. Fidelity
Simulation fidelity or behavioural realism is defined as the degree to which a simulation is a
close representation of the real equipment, system, process and environment. The closer the
simulator is to representation of the real systems, the better the fidelity.
Fidelity is determined subjectively: with high requirements on fidelity the cost and processing
time of the simulation increases. Moreover, it is not necessary if high fidelity does improve
the training experience or improves learning. Hence the need for selective fidelity which is
improving those components of a simulator that will have the greatest effect on training and
assessment of task. Thus the level of fidelity required shall be determined by the training
objectives. The underlying issue with regards to fidelity is the transfer of specific knowledge
and skill to the actual operational or job environment. Specifically, if trainees are learning how
to apply a particular skill, then the simulated training environment must respond in a manner
that is similar to what would occur in the real world. Otherwise, the trainee will receive incorrect
feedback and perhaps learn the wrong things. Equally important as physical realism (HMI,
knobs, buttons, hardware controls and consoles, etc.) is cognitive realism (the behavioural
and operational environmental realism). It is also pertinent to note that the level of fidelity
may vary with the stage of learning, i.e. from simple tasks to complex tasks. For example, for
learning ROR it is not necessary for the simulator to have six degrees of freedom. However
in marine simulation, to build and improve confidence among mariners, training sponsors,
and maritime administrations, there are strong pressures to use the highest level of realism
possible.
A major technical consideration in the application of simulators and simulations is the need
for consistently reproducible results from simulation exercises.
2.6. Validation
Validation is the process of evaluating specified characteristics of a simulator or simulation
against a set of predetermined criteria. Validations include both objective and subjective
elements. The elements of a simulation that require validation are the accuracy and fidelity of:
zz Image portrayal, including the content, quality, field and depth of view, and
movement of the visual scene
zz Calculation and representation of the predicted parameters based on the relevant
process
zz Characteristics of equipment, vessel, engine or system being simulated
zz Operational environment

43
zz Functional resemblance to the real systems
zz Physical resemblance to the HMI and controls
zz Layout of the components of the simulators
The validation of some of the elements may be objective to some extent if the administration
specifies a standard equipment or vessel. Otherwise most of the validation of marine
simulation will be largely subjective. However, for the subjective validation to be sufficiently
close to the specified training objectives and assessment it is necessary that subjective
validation is credible and consistent.
2.7. Present Validation Process
The simulator’s performance and handling qualities are evaluated according to the
performance standards of equipments, ability of the simulator to train and assess the trainee
for performance of the specific tasks for which the simulation is to be used. Since the marine
simulators generally simulate generic ships, bridge equipment, machinery, communication
and other equipment, and the physical arrangement on board, it is not possible to objectively
validate the simulators to accuracy. STCW code does not specify any standards directly
relating to validation of the simulators. However, the STCW code A specifies performance
standards sufficient for making detailed validation check list especially for RADAR, ARPA and
ECDIS simulators. STCW Code B has specified detailed guidelines and recommendations for
RADAR, ARPA, ECDIS, Mandatory and non-mandatory simulators. The IMO Model courses
based on use of simulations have also specified some requirements related to the simulators.
Moreover some of the marine administrations have notified standards related to the approval
of simulations and approval of simulation courses. As mentioned earlier, the classification
societies have also published standards for classification and approval of simulators based
on the STCW competencies and guidelines.

44
CHAPTER 3
3. The Scope of Simulation Training
Simulators are an excellent tool for training in the development of competence at different
responsibility levels, from normal routine task performance training to complex task training
to crisis management and emergencies. A simulator is a training tool, which has to be
integrated into a total training programme.
The STCW Code, section A-I/12 states that each Party (i.e. the administration in the State
where the training or assessment programme shall be approved) shall ensure that a simulator
used under certain conditions shall fulfil six general performance requirements. The following
is the interpretation of the essential aspects:
1. suitable for training and/or assessment objectives
2. physical realism appropriate to training and/or assessment objectives
3. sufficient behavioural realism
4. capable of producing a variety of conditions (operating environment)
5. the trainee should be able to interact
6. the instructor/assessor should be able to control/monitor/record exercises
The standards of competence as laid down in the STCW 2010 are grouped appropriately
under the following seven functions:
zz Navigation
zz Cargo handling and stowage
zz Controlling the operation of the ship and care for persons on board
zz Marine engineering
zz Electrical, electronic and control engineering
zz Maintenance and repair
zz Radio communications
The STCW code also specifies the following levels of responsibility:
zz Management level
zz Operational level
zz Support level
Functions and levels of responsibility are identified by subtitle in the tables of standards of
Competence given in chapters II, III and IV of the STCW, part A.
STCW discusses the simulators under the three important headings:
a) Training and assessment.
b) Use of simulator.
c) Minimum standards of competencies.

45
STCW mentions the possibility of using simulators as a tool during the discussion on Training
and Assessment of seafarers as under:
zz Regulation-I/6 – Training and Assessment
zz Section A-I/6 – Training and Assessment (Mandatory)
zz Section B-I/6 – Guidance regarding Training and Assessment
3.1. Regulation-I/6 – Training and Assessment
This regulation demands all parties to ensure that training and assessment of seafarers is
in accordance with the STCW Code A and all instructors and assessors are appropriately
qualified and competent to carry out their task.
3.2. Section A-I/6 – Training and Assessment (Mandatory)
This section desires that if the training is being conducted using simulator, the instructor
employed should have received appropriate guidance in instructional techniques involving
the use of simulators, and have gained practical operational experience on the particular type
of simulator being used for the training. Moreover, when assessment is being done by using
simulators, the assessor should have gained practical assessment experience on a particular
type of simulator under the supervision and to the satisfaction of an experienced assessor.
3.3. Section B-I/6 – Guidance regarding Training and Assessment
This section is meant for providing the guidance on how to comply with the corresponding
section of Code A, and mentions the IMO Model Courses for Instructors and for Examination
and Certification of Seafarers.
Then there is a dedicated part of STCW, which highlights the Use of Simulators, as under:
zz Regulation-I/12 – Use of simulators
zz Section A-I/12 – Standards governing the Use of Simulators (Mandatory)
zz Section B-I/12 – Guidance regarding Use of Simulators
3.4. Regulation-I/12 – Use of Simulators
This regulation gives a legal cover to the performance standards of marine simulators being
used for the training and assessment of seafarers and their certification in compliance with
STCW.
3.5. Section A-I/12 – Standards governing the Use of Simulators (Mandatory)
This section has two parts:
Part 1 provides the performance standards of the simulators that can be used for the training
and assessment of seafarers separately. STCW desires physical and behavioural realism
of the simulators appropriate to the training and assessment objectives. Capabilities and
limitations of the original equipment along with the possible errors should form part of
the simulation. Simulators should be able to produce emergency, hazardous and unusual

46
conditions for an effective training value. The most important aspect of the performance
standards in STCW is the requirement of simulators to provide the simulator instructor with
the control and monitoring facilities along with the recording equipment for an effective
debriefing to the trainees.
Part 2 provides other provisions whereby training and assessment procedures have been
discussed for the simulator trainers and assessors to have a standard conduct of the simulator
training. STCW foresees briefing, planning, familiarization, monitoring and debriefing to be part
of any simulator based exercise. It also highlights the importance of guidance and exercise
stimuli by the instructor during the monitoring and use of the peer assessment technique in the
debriefing stage. Simulator exercises are required to be designed and tested by the simulator
instructor to ensure their suitability for the specified training objectives.
3.6. Section B-I/12 – Guidance regarding Use of Simulators
STCW has made the RADAR/ARPA simulator training mandatory for the seafarers and in this
section; it gives a detailed guidance how to use the RADAR/ARPA simulator for training and
assessment purposes.
Different types of training can therefore be easily provided:
zz Team training
zz Operator training
zz Decision training
zz Procedure training
zz Maintenance training
zz Trouble shooting
zz Special operations
In more complex scenarios or simulations, generally these different aspects of training
are integrated within one simulation exercise. An extensive simulated task may require
competency in operations, procedures, team work and decision making.
These examples of various types of training can be described as follows:
zz Team training:
–– A team is a group in which decisions are made based on evaluation of material
in order to execute the necessary operation. Team training is carried out to
establish or to improve a team as a means to give decision training.
zz Operator training:
–– Operator training is required in order to train a person in proper equipment
operation procedures.
zz Decision training:
–– Decision training is done in order to train persons in making the right decisions,
based on evaluation of a given situation and to carry out the necessary action to
reach a defined goal. In many situations the decision maker can communicate

47
directly with the equipment rather than through an operator. The decision
maker thus becomes an operator.
zz Procedure training:
–– Procedure training takes place in order to train a group of persons in the correct
execution of a specific procedure.
zz Maintenance training:
–– This is done to train individuals in either technical or condition control
maintenance.
zz Trouble shooting:
–– This is done to train individuals in tackling the slight deviation from the normal
operation.
zz Special operation:
–– This is done to train individuals in special operations such as navigating in
restricted visibility.
Although it is important to understand these divisions, in any one simulator exercise a
combination of types of training will be incorporated.
The table further illustrates the simulators application across three major functions:
Sl. No. Simulator Application Navigation/Bridge Ops Eng/Mach Ops LCHS Cargo Ops
1 Equipment
Familiarization
ECDIS/RADAR/ Steering ME/Gen/Boiler CCR/Pumps
2 Equipment Operation All Navaids ME/Gen/Boiler Valves/Line
setting
3 Equipment Integration Navaids/Steering/ME E/Gen/ Boiler /Pumps Pumps/valves/for
cargo ops
4 Systems Familiarization Collision Avoidance Simulator running on
load
Hydraulics/IG
5 Basic Procedural Training Ops/Mgmt/Value add Ops/Mgmt Ops /Mgmt
6 Basic Routine Regular
Operations
S/Handling/BTM Equip start/On load Load/Disch
7 Routine Operations with
faults injection
Navigation Equipment
failure
Machinery failure Valves failure
8 Trouble shooting and
Problem solving
RADAR fail Mach/Pumps fail Cargo/PV valves
9 Complex regular
operations involving
multitasking
TSS/Arr/Dep Ports Mach/Boiler breakdown PV failure
10 Non regular operations Ice Navigation Electrical switchboard Cargo heating
11 Crisis management/
Emergency situations
Collision/Grounding Blackout PV failure/
overflow

48
Sl. No. Simulator Application Navigation/Bridge Ops Eng/Mach Ops LCHS Cargo Ops
12 Specialized operations/
area/machinery
Ice/STS/Pilotage COP/T-Gen COW
13 Case Studies/Incident
recreation
14 Feasibility Studies
Under the new revised STCW 2010, there is a detailed outline on use of ECDIS training
including the requirements for simulator training on ECDIS.
Furthermore, WHERE APPROPRIATE, new simulator training requirements have been
incorporated for the following:
zz BRM
zz VTS
zz BERTHING, ANCHORING, MOORING OPERATIONS, HANDLING OF CARGOES
AND STORES (CRANE OPERATIONS)
For Chief and Second Engineers:
zz Task Workload Management
zz Safe Operation of Boilers
zz Operation of fuel systems
zz Bilge Ballast Water Management
zz Mechanical Engineering Systems
zz Electrical Power Generation
zz Oil, Chemical and Gas Tanker Operation
3.7. Non-mandatory Simulators
STCW mentions the following non-mandatory simulation system, with the possibility of more
systems used for the training and/or assessment of seafarers:
zz Navigation and watch keeping simulator
zz Ship handling and manoeuvring simulator
zz Cargo handling and stowage simulator
zz Radio communications simulator, and
zz Main and auxiliary machinery operation simulator
STCW then briefly mentions the performance standards for these non-mandatory simulation
systems. Here it is important to note that while STCW has discussed the RADAR/ARPA
simulators in details, with a separate heading for training and assessment, all other
simulators have been discussed with respect to the general provisions only. The RADAR/

49
APRA simulators are a very basic form of simulation when compared to, for example, the
Ship Handling Simulator (SHS) in respect of the equipment fitted, complexity of operations
and responsibilities of the instructor. This clearly implies that as far as a simulator instructor
is concerned, he has to put in a lot to design and conduct the training and assessment
exercises on these simulators with only a few details available in the Convention.
The STCW mentions the simulators as one of the means to prove the competencies by
seafarers. Chapters II, III and IV of Code A list down the competencies in the forms of tables
required out of deck, engine-room and radio personnel at management and operational
levels. These competency tables enumerate multiple means to prove the competency, and
approved simulator training is mentioned on numerous occasions together with the in-service
experience and trained ship experience. This parallel between real ship and simulator itself
puts heavy responsibilities on the simulator instructor to ensure that the simulator based
training is designed and conducted in such a manner that it gives real time experiences to
the trainees. Simulator training is required to put the trainee in almost the same working
environment, mental scenarios and physical stress as on board a real ship.
The STCW also enumerates Performance Standards (physical realism, behavioural realism,
minimum errors, instructor control, suitability for training objectives and man-machine
interface), Training Procedure (briefing, familiarization, exercise stimuli, monitoring, debriefing,
peer assessment) and Assessment Procedure (performance criteria, assessment criteria,
briefing, grading methodology) to be adopted on simulators.
3.8. Standards for Simulator Based Training
It is required in the STCW Convention that simulators, when used for mandatory simulator-
based training and/or when used as a means to demonstrate competence (assessment)
according to the same Convention, shall be approved by the relevant maritime administration
(STCW, regulation I/12).
The purpose of the standard, as delineated below, is to ensure that the simulations provided by
the simulator include an appropriate level of physical and behavioural realism in accordance
with recognized training and assessment objectives.
The main target group for the standard is the following:
a) A simulator centre, which uses a simulator for examination.
b) A simulator centre, which uses a simulator for mandatory simulator training.
The standard gives criteria for the simulated functions, the equipment and the environment,
considered necessary for specified tasks in maritime operations.
The standard does not prioritize the reliability of specific equipment or software used in the
simulator, e.g. redundancy, environmental testing nor maintenance. It is assumed that the
simulator is built from parts of sufficient reliability.
It is assumed that the simulator centre addresses the operation of the simulator (i.e. using
the simulator for training and/or assessment in a training programme) in a quality standard
system (STCW, regulation I/8). In such quality standard system the instructor and assessor

50
qualifications (STCW, regulation I/6) shall be addressed and the course curriculum shall be
approved by the State.
It is further understood that the management of a simulator centre ensures that the simulator
complies with all additional mandatory requirements, e.g. electrical installation of such
equipment, which are not covered in this standard.
Simulator class: A three grade scale for levels of performance capabilities of maritime
simulators. The three classes are Class A (full mission), Class B (multi-task), and Class C
(limited task). In addition, Class S (special tasks) is used for simulators where the performance
is defined on a case by case basis.
Bridge operation simulator: A simulator with the objective to create realistic situations for
some of the competence requirements in STCW, chapter II.
Simulator Class – Bridge Operation – AS AN EXAMPLE
Class A – Bridge operation
The simulator shall be capable of simulating a realistic environment for all of the STCW
competence requirements referred to in the column for Class A in the Table.
Class B – Bridge operation
competence requirements referred to in the column for Class B in the Table.
Class C – Bridge operation
competence requirements referred to in the column for Class C in the Table.
Class S – Bridge operation
The simulator shall be capable of simulating a realistic environment for selected STCW
competence requirement referred to in the column for Class S in the Table.

51
Table 1 – Bridge Operations
STCW
Reference
Competence Class A Class B Class C Class S
Table A-II/1.1 Plan and conduct a passage and
determine position
A B S
Table A-II/1.2 Maintain a safe navigational watch A B S
Table A-II/1.3 Use of RADAR and ARPA to maintain
safety of navigation
A B C S
Table A-II/1.4 Respond to emergencies A B C S
Table A-II/1.5 Respond to a distress signal at sea A B C S
Table A-II/1.8 Manoeuvre the ship A B C S
Table A-II/2.1 Plan a voyage and conduct navigation A B S
Table A-II/2.2 Determine position and the accuracy of
resultant position fix by any means
A B S
Table A-II/2.3 Determine and allow for compass
errors
A B S
Table A-II/2.4 Coordinate search and rescue
operations
A B S
Table A-II/2.5 Establish watchkeeping arrangements
and procedures
A B S
Table A-II/2.6 Maintain safe navigation through the
use of RADAR and ARPA and modern
navigation systems to assist command
decision-making
A B C S
Table A-II/2.9 Manoeuvre and handle a ship in all
conditions
A S
Table A-II/2.10 Operate remote controls of propulsion
plant and engineering systems and
services
A S

52
CHAPTER 4
4. The Simulator Instructor
The short history of simulators has come a relatively long way and is now widely recognized
and accepted by the educational world to be an effective training tool. In the new scenario, we
envision, simulators offer the promising opportunities we hoped and also an alternative and
powerful way of teaching and learning – through better presentation, engagement of senses
and experiential learning. But one must not overlook the fact that however sophisticated
and expensive a simulator system is, the teaching results achieved are only as effective as
how the trainer uses it. The simulator can largely allure students through the multi-sensory
approach of text, visual and audio effects in initial stages; it is the trainer’s presence which
provides the vital link between the real world and virtual representation of that world.
The simulation experience provides for more meaningful and higher learning styles. Apart
from the experiential approach – where students play a central role in their learning, the
trainer provides an opportunity to learn through an inquiry approach – raising questions and
discussing the complex concepts (with trainer and peers). The much talked about and often
ignored aspect of learning and training i.e. “motivation of the students” can be meaningfully
drawn and sustained out of constructive feedback, reinforcement from the trainer during
briefing, conduct and debriefing of the exercises. The importance of the trainer’s expectations
from students is far less recognized but nevertheless a determining factor for the overall
performance of the students on simulators. It is seen naturally without noticing that trainers
who have high expectations from the students are able to derive better performance from
the students.
With the advent of a new approach to training, a trainer role has become even more critical.
As learning shifts from “teacher centred” to “learner centred”, the role of the trainer has now
shifted from the sole voice of authority to the following roles:
4.1. Role of the Trainer
1. Facilitator – the use of simulators does not obviate the need for the trainer but
undoubtedly forces a shift in the role from ‘sage on stage’ to ‘guide on side’. The trainer
must know when to intervene and when to leave the student alone, so as to encourage
as much as possible experiential learning for the students.
2. Dedicated teacher – the trainer must realize that ‘transfer of knowledge’ is a process
and not an event. ‘One-off planning’ is not sufficient – the trainer should do extensive,
substantial planning at each stage keeping in view the various factors involved –
objectives of the course, rank, number, background, etc., of the participants.
3. Manager – not merely repeating the same exercise but manipulating materials and
activities to arouse interest and make it more direct and relevant for the participants.
4. Flexible and Adaptable – Reappraise the methods, techniques, resources to meet
multiple learning styles and match and direct it to the common goals of the course.
5. Learning strategist/organizer – Sequencing the information for facilitating learning.

53
6. Guide – aid the students in understanding the nature of satisfactory performance,
establishment of correct responses and avoidance of habitual errors. These and other
elements can be achieved through personal interaction and communication skills like
empathy, flexibility and adaptability.
7. Motivator – Providing for individual differences, giving positive and constructive
feedback.
8. Evaluator – Setting criteria and assessing performance but helping in reinforcing
desirable learning, providing encouragement, providing a yardstick to measure goals.
9. Native Psychologist – when trainers use their knowledge of both the subject and
the way pupils understand the subject, the use of the simulator has a more direct
effect on student achievement. Understanding differences in learning styles accrued
to experience, competence, culture, personalities without any harsh criticism or bias is
also very important.
4.2. Skills Required From the Trainer
As mentioned above, a highly sophisticated simulator system is wasted if it is supported
by a poorly skilled instructor; whereas the skilled instructor can take even the most basic
simulator and produce valid and effective training outcomes. This creates a need that the
presence of certain pre-requisite qualifications and skill-set should be investigated to the
relevant quality of simulator based training.
4.2.1. General Attitude Towards Teaching
Although a trainer is not expected to have all the answers to the questions which are put to
him/her, s/he does lose credibility if s/he is not able to answer any of the questions at all.
Thus, being abreast with latest developments and changes in all aspects of the actual job
for which the simulation has been designed, including professional, technological and legal
aspects equips him/her to have more comprehensive knowledge than the students.
This becomes even more important if the training involves senior and experienced students,
where students are often too happy to show off their vast knowledge and then it becomes
vital for the trainer to not feel daunted and to have the necessary information readily at hand.
4.2.2. Operational Experience/Familiarization
Ability to use specific computer skills – in particular those skills related to the type of hardware/
software being used in the simulator. Ability to operate projectors, video players, etc.
4.2.3. Technical/Subject-related Knowledge
Ideally the trainer should hold at least the same qualifications as the students she/he is
supposed to instruct and teach. Not only it will add to his/her confidence, but will also prove
essential to get the message across properly.
This becomes challenging as the higher and more specialized the training becomes, the
more difficult it becomes to have trainers holding the same degree. However, one can say

54
that without any seagoing experience it will be hard to cope with all the routine items of the
trade.
However, often domain-relevant skills and knowledge is considered to be the sole competency
required from an instructor. And when one has a “Certificate of Competency” supported by
sailing experience, it is easy to presume that students ‘should’ follow and approve the ideas,
proposals or recommendation that the instructor believes in. But what would you do if you
design an exercise in the most thoughtful manner and the students conduct it in some other
manner, missing on the “big picture” that you had in mind? How would you handle a debrief
session where you wanted to educate them on some topic and students digress and pose
“how”, “why” and “what” of some random topic. Questions and issues like this clearly build
up a picture where teaching doesn’t involve re-iterating the text information or running an
animated-sequenced Power-Point presentation.
The above discussion might be seen as minimizing the scope and importance of technical
knowledge. But paradoxically, the “unstructured-earning-environment” makes it even
more imperative for the instructor to be technically well-sound and abreast of all the latest
developments. Also, the instructor should be aware and prepared for all that might emerge
without notice and thereby work on it flexibly to help students have a meaningful learning.
4.2.4. Pedagogy
There is a great importance for the simulator trainer to have a background or experience in
teaching or instructional techniques. This would aid the trainer to:
zz Facilitate the various instructor-led and student-led interactions
zz Carry out briefing and debriefing in a safe learning environment
zz Monitor events and know when to intervene/leave alone
zz Ability to connect operations and theory
4.2.5. Establishing Trust
One of the key elements to developing an effective learning in students is establishing
teacher-student trust. Considering the context in which the teaching and learning takes
place on simulators, developing trust and building rapport are of paramount importance. The
candidates entering the simulators bring along their knowledge and experience of working in
real-life situations. This might give rise to “know-it-all” attitude or “just-a-video-game” notion
among students.
To add more to the complexity, the instructors spending a lot of time in planning and
‘structuring’ the exercises on simulators fail to understand that there still is room for the
indeterminable and unpredictable events springing up, as the “operational part” of the
simulation exercise lies in the hands of the students. Thus, a candidate might display
capricious defensive behaviour when he can’t ace at a critical situation given to him.
Also, learning from constructive feedback, reflecting on one’s own performance honestly
and admitting one’s mistakes highlights the importance of a good relationship between the
instructor and student built upon trust and rapport.

55
4.2.6. Rapport formation – Building block for establishing trust
Establishing trust must start on day one and should continue to build throughout the
programme. The trainer can make the students feel important and can strengthen their
relationship with the students by using the following guidelines:
zz As students walk in the room, greet them with a smile; you don’t have to engage
them in a lengthy conversation, just a simple hello. This shows them that you
recognize their existence and are glad to see them.
zz The introductory class can be used as an “ice breaker” where the trainer can
ask non-threatening questions. During breaks, or when you see students in the
hallway, take a moment to ask how their day went or to ask what their plans are
for the weekend. Try to find a balance between prying too much into their personal
lives and being restrained and formal. You will need to see how comfortable each
individual is and relate to them accordingly.
One of the surest ways to attract the attention of your students is to use them in your teaching.
If you are giving an example of something, then use your student’s names in the example. If
you need some volunteers to demonstrate a concept, ask some of your students to help you.
This not only helps students to want to be involved in your lesson, but it also helps the other
students pay attention better when they hear or see their own peers in your lesson.

56
CHAPTER 5
Simulators are valuable multifaceted tools for developing individual and team competence
not only in performance of skill-based tasks but also in management of tasks including
management of emergency and crisis situations. In the maritime domain STCW Code has
introduced simulators as an integral part of training and assessment.
The simulators are an expensive resource in terms of value and time. Keeping this in mind
the simulator manufacturers have designed simulators that can be used for different levels
from support to operation and management level. Moreover there are different simulators
available for training in single task to multiple tasks to complex tasks and it is also possible
to integrate simulators based on functions or department.
Thus it becomes necessary that the use of simulators is optimized. The optimization is
possible by appropriately conceptualizing the simulator training and developing the progressive
simulation programme.
The development of the simulator training programme shall be executed in two steps namely,
identifying learning objectives possible to be achieved using simulators and then detailing
the simulator programme.
5.1. Simulator Based Learning Objectives
The STCW competence tables clearly specify the Knowledge, Understanding and Proficiency
Methods for demonstrating competence and Criteria for evaluating competences for
each competency. Moreover, in the column (3), Methods for demonstrating competence,
Simulator is listed as one of the methods. All these competencies must first be filtered and
then they need to be mapped with class and type of simulators using standards specified in
section A-1/12 and guidance contained in section B-1/12 of the STCW Code.
53
CHAPTER 5
Simulators are valuable multifaceted tools for developing individual and team competence not
only in performance of skill-based tasks but also in management of tasks including
management of emergency and crisis situations. In the maritime domain STCW Code has
introduced simulators as integral part of training and assessment.
The simulators are an expensive resource in terms of value and time. Keeping this in mind the
simulator manufacturers have designed simulators that can be used for different levels from
support to operation and management level. Moreover there are different simulators available
for training in single task to multiple tasks to complex tasks and it is also possible to integrate
simulators based on functions or department.
Thus it becomes necessary that the use of simulators is optimized. The optimization is possible
by appropriately conceptualizing the simulator training and developing the progressive simulation
programme.
The development of the simulator training programme shall be executed in two steps namely,
identifying learning objectives possible to be achieved using simulators and then detailing the
simulator programme.
5.1. Simulator Based Learning Objectives
The STCW competence tables clearly specify the Knowledge, Understanding and Proficiency,
Methods for demonstrating competence and Criteria for evaluating competence for each
competency. Moreover in the column (3) Methods for demonstrating competence Simulator is
listed as one of the method. All these competencies must first be filtered and then they need to
be mapped with class and type of simulators using standards specified in section A-1/12 and
guidance contained in section B-1/12 of the STCW Code.
Stage 1

57
Competence
Knowledge,
understanding and
proficiency
Methods for
demonstrating
competence
Criteria for evaluating
competence
Maintain a safe
engineering
watch
Thorough knowledge of
Principles to be observed in
keeping an engineering
watch, including:
.1 duties associated
with taking over and
accepting a watch
.2 routine duties
undertaken during a
watch
.3 maintenance of the
machinery space logs
and the significance of
the readings taken
.4 duties associated
with handing over a
watch; Safety and
emergency procedures;
change-over of remote/
automatic to local
control of all systems;
Safety precautions to
be observed during a
watch and immediate
actions to be taken
in the event of fire or
accident, with particular
reference to oil systems
Assessment of evidence
obtained from one or
more of the following:
.1 approved in-service
experience
.2 approved training ship
experience
.3 approved simulator
Training, where
appropriate
.4 approved laboratory
equipment training
The conduct, handover and
relief of the watch conforms
with accepted principles
and procedures
The frequency and extent of
monitoring of engineering
equipment and systems
conforms to manufacturers’
recommendations and
accepted principles and
procedures, including
Principles to be observed
in keeping an engineering
watch
A proper record is
maintained of the
movements and activities
relating to the ship’s
engineering systems
An Example:
Function: Marine Engineering at the operational level
Competences addressed by machinery operation simulator for marine engineering at
the operational level
STCW-95
reference
Competence
Class A
(ENG)
Class B
(ENG)
Class C
(ENG)
Class S
(ENG)
Table A-III/1.1 Maintain a safe engineering watch A B S
Table A-III/1.3 Use internal communication systems A B S
Table A-III/1.4 Operate main and auxiliary machinery and
associated control systems
A B C S
Table A-III/1.5 Operate fuel, lubrication, ballast and other
pumping systems and associated control
systems
A B C S

58
5.2. Detailing the Simulator Programme
Now refer to IMO model courses where the detailed teaching syllabus with learning objectives
for the various functions and levels to be performed by the candidates is outlined. From
the learning objectives the task performances have to be drawn out such that the practical
performances to be demonstrated by the candidates are short listed. This can be done by
analysing the learning objectives for the performance related verbs such as demonstrates,
plans, applies, identifies, calculates, etc. Thus from the learning objectives for the different
level and for each function the tasks to be performed can be discerned. From the list of tasks
so determined, the performance elements specific to simulation activity will be drawn as
performance objectives.
Once the learning objectives for given simulation based competence have been discerned
then the simulator programme needs to be designed in detail. The process of designing a
simulator based training programme requires situational analysis, identifying the performance
objectives, selection of simulators and simulation exercise, organizing and writing of content
for programme and the evaluation mechanism.
56
Stage 2: Detailing of Simulation Program
5.3. Situational Analysis
Is the process of establishing facts and figures before developing the simulation programme
related to the unit of competence, with regards to level of responsibility of trainees, prior
knowledge and skill possessed and required, cognitive elements and individual traits
possessed and to be developed?
The national guidelines in the form of notices, circulars, orders, and guidance notes are issued
and notified by the flag administration’s respective departments. Other drivers within the
maritime industry include the charterers, PSC, organizations such as BIMCO, INTERTANKO,
clients, etc.
The situational analysis can be developed for the different units of competence for each
function across different levels and category. The STCW competence tables and IMO model
courses shall be used as guide for the same.
Instructors must begin the development of a simulation-training programme with a need
assessment related to the trainee, competence and its context.

59
Trainees Particulars
Number of Trainees
per course
Number of Trainees
per Simulator
Qualification
Experience
Prior Relevant
courses
Competence
Tasks
Task Context
Experience
Pre-requisite Units
5.4. Performance Objectives
At this step the standards of performance in terms of a set of outcomes related with the
task which need to be achieved in order to be deemed competent must be specified. More
than one task may be combined for the performance. The range of contexts and conditions
to which the performance objectives apply must also be specified. The example in detail is
given below where the competence unit is detailed into specified tasks to be performed, the
performance criteria and evidence required for same is recorded.
5.5. IMO Model Course 7.04 (Officer In-charge of Engineering Watch)
5.5.1. Competence Tasks
Function Level Marine engineering at the operational level
Unit of Competence Maintain safe engineering watch
Competence Tasks
1. Inspect machinery spaces before taking over a watch
2. Take over the engineering Watch
3. Respond to alarms
4. Maintenance of the machinery space logs and the significance of the readings taken
5. The frequency and extent of monitoring of engineering equipment and systems conforms to
manufacturers’ recommendations and accepted principles and procedures, including principles to be
observed in keeping an engineering watch

60
5.5.2. Task Performance Objectives
Competence Task – 1 Inspect machinery spaces before taking over a watch
Underpinning knowledge Principles to be observed in taking over an engineering watch (STCW, VIII/4-2)
Performance Condition
and context
Aboard ship, having a main propulsion machinery of 750 kW or more, while
underway in engine-room.
Performance Criteria 1. Determine status or condition of main and auxiliary machinery (including
fuel, feed water, and exhaust systems), control systems, indicating panels
and communication systems.
2. Report and record the status or condition of main and auxiliary machinery
(including fuel, feed water, and exhaust systems), control systems,
indicating panels and communication systems.
3. Determine the status and condition of the steering system and all
associated gear.
4. Report and record the status and condition of the steering system and all
associated gear.
5. Determine the condition of the bilges with respect to water level and
contamination.
6. Report and record the condition of the bilges with respect to water level
and contamination.
7. Check and report for safety violations.
Attitude Conduct an inspection of machinery spaces before taking the engine-room
watch reading and recording different parameters.
Evaluation Criteria for
Performance
1. Correctly determine, record and report the status or condition of main
and auxiliary machinery (including fuel, feed water, and exhaust systems),
control systems, indicating panels and communication systems.
2. Correctly determine, record and report the status and condition of the
steering system and all associated gear.
3. Correctly determine the condition of the bilges with respect to water level
and contamination.
4. Report and remove safety violations.
Evidence 1. Electronic engine-room logbook appropriately filled up.
2. Status of all main and auxiliary machinery checked as per checklist and
recorded, same stored.
3. Status of steering gear system checked as per checklist, same stored.
4. Water level of bilges records stored.
5. Non Conformity for safety violation filled up and record stored.
5.6. Setting the Level of Simulation
Simulation training if not appropriately conceptualized can lead to loss of confidence in the
trainee rather than building his/her confidence. The simulation training shall be gradually
planned with increasing complexity from familiarization, operational, functional, team building
to high-level decision making and then leading to high-level, high-stress, decisionmaking
scenarios in crisis situations, etc.

61
Task is something an individual needs to do. It can be a small activity such as taking a
compass bearing of a terrestrial object, noting exhaust temperature of a main engine unit
or the task can be complex such as determining position or troubleshooting causes of high
exhaust temperature requiring the task to be broken into subtasks. Whereas more complex
tasks such as manoeuvring a vessel in a narrow channel or cold starting the main engine will
require that even the subtasks are broken into elements. The tasks may be categorized as
follows for setting up the level of simulation:
1. Familiarization: where the trainee is familiar with the equipment, layout, procedures
and routine tasks.
2. Operational: the task relates to the inputs/outputs and their relationships and is
to do with performance of a function. For example, ability to operate the RADAR
equipment, etc.
3. Functional: the task relates to the functions or activities performed by the system
without reference to which of the elements of the system perform those functions.
For example, use of RADAR for determining position or collision avoidance, etc.
4. Management task: relates to management of combination of more than one
system to perform a given job, e.g. situational awareness or position determination
after combining the RADAR outputs with the ECDIS.
5. Communication task: relates to effective communication between different
human resources to report, get feedback or to execute a task.
6. Emergency: the tasks performed in circumstances where there is variation or
deviation from expected scenario or situation.
7. Crisis: the tasks performed when the emergency situation has developed into a
crisis.
In addition to the above category of tasks, certain tasks are team based and require honing of
the individual traits such as communication, personal relationships, team playing, influencing,
negotiating, self-learning, establishing trust, managing and leading, etc.
The performance objectives need to be specified against a different range of contexts and
circumstances, e.g. from fair weather to rough weather, open sea to restricted waters, normal
temperatures to icy cold temperatures, normal to heavy load conditions, etc.

62
Setting Level of Simulation
S.N. Competence Tasks Level of Simulation
Familiarization
Operational
Functional Management Communication
Crisis
Emergency
1. Inspect machinery
spaces before taking over
a watch
√ √
2. Take over the engineering
watch
√ √ √ √
3. Respond to alarms √ √ √ √ √
4. Maintenance of the
machinery space logs
and the significance of
the readings taken
√ √
5. The frequency and
extent of monitoring of
engineering equipment
and systems conforms
to manufacturers’
recommendations and
accepted principles and
procedures, including
Principles to be observed
in keeping an engineering
watch
√ √ √ √
5.7. Simulator Characteristics
The simulator characteristics and specifications shall be such as to provide a training platform
to produce functional and physical fidelity similar to the working environment on board ship
and is able to meet the training objectives. An example of brief specifications for Engine-
Room Simulator is given below:
The engine-room systems and equipment simulator shall be equipped with the equipment
and devices of a real ship engine automation monitoring and control system to simulate the
real operation environment on board. The subsystems shall be possible to be operated by
buttons and switches on the local control panels in the simulated engine-room. The simulation
models in real time mode shall be able to display various parameters at the node points
such as pressure, temperature, and flow rate. The interfaces between the systems and
interdependency shall be simulated. The simulator shall be able to simulate the sound of
the engine-room environment. The following activities should be possible on the simulator
related with taking over of an engineering watch:
1. Safe engineering watch keeping should be possible in the ECR and machinery
space of the simulator.
2. The instructor should be able to alter parameter values to abnormal and alarm
levels.

63
3. All trainee events and activities should be recorded. It should be possible to view
these at the instructor station.
4. All alarms should be logged and it should be possible to print an alarm log which
provides the status and the time of the alarm condition, and the change from
alarm to normal condition. Trainees should be able to use the alarm log to analyse
engine-room parameters while taking and handing over a watch.
5. It should be possible to compare the electronic logbook maintained by the
simulator to the logbook maintained by trainees.
6. It should be possible to change Main engine and auxiliary machinery controls
from local to automatic/remote control, e.g.:
a. Pumps can be started from the mimic pipeline panel, main switch board
and pumps panel.
b. Main engine can be started from Bridge, Engine control room or from local
control.
c. In case of oil spill corrective action can be taken to stop any oil transfers or
associated pumps, which have led to the spill.
7. Trainees should be able to check quantities and levels of the engine-room service
tanks.
8. Trainees should be able to check engine-room bilge level, e.g.:
9. High bilge well level alarm – This alarm could be injected by instructor to observe
trainee response of accepting alarm and taking corrective steps.
10. Overflow of any fresh water tank could cause this alarm. Here trainees should be
able to transfer bilges and also find out the cause of filling bilges.
11. Trainee should be able to keep safe engineering watch on the main and auxiliary
stations similar to the ones on board merchant vessels.
12. It should be possible to check engine-room fresh water, heavy fuel oil, diesel oil,
lube oil and sludge tanks levels.
13. Tanks should be provided with high- and low-level alarms.
14. Examine the machinery local and remote controls.
15. It should be possible to operate machinery remotely or on local control, e.g.:
a. It should be possible to start pumps from mimic pipeline panel, main switch
board, and pumps panel in the ECR.
b. It should be possible to start and operate main engine from bridge,
engineroom or local control.
c. Examine the Emergency fire pump and Fire, bilge G.S. pumps.
d. It is possible to operate main and emergency fire pumps from mimic pipeline
panel, ECR, or Main switch board.
16. Ensure that the relieving watch members are capable of performing their duties.
17. Examine the engine-room log.

64
18. Trainee must view logged down main and auxiliary machinery parameters.
19. Trainee should be able to print out logbook on demand or with time frame or be
provided the same with start up conditions at the time of taking over watch:
a. Receive an oral report from the engineer officer in charge of the watch for
the period of watch keeping now completed.
b. Enter in the engine-room log any abnormal operational conditions noted
during inspection.
c. Trainee will examine the Alarm log and note the problems.
d. Accept, if satisfied, responsibility for the machinery space operation.
20. Trainee can monitor main and auxiliary machinery data from the logbook and
machinery individual panel.
21. Maintain the logbook.
5.8. Organizing of the Simulation Course Plan
The next step is to organize the simulation course plan in terms of Course framework, Course
Outline, Detailed Teaching Syllabus, Instructor manual, Simulation Exercise Samples and
Exercise Templates.
5.8.1. Course Framework
The course framework shall contain the following:
zz Scope of the course
zz Course Objectives
zz Entry Standards
zz Course Certificate
zz Course intake limitations
zz Staff requirements
zz Teaching Facilities and Equipment
zz Teaching Aids
zz References
zz Textbooks
zz Bibliography
5.8.2. Course Outline
The course outline shall summarily specify the subject areas and hours required for teaching
each subject area.

65
5.8.3. Detailed Teaching Syllabus
The detailed teaching syllabus shall be written in learning objective format. It should specify
what the student must do to demonstrate the specified knowledge or skills achieved.
The format shall also include the IMO/STCW reference, textbook, bibliography and teaching
aids, simulators required to cover each learning objective.
5.9. Instructor Manual
The manual reflects the views of the designers of the course on methodology and programme
structure that he considers relevant and important as guidance for the instructor. However,
the instructors may use their own methods and ideas for the conduct of the course. With
regards to the simulation programme it is important that the instructor manual covers the
following areas:
1. Pre session briefing
2. Simulator Exercises
3. Designing exercises
4. Exercise Scenarios
5. Conducting of exercise
6. Monitoring of exercise
7. Debriefing
8. Evaluation of programme
9. Assessment of trainee and performance criteria
5.10. Designing the Simulation Exercise and Sample
After the performance objectives have been ascertained the instructor needs to design the
simulation exercise. The exercises should not be so complicated that the students will have
difficulty in carrying out their tasks and duties. The exercise should start with simple activities,
in which students can use simple elements such as valves, pumps, fluid systems or tanks.
Step by step they should proceed towards more complex activities. It is better to have two
short exercises than to have one long one to ensure that the learning process is effective. The
simulator is designed to provide training for normal to difficult operation. It is important for
the students to achieve a satisfactory level of competence under normal conditions before
proceeding to exercises in which faults have been introduced.
The proper designing and rehearsing of the exercise is important to ensure that the learning
objectives are met and the simulation provides situations and conditions similar to the ones
actually faced on board ships. The process of designing simulation exercises shall consist of:
1. Designing the simulation exercise
2. Choreographing the simulation in line with performance objectives
3. Rehearsing the simulation exercise
4. Writing the simulation exercise sheet

66
Exercise Samples
The Instructor must work from a written simulation worksheet to provide the necessary
documentation of what the trainees are to be trained to do. The exercise Sample shall consist
of the following elements:
1. Scenario type
2. Objectives
3. Simulator Status
4. Condition of Parameters
5. Instructions for the Trainee
6. Instructions for the Instructor
7. Trainee Evaluation Sheet
Example:
Sample Instructor Worksheet
Exercise No.:
Name Taking Over an Engineering Watch at Sea
Function Marine Engineering at Operational Level
Competence
Unit
Maintain safe engineering watch
Task/Objective Inspect machinery spaces before taking over a watch
Scenario In the Mediterranean sea (Special area) after full away
Context Normal routine to abnormal main engine parameters and rough weather condition
Initial condition RFA, All Parameters Normal
Duration One and Half Hours
Briefing Make sure that the student is able to:
• Ensure that the members of the engineering watch are apparently fully capable of
performing their duties effectively
• Understand the propulsion – and auxiliary plant status including:
– the nature of all work being performed on machinery and systems, the personnel
involved and potential hazards
– the level, and where applicable, the condition of water or residues in bilges, ballast
tanks, slop tanks, reserve tanks, fresh water tanks, sewage tanks and any special
requirements for use or disposal of the contents thereof
– the condition and level of fuel in the reserve tanks, settling tanks, day tanks and
other fuel storage facilities
– the condition and mode of operation of centrifuges
– any special requirements relating to sanitary system disposals
– condition and mode of operation of the various main and auxiliary systems,
including the electrical power distribution system
– the condition of monitoring and control console equipment and which equipment
that is manually operated

67
Briefing – the condition and mode of operation of automatic boiler controls and other
equipment related to the operation of steam boilers
– the reports of engine-room ratings relating to their assigned duties
– the availability of fire-fighting appliances; and
– the state of completion of the engine-room log
• Initiate relevant communication from the EOW being relieved, bridge or other stations
to update himself with the real situation: e.g. bunkering, emergency stations including
equipment status
• Understand the standing orders and special orders of the Chief Engineer Officer
relating to the operation of the ship’s systems and machinery
• Understand effects on machinery and systems of potentially adverse conditions
resulting from bad weather, ice, or contaminated or shallow water.
Action Start the simulation and let the student:
• Take a round of the engine-room space including the steering area
• Meet the EOW and engine rating and interact with regards to condition of machinery
• Observe the operational parameters of main engine, aux. engine steering gear
• Check and record
– the level, and where applicable, the condition of water or residues in bilges, ballast
tanks, slop tanks, reserve tanks, fresh water tanks, sewage tanks and any special
requirements for use or disposal of the contents thereof
– the condition and level of fuel in the reserve tanks, settling tanks, day tanks and
other fuel storage facilities
– the condition and mode of operation of centrifuges
– any special requirements relating to sanitary system disposals
– condition and mode of operation of the various main and auxiliary systems,
including the electrical power distribution system
– the condition of monitoring and control console equipment and which equipment
that is manually operated
– the condition and mode of operation of automatic boiler controls and other
equipment related to the operation of steam boilers
– the availability of fire-fighting appliances; and
– the state of completion of the engine-room log
• Record the parameters in the taking over checklist
For the second trainee:
• Call the trainee and inform him that the weather is going to worsen with increasing
to gale force winds. Increase engine load and introduce surging of RPM and observe
student reaction and action.
For the third trainee:
• Increase the engine-room bilge water level
Debrief After the exercise has been carried out, the handing over and taking over procedures
and checks must be checked.
Any deviation from the normal operation shall be discussed and investigated more
closely.

68
5.11. Student Evaluation Sheet
Observation Weight Marks
Inspection 0-10
Inspects all operational units, noting conditions and any deviation from normal
Checks water level in steam boiler (if a boiler is part of the plant)
Inspects bilge and under floor spaces
Inspects steering gear (this is usually outside the engine-room, and can be
inspected en route to engine-room)
Observation (Observes, notes and, where necessary, checks) 0-8
Telegraph instruction from bridge
Engine control position and engine rpm
Engine-room log
Quantities in service tanks (fuel, water, lube. oil)
Reports 0-10
Receives report from engineer officer in charge of watch for period now being
completed
Records 0-10
Records in the engine-room log any observations regarding operating conditions
noted during inspection and worthy of comment
If satisfied, accepts responsibility and takes over
engine-room watch
0-8
Total Marks 100
Remarks and Observations of examiner:

69
5.12 Course Feedback Form
CourseFeedbackFormScoreCount
Question
Session/Topic
12345Remarks
GENERAL
Wasthetrainingofinteresttoyou?
Yourrole
CURRICULUM
1. Thetrainingmetmyexpectations.
2. Iwillbeabletoapplytheknowledgelearned.
3. Thetrainingobjectivesforeachtopicwereidentifiedand
followed.

4. Thecurriculumcontentwasorganizedandeasytofollow.
5. Thematerialsdistributedwerepertinentanduseful.
SIMULATION
1. TheSimulationExercisewaspertinenttothelearning
Objective
2. TheroleswereappropriatetotheexerciseandthePre-
briefingSessionwasusefulfortheexercise.
3. Theassessmentcriteriawereappropriatelyexplainedatthe
beginningoftheexercise.
4. Theconductofthesimulationexercisewasrealisticand
achievedthelearningandassessmentobjectives.
5. Thedebriefingsessionachieveditsobjectivetosummarize
thelessonslearntandreinforcethelearningobjectives.
6. Thesimulationtimewassufficientfordevelopingskills
outlinedinthelearningobjectives.

70
CourseFeedbackFormScoreCount
Question
Session/Topic
12345Remarks
DEPARTMENTSTAFF/INSTRUCTORS
1. TheInstructorswereknowledgeable.
2. Thequalityofinstructionwasgood.
3. Thepresentationswereinterestingandpractical.
4. Theinstructorsmetthetrainingobjectives.
5. Goodtrainingaidsandaudio-visualaidswereused.
6. Classparticipationandinteractionwereencouraged.
7. Adequatetimewasprovidedforattendeequestions.
8. Staffwereinterestedandaddressedattendee’sconcerns.
TRAININGSPECIFICQUESTIONS
1. Howdoyouratethetrainingoverall?
2. Thetrainingwillhelpmedomyjobbetter.
3. Thistrainingisworthwhileandshouldbeconductedona
regularbasis.
PROCEDURESANDINFORMATION
1. Didyoureceivetimely,advancetraininginformation?
2. Wasadequatetimeallowedforbreaksandmeals?
Totals

71
5.13 Sample Instructor Worksheets
Objective: Familiarization with simulator
and BEQ
Duration: 3 Hours Issued by: ID:
Exercise Area: (Open Sea –Denmark
Strait)
Exercise No. Rev. No. Issue Date:
Start Information Own Ship
Date:
Time:
Visibility:
Precipitation:
Area:
Tidal condition:
Special condition
Special information
Special Instructions
Start Position: Lat x x N/S Long x x E/W
Heading:
Speed:
Working Channels: for Internal External
communication
Charts Passage plan:
Checklist:
Publications:
Machinery Status
Wind Current Sea State
Direction
Speed
Direction
Speed
Direction
Speed
The Task
• Ship Particulars
• Proceed on given heading
• Follow pre planned track
• Familiarize with bridge equipment and virtual environment
• Try out hand steering and familiarize with different steering modes
• Try out main engine and thrusters
• Become familiar with all bridge equipments
• Become familiar with virtual world
• Tick off familiarization checklist
• If any doubts should be clarified with open-minded behaviour
Performance Criteria
• Familiarization with bridge equipment
• Familiarization with simulator and various buttons
• Familiarization with virtual world
• Trainee should have felt elements of the virtual world and thus experienced telepresence
• Instructor should be able to change external environmental parameters from instructor station
• Instructor should be able to stop, start pause exercise

72
Objective: Standard Manoeuvres Duration: 3 Hours Issued by: – ID:
Exercise Area: (Open Sea – Denmark
Strait)
Exercise No. Rev. No. Issue Date:
START INFORMATION OWN SHIP
Date:
Time:
Visibility:
Precipitation:
Area:
Tidal condition:
Special condition
Special information
Special Instructions
Start Position: Lat x x N/S Long x x E/W
Heading:
Speed:
Working Channels: for Internal External
communication
Charts Passage plan:
Checklist:
Publications:
Machinery Status
WIND CURRENT SEA STATE
Direction
Speed
Direction
Speed
Direction
Speed
THE TASK
• Familiarize with the Ship Particulars
• Carry out turning circle trial
• Describe how to carry out zigzag manoeuvre
• Carry out crash stop in loaded condition
• Carry out coasting stop in loaded condition
• Repeat above manoeuvre in ballast condition
• Record time, position, heading and other relevant data
• Plot the manoeuvre from recorded data
• Compare loaded and ballast conditions
• Describe how trim affects the pivot point during turns
PERFORMANCE CRITERIA
• Plot the manoeuvre from recorded data
• Compare loaded and ballast conditions
• Demonstrate how to make pilot card and a wheel house poster
• Information in the manoeuvring information booklet can be used when planning a manoeuvre
• Understanding of IMO resolution A.601(15)
• The results among different groups to be compared when using same ship model

73
5.14 Sample RADAR Simulator Exercise
EXERCISE CREATED/UPDATED BY
Use of Radar for navigating in
restricted visibility with traffic and
arrival port
DD/MM/YYYY Instructor – Capt YYY
START INFORMATION
Chart No: 2052, 2693 and 1491
Location: Approaches to Felixstowe
Date: DD/MM/YYYY
Time: Day
OWN SHIP
Type: Oil Tanker – MT Bauhinia
Draft: 11m EK
Starting position: 52° 00'N 001°
52.36'E
Heading: 225°
Speed: 8.0 kts.
Half ahead
TARGET SHIPS
12 ships of different types on pre-determined routes along the passage of own ship
4-8 Fishing vessels/Trawlers scattered along the route
Pilot Boat close to Pilot Barding
Wind Direction: S
Wind Speed: Force 4
Current Direction: 210°
Current Speed: 1.0 – 1.5 Kts
Sea State Direction: Slight
Visibility: Reduced
TRAINING OBJECTIVES
• The trainee will use correct procedure for switching on the radar
• The trainee will set up the radar for the prevailing conditions
• The trainee will effectively use radar for navigating in restricted visibility
• The trainee will effectively take appropriate action for collision avoidance
• The trainee will carry out parallel indexing
• The trainee will correctly apply Rule 19
THE TASK
• Make out a passage plan on paper chart up to pilot station
• Plan parallel indexing for legs where applicable
• Assess the clearing ranges for the passage
• Execute the passage
• At the start of the exercise switch on the radar and adjust the controls for prevailing conditions
• Choose the appropriate vector length and type – Relative or True
• Appropriately use trails
• Acquire targets and monitor the CPA–TCPA
• Carry out Trial Manoeuvre to assess for action to avoid close quarter situation
• Take appropriate actions for collision avoidance and in accordance with rule 19
• Carry out parallel indexing for legs where appropriate

74
INSTRUCTOR NOTES
• Brief the team about the exercise.
• Discuss Rule 19 in detail and briefly refresh other rules applicable to the situation.
• Select team for the exercise.
• Check passage plan to ensure that normal requirements have been met.
• Monitor discussion of passage plan, briefing of team members on their roles.
• Monitor preparations for approaching an area of restricted visibility.
• Monitor the correct switching on procedure for Radar and adjusting the controls.
• Monitor communications.
• Monitor actions of application of the rules.
• Monitor full exploitation of the radar for safe passage.
ASSESSMENT POINTS
• Correct switching on procedure
• Correct adjustment of radar controls
• Correct selection of vectors
• Correct sequence and selection of targets and monitoring of CPA – TCPA
• Correct application of Rule 19
• Optimum tuning of radar for changing weather conditions
• Correct application of parallel indexing
• Correct reporting and communications – Internal information and reporting within the ship and external
with AIS targets, VTIS, etc.
5.15 Sample ECDIS Simulator Exercise
EXERCISE CREATED/UPDATED BY
Use of ECDIS for navigating
through approach channel and
manoeuvring vessel to berth
DD/MM/YYYY Instructor – Capt XXX
START INFORMATION
ENC cell GB50162D.000
Location: Approaches to Milford
Haven
Date: DD/MM/YYYY
Time: Day
OWN SHIP
Type: Oil tanker – MT ASTAR0
Draft: 14.0 m EK
Starting position: 10nm SW of
Pilot Boarding
Speed: 10.0 kts
Heading: 095 deg
TARGET SHIPS
12 ships of different types on pre‑determined routes in the passage of own ship
4-8 Fishing vessels/Trawlers scattered along the route
Pilot Boat close to Pilot Barding
Wind Direction: Variable
Wind Speed: Force 3-4
Current Direction: Westerly
Current Speed: 1.5 – 2.0 Kts
Sea State Direction: Slight
Visibility: Good

75
TRAINING OBJECTIVES
• The trainee will prepare plan a passage on the ECDIS.
• The trainee will check the route.
• The trainee will carry out route monitoring.
• The trainee will make appropriate settings for route planning and monitoring.
THE TASK
• Make the appropriate safety settings on the ECDIS as per the draft of the vessel
• Update the ship data on the ECDIS
• Assess the No-Go areas on the ECDIS
• Check if the appropriate Cell is loaded on ECDIS and check the updates
• Make out passage plan on paper chart from pilot station to tanker berth no 2 and transfer to ECDIS
• Carry out route check and make suitable corrections on each leg
• If required make suitable changes to the cross track error and radius of turn
• Make suitable settings for alarm and indications
• Execute the route
• During route monitoring perform the following:
– Parallel Indexing
– Mark contingency anchorage area and other No Go areas
– Mark VTIS reporting points
– Crosscheck charted depths in relation to Echo Sounder output
– Crosscheck GPS positions with visual bearings and radar ranges
– Mark change in pilot boarding 1 nm SW of western approach channel
• Use Editor functions to mark Stations Fwd and Aft 0.5 nm from south Hook buoy
• Monitor speeds and rates of approach during manoeuvring.
INSTRUCTOR NOTES
• Check the correctness of ship data inputs
• Check alarms and indication settings
• Check safety and depth settings as per UKC policy
• Check Tasks and use of Editor function
• Check the accuracy of route execution
• Check the terminology during route check
ASSESSMENT POINTS
• No major observations in route check
• Understanding of Cell symbols
• Using the correct Cell number (largest scale) and appropriate scale
• Response to alarms and indications and subsequent corrective action
• Cross verify integrated information with other equipments and visual data
• Proper execution of the passage plan – Ship within cross track, crosscheck fix, W/O positions, monitoring
targets, etc.
• Reporting and communications – internal with engine-room, stations, etc., and external with VTIS AIS
targets for intends, Pilot, Terminal, etc.

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CHAPTER 6
6. Effective Interpersonal and Communication Skills
Effective teaching entails a combination of skills. It is not just about having the requisite
technical knowledge, but there is as important an element: the ability to be able to TRANSFER
that knowledge to the learner. The teacher/student relationship can develop into a unique
bond in which fundamental change within an individual can take place. A successful trainer
is one who can reach out to the student, understand the student’s individual needs, provide
guidance and direction and support the student in achieving their goals for development.
A key component which influences this journey is the use of effective communication skills
by the trainer. A trainer who has a repertoire of helpful tools for improving communication is
able to connect more easily with the student.
6.1. Effective Body Language/Presentation skills
Good presentation skills include appropriate body language supported by verbal skills.
A relaxed, confident and open demeanour provides the learning with a platform on which to
grow.
6.1.1. Variety/Variability
zz It is important to vary all aspects of your performance as a trainer. Reliance on any
one part of your repertoire as a trainer may lead to monotony and loss of student
interest.
zz Consider variation in the use of teaching strategies, voice, questioning techniques,
feedback of students, assessment, instructional technology, space in the
classroom, etc.
6.1.2. Audibility
zz Projecting your voice is not merely a matter of yelling, it is a technique to ‘throw’
your voice back to the room to ensure all can hear you.
zz Problems with audibility sometimes result from slurring or poor articulation of
words. Aim to enunciate as clearly as possible.
zz Aim for variety in volume that aids the sense of your message.
zz Invite students to tell you if they can’t hear you.
6.1.3. Pace
zz Monitor the basic pace or speed at which you speak – students cannot take notes
or absorb information if you speak too quickly. They will quickly lose interest if you
talk too slowly or too quickly.
zz Be aware that nervousness causes many people to speak too quickly. If you feel
the speed of your delivery increasing, pause for a moment and start again at a
more even pace.
zz Change the pace to suit the meaning of your sentence.

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6.1.4. Pitch
zz Pitch is the musical quality in your voice that relates to the highness or lowness of
your voice. Variability in the pitch will add to effectiveness of your presentation as
long as it does not become monotonous or repetitious.
zz Be aware that nervousness often results in extremes of pitch – many people adopt
a very high pitch when they are anxious.
zz Attempt to use upward inflection when sense is indefinite and downward inflection
when the sense is finished.
zz A change of pitch can be used to indicate the beginning of a new thought.
zz Use inflection to support the meaning and for emphasis.
6.1.5. Articulation/pronunciation
zz Attempt to pronounce words correctly – proper sounds, emphasis and sequence.
zz Form vowels and consonants that make up words, correctly.
6.1.6. Emphasis
zz Use emphasis in your voice to signal to students important concepts.
zz Changes in emphasis can assist to create more varied and interesting presentations.
zz Use verbal markers to signal things of importance to students – “now this is
important”; “this is a difficult idea to grasp”.
6.1.7. Pause
zz Pause to give students time to think about what you’re saying and for you to check
your notes or prepare for the next point. Students also need time to write adequate
notes, so ensure that you pause long enough to allow note-taking. Silence can also
be used as an effective method of capturing student attention.
zz Avoid what are called vocal pauses – “uhm”, “you know”, “like”, etc. Your audience
will be distracted by overuse of such words and sounds.
6.1.8. Energy and enthusiasm
zz Inject physical and mental energy into your presentation as a trainer. Students will
find themselves caught up in the energy and enthusiasm you convey, not only for
your subject matter but also for the opportunity to teach others about your area of
specialization. Your enthusiasm will be conveyed through your choice of language
– active rather than passive words tend to motivate students.
6.1.9. Eye contact
zz Maintain eye contact with your group so that you can establish a relationship with
them. Eye contact invites them to listen to you.
zz Do not focus on one spot in the room; allow your eyes to roam the group and look
into individual students’ eyes.

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6.1.10. Gestures and movements
zz Do not be afraid of using gesture and movement because non-verbal behaviours
have a powerful impact in the classroom. Use them in a natural way to assist in
conveying the meaning of your oral message.
zz Use non-verbal communication to complement, not contradict, your verbal
communication.
zz Avoid gestures or mannerisms that are repetitive and likely to distract the group.
It is helpful to invite a colleague to sit in on one of your lectures to monitor any
irritating habits you may have unknowingly adopted.
zz Don’t be afraid to move around the teaching space, so long as students can still
hear what you are saying. However, do not pace nervously from one side of the
room to the other. Use movement in a presentation of your material, not to distract
your audience.
zz Keep your movements simple.
zz Use facial expression to bring your presentation to life.
zz Don’t be afraid to smile – this can make the students feel more comfortable and
may assist you in reducing nervousness.
6.1.11. Stance
zz Maintain good posture – stand tall.
6.1.12. Confidence
zz The value of appearing confident (even when you do not feel confident) cannot be
overemphasized.
6.2. Positive Motivation
It is the job of the teacher to create enthusiasm and interest and to remove any fear and
inhibitions that a student may have towards a subject/topic.
6.3. Sense of Humour
The importance of this factor has been regularly underestimated; while a dour trainer can kill
the interest of the students, a good sense of humour may help to keep the students active,
make them comfortable in opening up and clarifying their doubts.
6.4. Understanding the Students/Empathy
Trainers should encourage students to communicate openly. There should be emphasis on
cultivating a dialogue rather than a monologue. Trainers should also convey empathy, i.e. the
ability to communicate care and concern so that they are able to not only teach their minds
but touch their hearts as well.

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6.4. Understanding the students/empathy
Trainers should encourage students to communicate openly. There should be emphasis on
cultivating a dialogue rather than a monologue. Trainers should also convey empathy i.e. the
ability to communicate care and concern so that they are able to not only teach their minds
but touch their hearts as well.
6.5. Listening
Empathetic listening is the highest form of listening. It can be done through:
• Listening not only with ears…(listen to content, opinions, feelings, non-verbal
gestures)
• Being mindful
• Avoid being judgmental, being rigid about the set structures.
In short, empathic listening is about having the ability to see things from the other's point of
view. As soon as a teacher can grasp how a student is seeing his world he will then
immediately be able to adapt the learning experience to meet his specific needs.
For example, a student who may be lacking in confidence may never openly admit so, but
through closed body language, averted eye contact and withdrawal from participating in the
group, the trainer should be able to gauge that the student requires a boost to his/her
confidence.
6.6 Feedback:
Feedback is a two way process of formally/informally evaluating how a session or learning
experience is progressing/has progressed. It is important for both trainer and learner to be
able to evaluate whether the objectives are being met, whether more time or a different
approach may be required; whether the level of technical difficulty is appropriate. Honest,
open discussion through feedback will facilitate a successful learning experience.
Pretending
Selective Listening
Attentive Listening
Empathetic Listening
Ignoring
6.5. Listening
Empathetic listening is the highest form of listening. It can be done through:
zz Listening not only with ears (listen to content, opinions, feelings, non-verbal
gestures)
zz Being mindful
zz Avoid being judgemental, being rigid about the set structures.
In short, empathetic listening is about having the ability to see things from the other’s point
of view. As soon as a teacher can grasp how a student is “seeing his world” he will then
immediately be able to adapt the learning experience to meet his specific needs. For example,
a student who may be lacking in confidence may never openly admit so, but through closed
body language, averted eye contact and withdrawal from participating in the group, the
trainer should be able to gauge that the student requires a boost to his/her confidence.
6.6 Feedback
Feedback is a two way process of formally/informally evaluating how a session or learning
experience is progressing/has progressed. It is important for both trainer and learner to be
able to evaluate whether the objectives are being met, whether more time or a different
approach may be required; whether the level of technical difficulty is appropriate. Honest,
open discussion through feedback will facilitate a successful learning experience.
Silence: The ability of a trainer to use silence effectively means giving a few more seconds
to students to respond to a query. Silence can help the students as:
zz Length of students’ correctness of their response increase
zz The number of “I don’t know” decreases.
zz More number of answers

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6.7 Communication Grid
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Silence: The ability of a trainer to use silence effectively means giving few more seconds to
students to respond to a query. Silence can help the students as:
• Length of students' correctness of their response increase
• The number of I don't know decreases.
• More number of answers
6.7 Communication Grid
Knowing which quadrant of the communication grid you are communicating from is very
important for accurate and unbiased communication. We have a tendency to slip into the
broad – opinion quadrant whilst representing it falsely as a specific – judgment.
Young officers these days are generally less responsible than the earlier generation
is a broad – opinion but is sometimes put across as a judgment. Unless backed up by
empirical evidence, these kinds of statements need to be used judiciously. Trainers must
always be careful and conscious about how and what they are communicating. Quick,
thoughtless and off the cuff remarks can be misinterpreted, misunderstood and lead to
de-motivation, lack of learning and disrespect.
6.8 Dealing With Personal Reactions to the Simulation Training
Students working on simulators may come up with different feelings and reactions. The
trainer must be aware of the various factors and reasons that has caused the unsettling,
disruptive behaviour such as defiance, anger, humiliation, disruptive behaviour, lack of
interest, seriousness, denial, regression withdrawal, lack of acceptance.
Some reasons for disruptive behaviour might be:
A) Observer's effect – the awareness of being under observation may cause
the participants to alter their performance. The change can be positive
because of the attention they receive from the trainer, or negative due to
fear or anxiety of being evaluated. Senior officers particularly might be
sensitive to the evaluation of their performance. Many times it has been
heard by senior officers that they have had years of experience without any
major incidents, so what is the need for the training. In fact if any incident
does occur during the simulation, the natural tendency is to blame the
simulator or the way the exercise was conducted. The student immediately
reverts to a defensive position.
JUDGEMENT
BROAD
OPINION
SPECIFIC
Knowing which quadrant of the communication grid you are communicating from is very
important for accurate and unbiased communication. We have a tendency to slip into the
“broad-opinion” quadrant whilst representing it falsely as a “specific-judgement”.
“Young officers these days are generally less responsible than the earlier generation”
is a broad-opinion but is sometimes put across as a judgement. Unless backed up by empirical
evidence, these kinds of statements need to be used judiciously. Trainers must always be
careful and conscious about how and what they are communicating. Quick, thoughtless and
off the cuff remarks can be misinterpreted, misunderstood and lead to demotivation, lack of
learning and disrespect.
6.8 Dealing With Personal Reactions to the Simulation Training
Students working on simulators may come up with different feelings and reactions. The
trainer must be aware of the various factors and reasons that have caused the unsettling,
disruptive behaviour such as defiance, anger, humiliation, disruptive behaviour, lack of
interest, seriousness, denial, regression withdrawal, lack of acceptance.
Some reasons for disruptive behaviour might be:
A) Observer’s effect – the awareness of being under observation may cause the
participants to alter their performance. The change can be positive because of
the attention they receive from the trainer, or negative due to fear or anxiety of
being evaluated. Senior officers particularly might be sensitive to the evaluation
of their performance. Many times it has been heard by senior officers that they
have had years of experience without any major incidents, so what is the need for
the training. In fact if any incident does occur during the simulation, the natural
tendency is to blame the simulator or the way the exercise was conducted. The
student immediately reverts to a defensive position.
B) Role Assumed – In certain circumstances, a student may “overplay” a role
such as an authority figure among his peers. Whereas in other cases, a high
ranked student, given the role of crew to act on simulators may come across as
challenging and defiant.

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C) Trainer’s expectations – trainers who place high trust and expectations upon
the students may encourage a better performance (Pygmalion effect, or
Rosenthal effect) and on the other hand trainers with lesser expectations can
lower the enthusiasm and willingness to learn in students, thereby affecting their
performance.
D) Students’ expectations – the general attitude of the students towards the
simulators and their own expectations from the course.
E) Students may adopt certain Defence mechanism to justify their performance
on simulators.
F) Cultural differences
6.9 Strategies for Dealing with Challenging Behaviour in the Classroom
6.9.1 Challenge
1. Don’t become defensive. Explain (not defend) instructional objectives and how
assignments fit.
2. If student presses during discussion, ask to continue discussion later, privately.
3. Be honest if something REALLY isn’t working (but watch for manipulations)
Saying NO assertively (not aggressively or submissively).
6.9.2 Hostility
Verbally aggressive or verbally abusive in frustrating situations which they see as being
beyond their control; anger and frustration becomes displaced onto others; fear of rejection
and feelings of righteous indignation are frequently associated with this pattern.
1. Reduce stimulation. Invite person to a quiet place to talk.
2. Check out your interaction style with person
a. defensive
b. authoritarian
c. condescending
d. loaded words
e. flaunting power
f. unreasonable, unclear demands
g. atmosphere of mistrust
3. There may be times when ignoring is best.
4. Allow them to vent.
5. Recognize feelings. “I can see you’re very upset.”
6. Tell them that you can’t deal with verbal abuse: “When you yell at me, it’s hard to
hear what you are saying.”

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6.9.3 Don’ts
1. Get in an argument.
2. Press for explanation of behaviour. “Why are you acting like this?”
3. Walk away from person.
4. Get others to help you quiet them down, i.e. other student, faculty, etc.
6.9.4 Harassment
1. Act as if you are not aware. Don’t reinforce in any way. Keep with professional
agenda.
2. Address harassment personally, privately, and directly. Request the ceasing of
specified behaviours.
6.9.5 Talking and inattention
1. Make direct eye contact.
2. Don’t START talking until you have full attention.
3. Physically move to that part of classroom.
4. Vary methods of presenting content.
5. Speak to the student(s) privately.
6.9.6 Defence mechanisms and offensive tactics
Defense mechanisms are the “automatic” (i.e. unconscious) behaviours all of us employ to
protect or defend ourselves from the threatening or challenging situations.
zz Denial – Denial is an outright refusal to admit or recognize that something has
occurred or is currently occurring.
zz Selective Inattention – This tactic is denial, where individual acts oblivious and
actively ignores the warnings, expectations of others, and in general, refuses to
pay attention to everything and anything that might distract them from pursuing his
own agenda – “I don’t want to hear it!” behaviour.
zz Rationalization – A rationalization is the excuse an individual tries to offer for
engaging in an inappropriate behaviour or justifying the poor performance “this will
not happen in real life situations on board”.
zz Diversion – A moving target is hard to hit. When you try to keep a discussion
focused on a single issue an individual doesn’t agree to, he would expertly change
the subject, dodge the issue to keep the focus off their behaviour.
zz Intimidation/Shaming – This is the technique of using subtle sarcasm and put-
downs as a means of increasing fear and self-doubt in others.
zz PlayingtheVictimRole–Portrayingoneselfasaninnocentvictimofcircumstances.
“In my con, I was given tough scenario/heavy traffic.”

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zz Projecting/Blaming – Looking for a way to shift the blame for their weaknesses
or shortcomings.
zz Minimization – The individual asserts that his behaviour is not really as harmful or
irresponsible as someone else may be claiming.
While from a certain perspective we might say someone engaging in these behaviours is
defending their ego from any sense of shame or guilt, it’s important to realize that at times he
is not primarily defending but rather fighting to maintain position, gain power and to remove
any obstacles in the way of getting what he wants. Thus, the trainer can use the following
guidelines for effectively dealing with the students:
6.9.7 The Trap of the Power Struggle
Things you may do to make it worse:
zz Lose your temper (yelling or using sarcasm)
zz Engage in the interaction in front of other students
zz Try to persuade the student
zz Threaten the student
zz Try to embarrass the student or put them down
zz Let the struggle go on way too long
zz Crowd the student
zz Get annoyed at every little thing
Things you can do to make it better:
zz Use a calm neutral voice
zz Give clear directions to the student
zz Discuss things briefly and in private to remove the audience
zz Make sure to listen to the student and consider what they are saying
zz Have clear boundaries and predetermined consequences for problem behaviour
zz Think Discussion, Not Complaint
6.10 Questioning Techniques
Asking questions effectively
Asking the right question is at the heart of effective communications and information
exchange. By using the right questions in a particular situation, you can improve a whole
range of communications.
Questioning techniques are helpful not only in checking the understanding of students but
also to arouse interest, open discussion, obtain learner participation, provoke thinking,
accumulate data, arrive at conclusions, evaluate comprehension, limit or end discussion.

84
1. Open and Closed Questions – A closed question usually receives a single word or
very short, factual answer, whereas Open questions elicit longer answers. They usually
begin with what, why, how. An open question asks the respondent for his or her
knowledge, opinion or feelings.
Open questions are good for:
zz Developing an open conversation or for ice-breaking.
zz Finding our more detail: “What else do we need to do to make this a success?”
zz Finding out the other person’s opinion or issues: “What do you think about those
changes?”
Closed questions are good for:
zz Concluding a discussion or making a decision: “Now we know the facts, do we all
agree that this is the right course of action?”
zz Frame setting: “Are you happy with your performance bank?”
2. Funnel Questions – This technique involves starting with general questions, and then
homing in on a point in each answer, and asking more and more detail at each level.
Funnel questions are good for:
zz Finding out more detail about a specific point
zz Gaining the interest or increasing the confidence of the person you’re speaking
with.
3. Probing Questions – Asking probing questions is another strategy for finding out
more detail. Sometimes it’s as simple as asking your respondent for an example, to
help you understand a statement they have made. At other times, you need additional
information for clarification, or to investigate whether there is proof for what has been
said, “How do you know that the new database can’t be used in this case?”
Probing questions are good for:
zz Gaining clarification to ensure you have the whole story and that you understand
it thoroughly; and
zz Drawing information out of people who are trying to avoid telling you something or
are not very articulate.
4. Leading Questions – Leading questions try to lead the respondent to your way of
thinking. They can do this in several ways:
zz With an assumption: “How inappropriate do you think your course of action was?”
This assumes that the action of course was certainly not appropriate.
zz By adding a personal appeal to agree at the end: “he was very efficient, don’t you
think?”
zz Phrasing the question so that the “easiest” response is “yes” (our natural tendency
to prefer to say “yes” than “no” plays an important part in the phrasing of referendum
questions): “Shall we all approve Option 2?” is more likely to get a positive response
than “Do you want to approve option 2 or not?”

85
Leading questions are good for:
zz Getting the answer you want but leaving the other person feeling that they have
had a choice.
5. Rhetorical Questions
Rhetorical questions aren’t really questions at all, in that they don’t expect an answer. They’re
really just statements phrased in question form: “Isn’t Sumit’s work so creative?” People
use rhetorical questions because they are engaging for the listener – as they are drawn into
agreeing.
Rhetorical questions are good for:
zz Engaging the listener.
6.10.1 Using Questioning Techniques
Questions are a powerful tool, for presentation, evaluation, briefing and debriefing:
zz Learning: Ask open and closed questions, and use probing questioning.
zz Relationship building: People generally respond positively if you ask about what
they do or enquire about their opinions. If you do this in an affirmative way “Tell
me what you like best about working here”, you will help to build and maintain an
open dialogue.
zz Managing and coaching: Here, rhetorical and leading questions are useful too.
They can help get people to reflect and to commit to courses of action that you’ve
suggested.
zz Avoiding misunderstandings: Use probing questions to seek clarification,
particularly when the consequences are significant. And to make sure you avoid
jumping to conclusions.
zz Diffusing a heated situation: You can calm an angry or upset participant by using
funnel questions to get them to go into more detail about their grievance. This will
not only distract them from their emotions, but will often help you to identify a small
practical thing that you can do, which is often enough to make them feel that they
have “won” something, and no longer need to be angry.
zz Persuading people: No one likes to be lectured, but asking a series of open
questions will help others to embrace the reasons behind your point of view.

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APPENDIX
EXERCISE/WORKSHEET/QUIZ
Body language
Behavioural
actions
Plausible reason/
root cause
Dos and don’ts
to deal with such
behaviour
Defiance
Hostility
Aggression
Withdrawal/
inattentiveness
Challenging
authority
QUESTIONS TO ASK YOURSELF
How do I engage uninterested students?
How do I incorporate innovation into my teaching?
How do I know that my students comprehend what I am teaching?
How do I use student evaluations to improve my teaching?
What teaching resources do I use?
How do I assess what my students already know?
How do I capture their attention?
How do I meet the needs of different types of learners?
How do I assess the needs of the students?
How do I encourage student participation?

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COURSE METAPHORS
My course is like __________________________ because ____________________.
A roadmap because I am leading you to a destination.
A human body because I want students to understand the inter relationship of all the systems.
A flock because a shepherd does not lead from the front but from behind.
A construction site because I expect students to build knowledge.
A garden because I expect them all to grow.
A marriage because I am your partner.
A pizza because I expect students to pile on the toppings.
An index of a book and I expect students to fill in the topics.
A mis-tuned car because I am like a mechanic.
An obstacle course because students are always hurrying to figure out the new professor.

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CHAPTER 7
The simulation session comprises 4 main components:
1. Briefing
2. Planning
3. Simulation Exercise
4. Debriefing
7.1. Preparation Prior to Carrying Out the Briefing Session
It is important to have a checklist for planning and execution of the simulation exercise.
The instructor worksheet should include not only the pertinent parameters for the simulation
exercise but also all additional equipment, material, etc., which may be utilized by the
participant during the session. This may include: publications, manuals, and charts, logbooks,
stationery, etc.
The environment and ambience of the simulation space will have an impact on creating
a sense of realism and encouraging the participants to immerse themselves into the simulation
experience.
Depending on the design and availability of control over the environment due attention should
be made to the levels of:
zz Heating/cooling of the area: an engine-room space may have an increased ambient
temperature than the engine control room.
zz Lighting: reflective of the time of day, weather conditions, actual lighting
arrangements in the real world.
zz Noise: the addition of aural cues for the participant is important as these
environmental factors form a part of conscious/unconscious monitoring and
assessment of the situation. Feedback in the form of engine noise and equipment
sound, weather conditions, ambient noise from the surrounding area, etc., is
desirable and should be as close to reality as possible.
zz Vibration.
7.2. External Factors Effecting the Simulation Session
1. Where the session falls in relation to the overall course (initial session, middle or
final)
2. Time of day
3. The proceeding activity
Due attention should be made to these factors as they can have some influence on the
mindset of the students. Counteracting any negative fallout will be important. For instance, if
88
CHAPTER 7
The simulation session comprises 4 main components:
1. Briefing
2. Planning
3. Simulation Exercise
4. Debriefing
7.1. Preparation Prior Carrying Out the Briefing Session
It is important to have a checklist for planning and execution of the simulation exercise.
The instructor worksheet should include not only the pertinent parameters for the simulation
exercise but also all additional equipment, material, etc., which may be utilized by the
participant during the session. This may include: publications, manuals, and charts,
logbooks, stationery, etc.
The environment and ambience of the simulation space will have an impact on creating
a sense of realism and encouraging the participants to immerse themselves into the
simulation experience.
Depending on the design and availability of control over the environment due attention
should be made to the levels of:
Heating/cooling of the area: an engine-room space may have an increased
ambient temperature than the engine control room.
Lighting: reflective of the time of day, weather conditions, actual lighting
arrangements in the real world.
Noise: the addition of aural cues for the participant is important as these
environmental factors form a part of conscious/unconscious monitoring and
assessment of the situation. Feedback in the form of engine noise and
equipment sound, weather conditions, ambient noise from the surrounding area,
etc., is desirable and should be as close to reality as possible.
Vibration.
7.2. External Factors Effecting the Simulation Session
1. where the session falls in relation to the overall course (initial session, middle or
final)
2. Time of day
3. The proceeding activity
Due attention should be made to these factors as they can have some influence on the
mindset of the students. Counteracting any negative fallout will be important. For instance, if
it is getting late at the end of a long day, you may wish to structure the debrief so that it does
not drag for too long.

89
it is getting late at the end of a long day, you may wish to structure the debrief so that it does
not drag for too long.
7.3. Internal Factors Effecting the Simulation Session
1. The appropriateness of the simulation exercise to fulfil the objectives of the
session
2. Group Dynamics
3. The relationship formed between the instructor and the participants
7.4. Understanding the group members
Preparation for a simulation exercise will require the participants to be primed on two
accounts:
Technically: any necessary underpinning knowledge or particular technical information which
is required for successful conduct of the simulation exercise should be covered prior to the
simulation session. The main focus of simulation is not the acquisition of technical knowledge
but the ability to apply it in real time in context.
Psychologically: the context of the simulation session, the relevance to real life operations and
the specific objectives of the session are to be clearly communicated to participants. Focus
should be placed on making the participants feel comfortable and having the mindset that
the simulation exercise is an effective vehicle for them to practise application of knowledge,
skills and attitude and gain professional competence.
7.5. Setting the scene
The comfort level of the participants is one of the most crucial factors in successful simulation
training. The simulation exercise or the training programme must be viewed not in isolation
but in the context of the continual development of professional competence for an individual.
For the participants to be receptive to the positive aspects of the programme, the simulation
exercises must be viewed as a journey of discovery along a path of accumulated experience
rather than as a unique and unconnected incident. The simulation exercises should not be
viewed as if an individual is being picked up and placed in a series of experiments or tests
in which he is being forced to perform a set of responses. The experience of the simulation
programme should be understood and regarded as an opportunity to hone skills and reflect
on performance for continuous improvement.
It is critical that the simulator instructor understands the participant as a professional who
brings with him to the simulation programme a wealth of knowledge, varied experiences,
attitudes and beliefs. Due respect to the professionalism of the individual is required and the
instructor should aim to find out as much about the participant as is possible. It is only when
this atmosphere of respect and trust is built up between instructor and participants that the
simulation exercises will be successful.

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7.6. Understanding the Individual
Based on a number of individual factors, each person will react differently to the simulation
exercise. Some of the factors to be considered are:
zz Age
zz Rank
zz Years of experience
zz Competence
zz Nationality
zz Incidents on board
zz Perception of self
zz General attitude towards learning
zz Reason for attending the programme (mandatory for certification; company specific;
individualchoice;forassessment;forcareerpromotion,forprofessionaldevelopment)
zz Earlier experiences on a simulator programme
7.7. Briefing
The briefing is to be thoroughly thought out and planned prior to the session. It is not a hurried,
rushed brief summary of what is supposed to happen, but is a structured and systematic
introduction to the exercise, the objectives of the session, the way it is to be covered and the
expectations for the conduct of the session.
Points to be included in the Briefing will include:
zz Setting out the objectives of the simulation exercise
zz Explaining the simulation scenario
zz Explaining the plan for the exercise
zz Listing all the relevant parameters, conditions, limits, etc.
zz Explaining the starting conditions for the exercise
zz Informing about any incidents and events which are to occur
zz Clarifying which standard operations/procedures are to be followed: e.g. company
procedures, international or national guidelines, manufacturer instructions, etc.
zz Assignment of roles and providing detailed instructions for each role as appropriate
zz Explaining about the type and format of the assessment and evaluation to be
conducted
zz Clarification of whether evaluation of performance will be individual/team
zz Ground rules for the conduct of the exercise.

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7.7.1. Assignment of Role
The assignment of role is to be carefully considered. If information has been provided prior
to the conduct of the course, then the roles may be assigned earlier. However, if they are
carried out at the time of the briefing then due regard may be made to factors such as age,
rank, past experience (type of vessel/operation/equipment), apparent confidence level of the
participant, and dynamics of the group.
Particular care should be taken for assignment of role for the first main exercise after the
familiarization. The initial exercise will require a greater depth of explanation and motivation
levels and the mindset of the participants will be at varying levels. Some participants may
be super keen, others sceptical, overconfident or fearful. Early identification of the mind
frame of the participants will help the instructor work appropriately with each participant.
The leadership or main role for the first exercise is usually assigned to an individual who
appears to be balanced and confident or who may have more experience.
It is not always helpful to place the most senior or dominant member of the group in charge
of the first exercise as they will have the tendency to dominate the rest of the group and
hinder contribution from others.
Similarly it is generally helpful to refrain from giving the “command” to a participant who
appears to be lacking in confidence or hesitant. This individual may need to participate in one
or two exercises before he feels ready to lead the team.
It is important to set some ground rules regarding the conduct of the simulation which would
include fulfilling the role as assigned and respecting the roles given to others. This would be
particularly important for groups with mixed ranks/level of seniority. The seriousness of the
simulation exercise in terms of playing the role as expected is to be reinforced at this stage.
7.7.2. The Facilitating Team
Of course the number of facilitators available for conducting and monitoring the simulation
exercise will largely be dependent on cost, availability of trained/expert individuals and the
level of complexity of the simulation exercise.
For single task or part task, process oriented and basic operations and familiarization one
facilitator or instructor who controls the instructor station as well as acts as a technical
observer would be sufficient, however if the group size is large then an additional instructor
would be beneficial to provide individualized attention to the participants.
However for more complex operations and scenarios in which there are multiple players,
team roles, multi-tasking and often trouble shooting, crisis or emergency situations a team
approach is desirable:
zz An instructor to monitor and control the instructor station
zz An instructor for role playing of other onboard/external parties as required
zz A specially trained psychologist for observation of soft skills, group dynamics, etc.
zz An additional technical observer would also be ideal for large scale simulations if
possible and practicable.

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The instructor playing the role of the other parties may have various “hats” to wear: onboard
crew/officers; company DP, VTS, media persons, superintendents, tug masters, shore
based personnel. This instructor is to be clear about the extent of information/assistance
to be provided to the participants during the exercise. For leadership or advanced level
programmes, a non-cooperative or disruptive role may be required to add an additional
dimension to handling an incident. The level of realism is to be maintained to assist the
participants in immersing themselves into the simulation experience.
The use of one of the participants as an “observer” is encouraged as it has a number of
advantages and develops the skill of analytical peer evaluation. Any participant acting as an
observer though, must be provided with guidelines for an objective observation, parameters
for evaluation to be provided and reinforcement made that this is not a blaming or fault
finding exercise.
7.8. Planning
Ample time must be dedicated for the students for the thorough planning of the exercise.
The success of the simulation exercise is directly proportional to the time spent in planning.
Planning can be carried out in 2 stages:
1. Detailed operational and procedural planning
2. Role playing prior to commencement of the exercise
The detailed operational and procedural planning will comprise all aspects of the task to
be completed. Decisions either singularly for single tasks exercises, or group wise for team
exercises, regarding plan of action, chronological introduction of events, record keeping, etc.,
will be covered. At this stage the instructor (s) has the option of purely observing or providing
inputs where felt necessary. An example of a plan for a deck watch-keeper student could be
to submit a proposed passage plan for the exercise. Details of exercise parameters such as
weather, tide, current, traffic movements, navigation aids and dangers along the route should
be provided. Engineer watch-keepers could be required to prepare an operational checklist
for an engine starting exercise. Operational manuals should be available.
Immediately prior to the commencement of a team exercise, a second level of planning
will take place which will form a brief planning meeting in which the participants in role,
mirror the planning meeting which would take place on board. The meeting is to be led
by the individual who is performing the lead role in the exercise. The expectations, duties,
responsibilities, instructions and procedures to be followed by the team members are to be
spelt out. This also forms a critical part of the simulation exercise because critical information
or instructions missed out at this stage, lack of clear communication, lack of clarity of roles,
etc., can be significant contributory factors to the performance of the operation and will be
an important point of discussion during the debriefing stage. It is important to note that this
important aspect of planning is sometimes missed out altogether or brushed over hurriedly
and yet is a key part of the process. The instructor(s) would almost always not interfere or
interject during this planning meeting unless absolutely necessary.

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Familiarization
The first exercise in the programme is usually the familiarization session where the participants
acquaint themselves with the simulator. It is of vital importance that the participants are given
adequate time to familiarize themselves with the features, equipment, controls and operation
of the simulator. If the confidence of the participant is not gained at this initial stage, then it will
be difficult to convince them that realistic training can be conducted in such an environment.
The limitations of the equipment must also be demonstrated so that the participants are
clear on the parameters in which they are operating and the use of compensatory cues to
overcome any lack of reality can be introduced at this stage.
7.9. During the Simulation Exercise
The key to an effective instructor is to finding a balance between letting the simulation
exercise run without interference and injecting inputs when required. There is no right or
wrong method in this, but sound judgement is required from the instructor to assess the most
appropriate course of action at the time.
It is advisable to stick to the plan; however there is a need to be flexible and open to any
situation which may arise. A decision at the exercise creation stage would have already
taken place as to how much to “load” the participants, however an instructor may decide to
lighten or increase the load during the course of the exercise and the advantage of simulation
technology is that the course of events can be guided to some extent by an experienced
instructor. For example, if an individual is moving at slower speed than expected and a
resultant close quarter situation is unlikely to occur, an instructor in role can encourage
the participant to speed up by informing that the pilot pick up time has been pre-poned.
However at all times the specific objectives of the exercise are to be borne in mind. An
instructor would typically have a full repertoire of faults that can be injected into the exercise
at any time. Care should be taken that an over-zealous instructor does not fall into the trap
of endlessly introducing series of faults without any real reason. It must be borne in mind
that the simulator is a tool which can enhance performance but conversely can also crush
confidence in an individual.
It is also at the discretion of the instructor to provide technical stimuli and cues during the
exercise. If required this may be done directly, either in response to a request from a participant
or if the instructor feels it is required. An experienced instructor may also be skilled enough
to be able to introduce the cue without the participant actually being aware, for instance he
may role play and provide additional information to the participant as if it were the natural
course of the exercise.
The parameters to be monitored, recorded and analysed will be set at the simulation creation
stage and checklists for the same are to be created. Other critical parameters such as
communication, orders, instructions and guidance, observation regarding the functioning
of the team, detours from standard procedures, etc., should be noted as the exercise is in
progress. If available, the psychologist, otherwise the technical instructor, would be focusing
on a range of soft skills including leadership qualities, communication skills, planning and
delegation, signs of stress and anxiety, etc. The use of plotters, printers, data recorders and
logs are key tools to assist in accurate recording of information and action taken which can
be closely reviewed during the debriefing.

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“Abort Point”
There may be a point in the exercise where the instructor decides that it is best to abort and
either restart the exercise completely or take the scenario back in time to a particular point.
Usually this decision would lie with the facilitating team in discussion with the participants
but there are exceptional circumstances where the request may come directly from the
participants.
The decision to abort would be in consideration of:
zz Whether the objectives of the exercise are clearly not going to be met
zz Whether the objectives have already been met
zz The consequences of the simulation exercise have the potential to damage the
participant psychologically, if things seem to be going too far out of hand
zz Disruption, disturbance or non-cooperation amongst team members
zz Realism not achieved due to lack of seriousness from one or more team members
zz Despite pre-planning appears to be overload or under load for the participants.
7.10. Debriefing
The debrief is arguably the most critical part of the simulation exercise. This is the platform
where the students are able to review their performance, evaluate whether they have met
the training objectives, reflect on whether the action taken was appropriate and recommend
changes which can be made. Creating a “no-blame” but “wanting to learn” environment at
this point is crucial.
7.10.1. Goals of Debriefing
The goal of the debrief session is to provide an opportunity for the performance of the
participants to be reviewed. It is important that the training objectives and parameters set
at the start of the exercise are borne in mind, otherwise there is a danger that the debrief
session could go off track and lose its focus.
An effective debriefing session works on the principle of learning from experience with a
positive and objective analysis of how things could have been improved. Indeed, the skills
which are employed in successful debriefing sessions are those which, when transferred to
shipboard experience, are going to be significant in continuing professional development
and striving for excellence – so the ability to analytically evaluate performance and set goals
for self improvement is an extremely valuable and useful generic skill to develop in seafarers.
7.10.2. Planning Debriefing
As with the rest of the simulator exercise, debriefing needs a level of pre-planning.
1. Location – the ideal set up would comprise a room which has the facility to playback
the simulation exercise: through video and software; however, this will naturally depend
on the nature of the simulator set up. If this is not available, then it is usually advisable

95
to conduct at least some of the debrief close to the instructor unit which would have a
playback feature and where actions taken, etc., can be reviewed.
2. Gathering data – all relevant information by the trainer and the students must be
gathered – documents, video records, log, check list, printouts, rough notes, charts,
etc., this provides for objective feedback based on facts rather than opinion. It also
helps them to re-think and reevaluate their plan of action in more practical and data-
based ways.
3. It is ideal to give the students a gap-period before discussion of events for reflecting,
reviewing and jotting down their points for discussion.
7.10.3. Conducting the Debrief
1. Setting the Tone
It may be reiterated to the students at the start of the debrief that the group is requested
to work in a no blame culture, that the goal is to learn from their actions, that due respect
for each other is important and that comments and inputs should, as much as possible, be
backed up with objective evidence and be factual in nature. The focus to be on constructive
suggestions.
2. Structuring the Debrief
Although not a hard and fast rule, it is often helpful to have the participant who played the
“lead” role in the simulation to provide the first input with their comments and thoughts. If
necessary, the trainer may need to facilitate this with some leading questions. The trainer
will also need to guide the discussion to ensure that positive and constructive comments are
brought out.
Once the lead role has shared his/her views, the rest of the team may be requested for their
inputs.
Positive and supportive self and peer evaluation are effective methods for internalizing learning
and for ownership of the lessons learnt, as should be encouraged as much as possible.
The trainer’s role is generally kept low-key during the debrief. The trainer must avoid the
temptation to take over and give a lecture on how the exercise should be done. To illustrate
a point being made, the trainer should reference back to the playback facility and “show”
the participants from the actual record of the simulation exercise. The trainer should have
a good overview of the points which are to be drawn out from the debrief and then attempt
to orchestrate the session so that the lessons are provided by the students themselves.
The data and notes taken during the exercise are to be readily available for review and for
demonstrating what could have been done.
In some circumstances, the trainer may wish at this point to re-enter the simulator, take the
students back to a certain point in the exercise and carry out some of the exercise again. The
flexibility of the simulator to be able to provide the students this opportunity to “try again”
is one of the main advantages and should be exploited as and when required. In fact, a set

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procedure, series of actions or combination of operations may be repeated a number of
times to reinforce and stress a critical area of learning.
3. Elements for Evaluation
Theobjectivesoftheexerciseistobeusedasabasistoevaluation.Thedebriefingsessionmust
include an analysis as to whether the students performed the necessary tasks/requirements
within acceptable limits. Factors to be considered will include (but not limited to):
zz Degree of accuracy
zz Time taken to respond
zz Procedures and practices followed
zz Communication channels used
zz Clarity of instructions provided to team members
zz Organization of operations/tasks
zz Understanding of basic principles
zz Application of knowledge to real life situations
zz Prioritization of tasks
zz Trouble shooting
zz Judgement and decision making
zz Etc…
4. Time allocation
It is important to allocate generous time for debriefing. A rushed debrief at the end of the
day when the students are all set and ready to leave can nullify the opportunity for important
learning to take place. The simulation exercise should be planned in such a manner that there
is ample time to conduct the debrief in a peaceful and relaxed manner.
5. Summarizing and Goal Setting
For long-term development or change to take place, more formal structured and documented
summary is useful. Ensuring that the students note down individual and personal goals for self
development concretizes the lessons learnt and becomes a form of informal commitment to
change. Providing a documented direction for further action and implementation on board is a
necessary step towards effective transference of knowledge to the workplace. Summarizing,
rounding up and setting targets forms a closure to the session in which the students will
recognize the benefits of the simulation exercise.

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CHAPTER 8
8. Assessment
8.1. Introduction
Assessment is necessary to enhance the learning process and is critical to certify the
competence of the learner. Assessment is defined as verification of competency of learners.
In a competence-based assessment system the purpose of assessment is to collect sufficient
evidence that individuals can perform or behave to a specified standard in a defined role. The
assessment technique varies with the different domains namely cognitive (what the learner
should know), psychomotor (what skills the learner should be able to do), and affective (how
the learner feels or modifies his/her attitudes).
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CHAPTER 8
8. Assessment
8.1. Introduction
Assessment is necessary to enhance the learning process and is critical to certify the
competence of the learner. Assessment is defined as verification of competency of learners.
In a competence-based assessment system the purpose of assessment is to collect
sufficient evidence that individuals can perform or behave to a specified standard in a
defined role. The assessment technique varies with the different domains namely cognitive
(what the learner should know), psychomotor (what skills the learner should be able to do),
and affective (how the learner feels or modifies his/her attitudes).
Learning Cycle
8.2. Competence-based Training and Assessment System
In a competence-based training and assessment system, the standards of competence
are related to functions and the basis of the training design is measurable standards of
performance. The assessment forms an essential part in a competence-based system and
has the following critical elements:
zz The competence-based standards form the framework for assessment.
zz Evidence of performance needs to be monitored and appropriately measured
using well defined assessment criteria
zz The assessment criteria shall be relevant, valid, reliable, consistent and realistic.

98
For assessing the performance of the trainee for competence it is necessary that the three
cognitive, psychomotor and affective domains are assessed across different levels. These
levels are defined below:
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The competence-based standards form the framework for assessment.
Evidence of performance needs to be monitored and appropriately measured
using well defined assessment criteria
The assessment criteria shall be relevant, valid, reliable, consistent and
realistic.
For assessing the performance of the trainee for competence it is necessary that the three
cognitive, psychomotor and affective domains are assessed across different levels. These
levels are defined below:
8.3. STCW and CBTA
STCW defines Standard of competence as the level of proficiency to be achieved for the
proper performance of functions on board ship in accordance with the internationally
agreed criteria as set forth herein and incorporating prescribed standards or levels of
knowledge, understanding and demonstrated skill. The STCW competence tables specify
the competencies in the three domains under the column head: knowledge, understanding
and proficiency and it also specifies the methods for demonstrating competence as well as
the criteria for evaluating competence.
The competence-based assessment is derived from a specification of a set of outcomes that
can be objectively defined as measurable tasks and activities. Once the tasks and activities
associated with outcomes are clearly defined it is easily possible to make assessment using
simulators.

99
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criteria for evaluating competence.
As the competence based assessment is derived from a specification of a set of outcomes
that can be objectively defined as measurable tasks and activities. Once the tasks and
activities associated with outcomes are clearly defined it is easily possible to make
assessment using simulators.
The STCW competence tables specify the different methods of evaluating performance.
• In Service Experience
• Simulators
• Laboratory Equipment
• Skills/Proficiency Testing Software
• Projects
• Assignments
• Evidence from prior experience
• Written Examinations
• Oral Assessments
• Computer Based Assessments
Out of the above assessment methods, Simulation method is the most comprehensive
method for evaluating the performance of the trainee for the three domains across the
different levels. Even though it is expensive, time consuming and the assessment is to some
extent subjective. Assessment using the simulator is conducted by the following:
The STCW competence tables specify the different methods of evaluating performance.
zz In Service Experience
zz Simulators
zz Laboratory Equipment
zz Skills/Proficiency Testing Software
zz Projects
zz Assignments
zz Evidence from prior experience
zz Written Examinations
zz Oral Assessments
zz Computer-Based Assessments
Out of the above assessment methods, Simulation method is the most comprehensive
method for evaluating the performance of the trainee for the three domains across the
different levels, even though it is expensive, time consuming and the assessment is to some
extent subjective. Assessment using the simulator is conducted by the following:
zz Remote monitoring of the audio and video of trainee response to various stimuli
injected by the instructor from the instructor station
zz Pre and post briefing and debriefing activity
zz Analysing trainee reaction based on logged activities
zz Assessment of the trainee using automatic weighted measurement against
predefined task based criteria

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The evaluation methods may also be compared by using the knowledge and performance
parameters as given below.
Evaluation Method Domain Applicability Limitations
In Service Experience Performance Limited scope
Simulators Knowledge, Understanding,
Performance
Time Consuming, Costly, Level of
Subjectivity
Laboratory Equipment Knowledge, Understanding,
Performance
Limited scope
Skills/Proficiency Testing Software Knowledge, Understanding,
Performance
Limited scope
Projects Knowledge, Understanding, Time consuming, Level of
Subjectivity, Limited scope
Assignments Knowledge, Understanding, Time consuming, Level of
Evidence from prior experience Knowledge, Understanding,
Performance
Limited scope
Written Examinations Knowledge, Understanding, Limited scope
Oral Assessments Knowledge, Understanding,
Performance
Time consuming, Level of
Computer Based Assessments Knowledge, Understanding,
Performance
Limited scope
The advantages of simulators for assessment may be summarized below:
1. Simulations provide realistic training and assessing environments.
2. Simulators provide for assessment of competencies in realistic environments,
relevant to work place.
3. It provides for practical assessments of routine and emergency tasks likely to be
experienced on board ship.
4. The performance can be assessed for individual skills as well as team coordination
and performance.
5. The individual competence and performance in a team can be assessed in routine
tasks and the management of crisis scenarios.
6. The assessment can be done against predefined performance and evaluation
criteria, which may be objective for certain measurable parameters and subjective
for complex procedures. The assessment is more consistent and reliable.
7. Procedures, planning, management skills and actions as well as behaviour and
human factors of the trainees can be assessed.
8. Continuous assessment and improvement of skills is possible.
9. Assessment can be recorded and stored and used for comparison as well as for
validation of assessment process later on.

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With the prices of simulations becoming reasonable, more and more simulators being installed
and web based simulation likely to be available, in times to come the use of simulations for
assessment will be more common. The problem is more so due to a level of subjectivity and
no appropriate standards for assessment using simulators.
Successfulintegrationofsimulation-basedtrainingintoavalid,consistent,reliableandrealistic
evaluation of performance requires setting up clear objective and subjective assessment
criteria. The process of setting criteria is explained below and should be used to create
standard evaluation criteria for assessment of different competencies.
8.4. Assessment Process
To create assessment criteria for simulation courses it is required that the learning outcomes for
the required competence are measurable through an applicable assessment for that outcome.
The process to create online assessment should be an objective covering competency and
tasks, subtasks and activity required for the competency and most important the criteria set
for evaluation must be measurable. The following is an example of a step by step method to
create and write assignments:
1. The first step is to pick up the competency from the STCW competence table
along with knowledge, understanding and performance, method of evaluation
and evaluation criteria.
2. The second step is to create detailed list of knowledge, understanding tasks,
subtasks or learning objectives required for the competency using the Bloom’s
domains across 6 levels. The same may be selected from detailed teaching
syllabuses of the IMO model courses.
3. The third step is to select the type and class of simulators for the specific learning
objective for performance of the tasks.
4. The fourth step is to decide if the activity to perform the task is critical for the
performance of the task or not and accordingly give the weight age.
5. The fifth step is to set the gradations (0-10) for evaluation of the knowledge,
tasks and subtasks required to be performed. Knowledge, task or subtask that
is critical to the performance of competency should have higher grading and
should lead to non-competence if poorly executed.
6. The sixth step is to set the range of measurement for assessment of the task
against the gradations.
7. The seventh step is to practise on models. Students should be tested on sample
assessments during the conduct of the course. This practice can build a student’s
confidence by teaching them how the instructor would use the tests on their
summative assessment.
8. The last step is to review the work based on the result and feedback from the
students and finalize the criteria.

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The assessment criteria of different competencies may be defined along with evaluation
criteria using Rubrics methodology and process.
The assessment criteria of different competencies may be defined along with evaluation
criteria using Rubrics methodology and process.
Example for setting assessment criteria:
Step: 1
STCW Table
Competence
Knowledge,
understanding and
proficiency
Methods for
demonstrating
competence
Criteria for evaluating competence
Plan and
conduct a
passage and
determine
position
……
Electronic systems
of position fixing
and navigation
Ability to determine
the ship’s position
by use of electronic
navigational aids
…..
approved simulator
training, where
appropriate
approved
Laboratory
equipment training
The primary method of fixing the ship’s position
is the most appropriate to the prevailing
circumstances and conditions
The position is determined within the limits of
acceptable instrument/system errors
The reliability of information obtained from the
primary method of position fixing is checked at
appropriate intervals
Calculations and measurements of navigational
information are accurate

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Steps: 2, 3 and 4
Learning Objectives, Domains, Evaluation Method and Simulator type and class
Sn. Required Performance K, U, A
Evaluation
Method
1 States the basic principle of GPS operation K MCQ
2 Describes the system configuration U MCQ
3 Describes the Dilution of Precision (DOP) K MCQ
4 Explains the errors of GPS U MCQ
5 Describes the reasons for selective availability and the effect it has on
the accuracy of a fix
U MCQ
6 Describes differential GPS U MCQ,
NavSim – X
7 States the accuracy obtainable with GPS and how the
accuracy can be downgraded
U MCQ,
NavSim – X
8 Explains WGS 84 and datum Shift U, P MCQ,
NavSim-X
9 Explains why a fix obtained from the GPS receiver cannot be plotted
direct onto a navigational chart
U,P MCQ,
NavSim-X
10 Demonstrate checking of the reliability of the information obtained
from the primary method of position fixing is checked at appropriate
intervals
K,U,P NavSim-B
Choosing Simulator type:Choosing Simulator type:
Step 5-8:

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Steps: 5-8
104
Step 5-8:
In above example the weighted criteria are set for the BTM exercise. Similarly other criteria
tables may be drawn.
In above example the weighted criteria are set for the BTM exercise. Similarly other criteria
tables may be drawn.

105
Block Diagram of SMS Simulator
Instructor side
Server station Instructor station
Starting of a simulator session Instructor panel
RADAR with ARPA
Visual Display
Audio/Video recording capability
External/Internal Communication
Trainee Side
Equipments Visuals
Navigational aids
RADAR with ARPA
Conning Station with controls of ship
Steering
ECDIS
Mono-Scopic view of simulated world
Instructor Station Block diagram
105
Block diagram for SMS Simulator
Instructor side
Server station Instructor station
Starting of a simulator session Instructor panel
RADAR with ARPA
Visual Display
Audio / Video recording capability
External / Internal Communication
Trainee Side
Equipments Visuals
Navigational aids
RADAR with ARPA
Conning Station with controls of ship
Steering
ECDIS
Mono-Scopic view of simulated world
Instructor Station Block diagram
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106
Simulation Observation and Response Record
106

107
Student Performance Sheet
107

108
Student Feedback Sheet (Example)
108

109
8.5. Assessment Criteria
In conducting competency based assessment it is necessary that all the six learning levels
as defined by Blooms covering cognitive, psychomotor and affective domains are accounted
for in the online assessment.
Cognitive Domain Verbs
1. Knowledge: Remembering or retrieving previously
learned material.
State Identify Relate List Define Recall Record
Name Recognize Label Reproduce Measure
Select
2. Comprehension: The ability to grasp or construct
meaning from material.
Identify Justify Select Indicate Illustrate Represent
Name Formulate Explain Contrast classify Locate
Report Recognize Express Discuss Describe
Review Infer Conclude
3. Application: The ability to use learned material,
or to implement material in new and concrete
situations.
Apply Relate Develop Translate Use
Operate Organize Employ Restructure
Interpret Demonstrate Illustrate Practice
Calculate Show Exhibit Dramatize Predict Assess
Perform
4. Analysis: The ability to break down or distinguish
the parts of material into its components so
that its organizational structure may be better
understood.
Analyse Compare Probe Inquire Examine Contrast
Categorize Differentiate Contrast Investigate
Detect Survey Classify Deduce Experiment
Scrutinize Discover Inspect Dissect Discriminate
Separate
5. Synthesis: The ability to put parts together to form
a coherent or unique new whole. Examples of
verbs that relate to this function are:
Compose Produce Design Assemble
Create Prepare Predict Modify Tell Plan
Invent Formulate Collect Set Up Generalize
Document Combine Relate Propose Develop
Arrange Construct Organize Originate Derive Write
Propose
6. Evaluation: The ability to judge, check, and even
critique the value of material for a given purpose.
Judge Assess Compare Evaluate Conclude
Measure Deduce Argue Decide Choose Rate
Select Estimate Validate Consider Appraise Value
Criticize Infer Support

110
Example 1: Student Working/Observation Sheet
Exercise: Taking Over Watch
Name of Candidate:
Main Engine Units Units
Fuel lever settings (notches) Speed setting of air
Engine load
Average rpm Engine Revolution counter
Flow meter reading
Main Engine fuel oil inlet temperature Main Engine fuel consumption for
4 hours

Main Engine Unit 1 Main Engine Unit 2
Exhaust Temperature Exhaust Temperature
Piston Cooling Water Temp. Piston Cooling Water Temp.
Jacket Cooling water Temp. Jacket Cooling water Temp.
Pressures Turbochargers
Sea Water Pressure
Jacket Cooling Water Pressure RPM
Piston Cooling Water Pressure Cooling water in out temperature
Lube Oil Pressure (bearing,
Crosshead, camshaft)
Air cooler in out temperature
Fuel Oil Pressure Pressure drop across turbocharger
air cooler filter to judge the blockage

Air Bottle Pressure Air temperature in and out of the
turbocharger

Exhaust gas temperature in out
Other Temperatures/Levels
Heavy oil service and settling tank
temperature
Sea water temperature
Thrust bearing temperature and
pressure
Engine-room temperature
Stern tube temperature and pressure Main engine sump level

111
RAC Units Units Compartment Temperatures Units
Suction pressure and discharge
pressure of refrigerant
Meat room
Lube oil pressure Fish room
Lube oil suction and discharge
pressure
Vegetable room
Air inlet and outlet temperature Dairy room
Handling room
Fresh Water Generator Auxiliary Machinery
Jacket cooling water in out
temperature
Exhaust temperatures of all units
Condensor sea water in out
temperature
JCW temperatures of all units
Shell temperature Alternator forward and aft bearing
temperatures

Vacuum pressure Scavenge air pressure and
temperature

Ejector pump pressure Air cooler in out temperatures
Distillate pump pressure Lube oil in out temperatures
Feed line pressure Sea water in out temperatures
Flow meter reading for fresh water Turbo charger of auxiliary engine
exhaust temperature

Tank Levels
Heavy oil service tank Heavy oil settling tank
Heavy oil service tank Heavy oil settling tank
Diesel oil service tank Diesel oil settling tank
Diesel oil service tank Diesel oil settling tank
Cylinder lube oil storage and Daily
tank reading
Auxiliary engine crank case lube oil
storage tank reading

Main engine crank case lube oil
storage tank reading

Stern tube Gravity tank (high/low)
tank readings
Stern tube aft fwd seal tank level
Remarks and Other Observations

112
Example1:SimulatorProgramme:
LEVEL:Operation
StudentName:
CATEGORY
Weight for Each
Category
4321MaxMarks
AppraisalCharts5AppropriateCharts
UpdatedChartsOrder
ofChartsScaleof
Charts
AppropriateCharts
UpdatedChartsOrder
ofCharts
AppropriateCharts
UpdatedCharts
AppropriateCharts20
Appraisal
Publications
2AppropriatePub.
UpdatedPub.Useof
Pub.ReferencePub.
AppropriatePub.
UpdatedPub.Useof
Pub.
AppropriatePub.
UpdatedPub.
AppropriatePub.8
Planning
Passage
8SafeCourses
AlterationpointSafe
LabellingWheelover
Mark
SafeCourses
AlterationpointSafe
Labelling
SafeCourses
Alterationpoint
SafeCourses32
Calculations6SailingTypeCourse
CalculationDistance
CalculationETA
CalculationMarking
onChart
SailingTypeCourse
CalculationDistance
CalculationETA
Calculation
SailingTypeCourse
CalculationDistance
Calculation
SailingTypeCourse
Calculation
24
Documentation4PassagePlanPosition
FixingMethodsSafe
Anchorages
OtherSafetyMeasures
PassagePlanPosition
FixingMethodsSafe
Anchorages
PassagePlanPosition
FixingMethods
PassagePlan16
Total100

113
ANNEXURE – 1
INSTRUCTION FOR OPERATING DEMO 2: BRIDGE SIMULATOR
The training module can be opened in any of the html viewers (Internet Explorer, Google
Chrome, Mozilla Firefox, etc.).
1) The main screen consists of an index of all the training modules on the left hand side
which can be started with left click of the mouse.
Index consists of:
(i) Instructor
(ii) Vessels
(iii) Environment
(iv) Navigational Equipment
(v) Tugs
(vi) Failures
(vii) Lights
(viii) AIS
2) Click the Play button on the Right hand side of the screen to start the instructor training.
“Instructor” menu is used to make Route Plan for ships, Load/Unload charts, customize
the views displays, customize symbols, display vector/trail history, choose between
scales, zoom in/out and measure range and bearings of objects.
3) Click on the Vessels tab on top to continue training after completion of above.
“Vessels” menu is used to amend heading, position, choose between Hand/Auto
steering, status of ship movement and engine order/RPM. This menu is also useful in
monitoring all vessel parameters.
4) Click on the Environment tab on top to continue training after completion of above.
“Environment” menu is used to amend wind force, current, waves, cloud cover, visibility,
application of rain or snow, cloud cover time of day settings.
5) Click on the Navigational Equipment tab on top to continue training after completion of
above.
“Navigational Equipment” menu is used to introduce various failures of Navigational
Equipment e.g. Gyro, Doppler, Echo Sounder, GPS, RADAR/ARPA LORAN-C
6) Click on the Tug tab on top to continue training after completion of above.
“Tug” menu is used to apply tugs at various positions, amend efficiency of the tug, line
length Tug Force.

114
7) Click on the Failures tab on top to continue training after completion of above.
“Failures” menu to introduce various slowdown/shutdown failures of engines, steering
gear, generator failures and various fire or general alarms
8) Click on the Lights tab on top to continue training after completion of above.
“Lights” menu is used to simulate switching on/off navigational lights or Signal lights
and introduce power failures.
9) Click on the AIS tab on top to continue training after completion of above.
“AIS” menu is used to simulate the complete operation of AIS equipment.

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ANNEXURE – 2
INSTRUCTION FOR OPERATING DEMO 2: Liquid Cargo Handling SIMULATOR
Index consists of:
(ix) Creating loading exercise
(x) Shore line up
(xi) Ship line up
(xii) Starting loading operation
10) Click the Play button in the Middle of the screen to start this training module.
11) Click the “Next button” on the screen to start the “Start-up wizard” training.
“Start-up wizard” menu is used to create/edit/run an existing exercise or replay, saving
exercise, setting trainee station set-up.
12) Click on the “Control” tab on top to continue training after completion of above.
“Control” menu is used to amend tank properties, pauses or run the exercise.
This is default panel when exercise is started.
“Shore” panel is used to select cargo, line up shore pipelines, change loading rate and
shore tank level.
13) Click on the “Aux. System/Gas detect” at the bottom to continue training after
completion of above.
“Aux. System/Gas detect” Panel used is to set hydraulic system in auto/manual mode
as well as to start pump room fan.
“Main deck “panel is used for setting ship’s line for loading and manifold connection.
Once line up is ready loading can be started from “Shore” panel.
14) Click on the “Load Monitor” tab on top to continue training after completion of above.
“Load monitor” Panel is used to monitor trim calculation, stress and stability.
It indicates online cargo quantity in tanks along with updated drafts.
Tank level change can also be monitored on “CCR” panel.
In confirmation with standard loading procedures and on checking all required
parameters rate can be changed from shore panel and cargo operation can be
monitored.

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ANNEXURE – 3
INSTRUCTION FOR OPERATING DEMO 3: ENGINE-ROOM SIMULATOR
Index consists of:
(xiii) Loading exercise
(xiv) Setting up scenario
(xv) Changing setting and inducing fault
(xvi) Monitoring
15) Click the Play button in the Middle of the screen to start this training module.
16) Click the “OK” button on the screen to Load the “Engine-room simulatorInstructor”
menu.
“Instructor” menu is used to create/edit/run an existing exercise or replay, saving
exercise, setting trainee station setup and monitoring.
This is also default window for instructor panel.
17) Click on the “Bridge” tab on top to continue training after completion of above.
“Bridge” panel help instructor to view and use bridge controls like Telegraph, Steering
Control, Steering Motors, etc., and view responses from the Engine Control.
“Pipeline” panel is used to view all the engine machinery and associated pipeline.
“Navigation arrow” on this panel help to move left-right with-in pipeline panel.
18) Click on the “Main Engine” on top to continue training after completion of above.
By clicking any “Machinery list button” and selecting from its categories, the instructor
can view and edit various parameters across all machineries viewed in the parameter
window.
Machinery list consists of Main eng, Global, Main switch board, Turbo generator,
Emergency generator, A.C, Steam, MARPOL, Sea water system, Fresh water system,
COPT I.G, Fuel oil system, L.O. System and generators.
The individual machinery parameter window consists of values for all parameters
across various machineries, used in the simulator.
By clicking “AUTO/MANUAL” Instructor can change the machinery status from ‘AUTO’
to ‘MANUAL’ or vice versa. ‘AUTO’ colour is bright yellow and ‘MANUAL’ tab is dull
yellow.

117
By clicking “N button” across chosen parameter under “Fault” column fault can be
induced. Fault induction window help in inducing fault with certain values and with a
delay.
19) Click on the “Close” tab on top to continue training after completion of above.
“Instructor events” Panel is used to view all action taken by an Instructor during an
exercise.
“Active alarms” Panel is used to view active alarms.
On clicking the “Console Button”, the Instructor can view the engineroom main and
auxiliary machinery current running state.

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ANNEXURE – 4
TASK SHEET 1
Activity Sheet: TASK 1
Activity Map STCW Competence with Simulator types and class
Situation The STCW competence tables specify the Knowledge, Understanding and Proficiency,
competency. In the column (3), the methods for demonstrating competence, Simulator is
listed as one of the methods.
All the competencies that require simulators as one of the methods for demonstrating
competence; the Classification Society Standards of classification of Simulators
classifies simulators based on the tasks that can be performed on the simulators. This
needs to be mapped accordingly.
Action First filter the competencies that can be demonstrated on simulators and then map them
with class and type of simulators using Classification Society Standards of classification
of simulators.
Resources
Required
1. STCW Code
2. Classification Society Standards of classification of simulators.
TASK SHEET 2
Activity Familiarization on Simulator Systems
Situation Prior to the conducting of exercise, familiarization on the simulator(s) will be undertaken
Action Controls on the simulator(s) shown; trainees familiarize themselves independently with
the controls and operation of the simulator(s)
Resources
Required
1. Bridge/Engine-Room/LCHS Simulator(s)
2. Familiarization Checklist for Participants
TASK SHEET 3
Activity Drawing out performance objectives from STCW and Local Legislation
Situation The STCW competence tables specify the Knowledge, Understanding and Proficiency,
competency. Subsequently, the local legislation has incorporated the requirements with
reference to the various competencies. The trainee classifies performance objectives
based on the tasks that can be performed on the simulators.
Action Choose a relevant section from STCW and filter the competencies, relating the same
to the associated local legislation that can be demonstrated on simulators. From
these write out the performance objectives to be carried out for a simulation training
programme.
Resources
Required
1. STCW Code
2. Parts of Local legislation

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TASK SHEET 4
Activity Familiarization of instructor stations of available simulators
Situation Having watched Demo 2, which highlights some of the key functions and operations of
the instructor station of different simulators, the participants carry out a familiarization
exercise on the actual instructor stations available for the course.
Action Using a familiarization checklist, each participant is to be fully conversant with the
functions, features, capability and operations available on the simulator instructor
stations. The extent of conditions which can be set, environmental factors, faults and
emergencies that can be introduced, recording and analysing functions that are available
must be made aware to all participants.
Resources
Required
1. Instructor Station Familiarization Checklist
2. Simulator (Bridge/Engine-Room/LCHS)
TASK SHEET 5
Activity The design and creation of two simulation exercises
Situation Two different exercises to be designed using the available simulator(s). These exercises
will actually be carried out by the participants during the course so that they experience
the full cycle of planning, designing, conducting and evaluating a simulation exercise
Action Participants to plan and create two simulation exercises: one basic and one more
complex. Participants are expected to design and prepare for each simulation exercise:
a simulator exercise checklist; instructor worksheet and trainee evaluation sheet.
Resources
Required
1. STCW Code
2. Other specific reference material (legislation, equipment manuals, etc.)
3. Simulator
TASK SHEET 6
Activity Conduct simulations with different simulators OR different level of complexity
Situation To understand the complexities of actually carrying out and conducting a simulation
exercise, course participants are required to execute their own created simulation
exercises so that they benefit from experiential learning.
This process is central to the whole training programme in which the participants are
encouraged to review their performance through individual, peer and instructor relation.
Action The participants carry out their pre-planned simulation exercises following the set
process as if they were conducting an exercise during a simulation training programme.
Briefing, role playing, conduct of the exercise and debriefing will all be incorporated into
the activity.
Resources
Required
1. Simulator(s) – (Bridge/Engine-Room/LCHS)
2. Exercise Checklist
3. Exercise worksheet
4. Evaluation Sheet
5. Other reference material as required

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TASK SHEET 7
Activity Assessment, Evaluation and Verification
Situation The success of any simulator based training is not only dependent upon the actual
successful conducting of the exercise, but also on the proper evaluation at the end of
the exercise in order to ascertain whether the training objective has been met.
Action Using the prepared training evaluation sheet, the participants will carry out peer
evaluation based on the performance of the group members during the simulation
exercise. Conduct group/peer evaluation using training evaluation sheet. They will
thereafter evaluate the appropriateness of the method which they adopted and suggest
improvements to the same.
Resources
Required
1. Trainee evaluation sheet
2. Observations sheets, Records, video-playback, data analysis, etc., assimilated
during and after the simulation exercise

Guidance on the Implementation of
Model Courses

123
Contents
Page
Part 1: Preparation 121
Part 2: Notes on teaching technique 126
Part 3: Curriculum development 128
Annex A1 Preparation checklist 131
Annex A2 Example of a Model Course syllabus in a subject area 133
Annex A3 Example of a lesson plan for annex A2 138
119
125
130
132
135
137
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Guidance on the Implementation of Model Courses
Part 1: Preparation
1. Introduction
1.1 The success of any enterprise depends heavily on sound and effective preparations.
1.2 Although the IMO model course “package” has been made as comprehensive as
possible, it is nonetheless vital that sufficient time and resources are devoted to
preparation. Preparation not only involves matters concerning administration or
organization, but also includes the preparation of any course notes, drawings,
sketches, overhead transparencies, etc., which may be necessary.
2. General considerations
2.1 The course “package” should be studied carefully; in particular, the course syllabus
and associated material must be attentively and thoroughly studied. This is vital if a
clear understanding is to be obtained of what is required, in terms of resources
necessary to successfully implement the course.
2.2 A “checklist”, such as that set out in annex A1, should be used throughout all stages
of preparation to ensure that all necessary actions and activities are being carried
out in good time and in an effective manner. The checklist allows the status of the
preparation procedures to be monitored, and helps in identifying the remedial
actions necessary to meet deadlines. It will be necessary to hold meetings of all
those concerned in presenting the course from time to time in order to assess the
status of the preparation and “troubleshoot” any difficulties.
2.3 The course syllabus should be discussed with the teaching staff who are to present
the course, and their views received on the particular parts they are to present. A
study of the syllabus will determine whether the incoming trainees need preparatory
work to meet the entry standard. The detailed teaching syllabus is constructed in
“training outcome” format. Each specific outcome states precisely what the trainee
must do to show that the outcome has been achieved. An example of a model
course syllabus is given in annex A2. Part 3 deals with curriculum development and
explains how a syllabus is constructed and used.
2.4 The teaching staff who are to present the course should construct notes or lesson
plans to achieve these outcomes. A sample lesson plan for one of the areas of the
sample syllabus is provided in annex A3.
2.5 It is important that the staff who present the course convey, to the person in charge
of the course, their assessment of the course as it progresses.
3. Specific considerations
3.1 Scope of course
In reviewing the scope of the course, the instructor should determine whether it
needs any adjustment in order to meet additional local or national requirements (see
Part 3).
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FLAG STATE IMPLEMENTATION
3.2 Course objective
.1 The course objective, as stated in the course material, should be very carefully
considered so that its meaning is fully understood. Does the course objective require
expansion to encompass any additional task that national or local requirements will
impose upon those who successfully complete the course? Conversely, are there
elements included which are not validated by national industry requirements?
.2 It is important that any subsequent assessment made of the course should
include a review of the course objectives.
3.3 Entry standards
.1 If the entry standard will not be met by your intended trainee intake, those
entering the course should rst be required to complete an upgrading course to raise
them to the stated entry level. Alternatively, those parts of the course affected
could be augmented by inserting course material which will cover the knowledge
required.
.2 If the entry standard will be exceeded by your planned trainee intake, you may
wish to abridge or omit those parts of the course the teaching of which would be
unnecessary, or which could be dealt with as revision.
.3 Study the course material with the above questions in mind and with a view to
assessing whether or not it will be necessary for the trainees to carry out preparatory
work prior to joining the course. Preparatory material for the trainees can range from
refresher notes, selected topics from textbooks and reading of selected technical
papers, through to formal courses of instruction. It may be necessary to use a
combination of preparatory work and the model course material in modified form. It
must be emphasized that where the model course material involves an international
requirement, such as a regulation of the International Convention on Standards of
Training, Certification and Watchkeeping (STCW) 1978, as amended, the standard
must not be relaxed; in many instances, the intention of the Convention is to require
review, revision or increased depth of knowledge by candidates undergoing training
for higher certificates.
3.4 Course certificate, diploma or document
Where a certificate, diploma or document is to be issued to trainees who successfully
complete the course, ensure that this is available and properly worded and that the
industry and all authorities concerned are fully aware of its purpose and intent.
3.5 Course intake limitations
.1 The course designers have recommended limitations regarding the numbers of
trainees who may participate in the course. As far as possible, these limitations
should not be exceeded; otherwise, the quality of the course will be diluted.
.2 It may be necessary to make arrangements for accommodating the trainees
and providing facilities for food and transportation. These aspects must be considered
at an early stage of the preparations.
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Guidance on the Implementation of Model CoursesGUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES
3.6 Staff requirements
.1 It is important that an experienced person, preferably someone with experience
in course and curriculum development, is given the responsibility of implementing the
course.
.2 Such a person is often termed a “course co-ordinator” or “course director”.
Other staff, such as lecturers, instructors, laboratory technicians, workshop instructors,
etc., will be needed to implement the course effectively. Staff involved in presenting
the course will need to be properly briefed about the course work they will be dealing
with, and a system must be set up for checking the material they may be required to
prepare. To do this, it will be essential to make a thorough study of the syllabus and
apportion the parts of the course work according to the abilities of the staff called
upon to present the work.
.3 The person responsible for implementing the course should consider monitoring
the quality of teaching in such areas as variety and form of approach, relationship with
trainees, and communicative and interactive skills; where necessary, this person
should also provide appropriate counselling and support.
3.7 Teaching facilities and equipment
.1 Rooms and other services
It is important to make reservations as soon as is practicable for the use of lecture
rooms, laboratories, workshops and other spaces.
.2 Equipment
Arrangements must be made at an early stage for the use of equipment needed in the
spaces mentioned in 3.7.1 to support and carry through the work of the course. For
example:
● blackboards and writing materials
● apparatus in laboratories for any associated demonstrations and experiments
● machinery and related equipment in workshops
● equipment and materials in other spaces (e.g. for demonstrating re ghting,
personal survival, etc.)
3.8 Teaching aids
Any training aids specified as being essential to the course should be constructed, or
checked for availability and working order.
3.9 Audio-visual aids
Audio-visual aids (AVA) may be recommended in order to reinforce the learning
process in some parts of the course. Such recommendations will be identified in Part
A of the model course. The following points should be borne in mind:
.1 Overhead projectors
Check through any illustrations provided in the course for producing overhead
projector (OHP) transparencies, and arrange them in order of presentation. To produce
transparencies, a supply of transparency sheets is required; the illustration scan be
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transferred to these via photocopying. Alternatively, transparencies can be produced
by writing or drawing on the sheet. Coloured pens are useful for emphasizing salient
points. Ensure that spare projector lamps (bulbs) are available.
.2 Slide projectors
If you order slides indicated in the course framework, check through them and
arrange them in order of presentation. Slides are usually produced from photographic
negatives. If further slides are considered necessary and cannot be produced locally,
OHP transparencies should be resorted to.
.3 Cine projector
If films are to be used, check their compatibility with the projector (i.e. 16 mm, 35 mm,
sound, etc.). The films must be test-run to ensure there are no breakages.
.4 Video equipment
It is essential to check the type of video tape to be used. The two types commonly
used are VHS and Betamax. Although special machines exist which can play either
format, the majority of machines play only one or the other type. Note that VHS and
Betamax are not compatible; the correct machine type is required to match the tape.
Check also that the TV raster format used in the tapes (i.e. number of lines, frames/
second, scanning order, etc.) is appropriate to the TV equipment available. (Specialist
advice may have to be sought on this aspect.) All video tapes should be test-run prior
to their use on the course.
.5 Computer equipment
If computer-based aids are used, check their compatibility with the projector and the
available software.
.6 General note
The electricity supply must be checked for correct voltage, and every precaution must
be taken to ensure that the equipment operates properly and safely. It is important to
use a proper screen which is correctly positioned; it may be necessary to exclude
daylight in some cases. A check must be made to ensure that appropriate screens or
blinds are available. All material to be presented should be test-run to eliminate any
possible troubles, arranged in the correct sequence in which it is to be shown, and
properly identified and cross-referenced in the course timetable and lesson plans.
3.10 IMO references
The content of the course, and therefore its standard, reflects the requirements of all
the relevant IMO international conventions and the provisions of other instruments as
indicated in the model course. The relevant publications can be obtained from the
Publication Service of IMO, and should be available, at least to those involved in
presenting the course, if the indicated extracts are not included in a compendium
supplied with the course.
3.11 Textbooks
The detailed syllabus may refer to a particular textbook or textbooks. It is essential
that these books are available to each student taking the course. If supplies of
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textbooks are limited, a copy should be loaned to each student, who will return it at
the end of the course. Again, some courses are provided with a compendium which
includes all or part of the training material required to support the course.
3.12 Bibliography
Any useful supplementary source material is identified by the course designers and
listed in the model course. This list should be supplied to the participants so that they
are aware where additional information can be obtained, and at least two copies of
each book or publication should be available for reference in the training institute
library.
3.13 Timetable
If a timetable is provided in a model course, it is for guidance only. It may only take
one or two presentations of the course to achieve an optimal timetable. However,
even then it must be borne in mind that any timetable is subject to variation, depending
on the general needs of the trainees in any one class and the availability of instructors
and equipment.
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Part 2: Notes on teaching technique
1. Preparation
1.1 Identify the section of the syllabus which is to be dealt with.
1.2 Read and study thoroughly all the syllabus elements.
1.3 Obtain the necessary textbooks or reference papers which cover the training area to
be presented.
1.4 Identify the equipment which will be needed, together with support staff necessary
for its operation.
1.5 It is essential to use a “lesson plan”, which can provide a simplified format for
coordinating lecture notes and supporting activities. The lesson plan breaks the
material down into identifiable steps, making use of brief statements, possibly with
keywords added, and indicating suitable allocations of time for each step. The use
of audio-visual material should be indexed at the correct point in the lecture with an
appropriate allowance of time. The audio-visual material should be test-run prior to
its being used in the lecture. An example of a lesson plan is shown in annex A3.
1.6 The syllabus is structured in training outcome format and it is thereby relatively
straight forward to assess each trainee’s grasp of the subject matter presented
during the lecture. Such assessment may take the form of further discussion, oral
questions, written tests or selection-type tests, such as multiple-choice questions,
based on the objectives used in the syllabus. Selection-type tests and short-answer
tests can provide an objective assessment independent of any bias on the part of
the assessor. For certification purposes, assessors should be appropriately qualified
for the particular type of training or assessment.
REMEMBER – POOR PREPARATION IS A SURE WAY TO LOSE THE INTEREST OF
A GROUP
1.7 Check the rooms to be used before the lecture is delivered. Make sure that all the
equipment and apparatus are ready for use and that any support staff are also
prepared and ready. In particular, check that all blackboards are clean and that a
supply of writing and cleaning materials is readily available.
2. Delivery
2.1 Always face the people you are talking to; never talk with your back to the group.
2.2 Talk clearly and sufficiently loudly to reach everyone.
2.3 Maintain eye contact with the whole group as a way of securing their interest and
maintaining it (i.e. do not look continuously at one particular person, nor at a point
in space).
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2.4 People are all different, and they behave and react in different ways. An important
function of a lecturer is to maintain interest and interaction between members of a
group.
2.5 Some points or statements are more important than others and should therefore be
emphasized. To ensure that such points or statements are remembered, they must
be restated a number of times, preferably in different words.
2.6 If a blackboard is to be used, any writing on it must be clear and large enough for
everyone to see. Use colour to emphasize important points, particularly in sketches.
2.7 It is only possible to maintain a high level of interest for a relatively short period of
time; therefore, break the lecture up into different periods of activity to keep interest
at its highest level. Speaking, writing, sketching, use of audio-visual material,
questions, and discussions can all be used to accomplish this. When a group is
writing or sketching, walk amongst the group, looking at their work, and provide
comment or advice to individual members of the group when necessary.
2.8 When holding a discussion, do not allow individual members of the group to
monopolize the activity, but ensure that all members have a chance to express
opinions or ideas.
2.9 If addressing questions to a group, do not ask them collectively; otherwise, the
same person may reply each time. Instead, address the questions to individuals in
turn, so that everyone is invited to participate.
2.10 It is important to be guided by the syllabus content and not to be tempted to
introduce material which may be too advanced, or may contribute little to the course
objective. There is often competition between instructors to achieve a level which is
too advanced. Also, instructors often strongly resist attempts to reduce the level to
that required by a syllabus.
2.11 Finally, effective preparation makes a major contribution to the success of a lecture.
Things often go wrong; preparedness and good planning will contribute to putting
things right. Poor teaching cannot be improved by good accommodation or
advanced equipment, but good teaching can overcome any disadvantages that
poor accommodation and lack of equipment can present.
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Part 3: Curriculum development
1. Curriculum
The dictionary defines curriculum as a “regular course of study”, while syllabus is
defined as “a concise statement of the subjects forming a course of study”. Thus,
in general terms, a curriculum is simply a course, while a syllabus can be thought of
as a list (traditionally, a “list of things to be taught”).
2. Course content
The subjects which are needed to form a training course, and the precise skills and
depth of knowledge required in the various subjects, can only be determined through
an in-depth assessment of the job functions which the course participants are to be
trained to perform (job analysis). This analysis determines the training needs, hence
the purpose of the course (course objective). After ascertaining this, it is possible to
define the scope of the course.
(Note: Determination of whether or not the course objective has been achieved may
quite possibly entail assessment, over a period of time, of the “on-the-job
performance” of those completing the course. However, the detailed learning
objectives are quite specific and immediately assessable.)
3. Job analysis
A job analysis can only be properly carried out by a group whose members are
representative of the organizations and bodies involved in the area of work to be
covered by the course. The validation of results, via review with persons currently
employed in the job concerned, is essential if undertraining and overtraining are to
be avoided.
4. Course plan
Following definition of the course objective and scope, a course plan or outline can
be drawn up. The potential students for the course (the trainee target group) must
then be identified, the entry standard to the course decided and the prerequisites
defined.
5. Syllabus
The final step in the process is the preparation of the detailed syllabus with
associated timescales; the identification of those parts of textbooks and technical
papers which cover the training areas to a sufficient degree to meet, but not exceed,
each learning objective; and the drawing up of a bibliography of additional material
for supplementary reading.
6. Syllabus content
The material contained in a syllabus is not static; technology is continuously
undergoing change and there must therefore be a means for reviewing course
material in order to eliminate what is redundant and introduce new material reflecting
current practice. As defined above, a syllabus can be thought of as a list and,
traditionally, there have always been an “examination syllabus” and a “teaching
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syllabus”; these indicate, respectively, the subject matter contained in an examination
paper, and the subject matter a teacher is to use in preparing lessons or lectures.
7. Training outcomes
7.1 The prime communication difficulty presented by any syllabus is how to convey the
“depth” of knowledge required. A syllabus is usually constructed as a series of
“training outcomes” to help resolve this difficulty.
7.2 Thus, curriculum development makes use of training outcomes to ensure that a
common minimum level and breadth of attainment is achieved by all the trainees
following the same course, irrespective of the training institution (i.e. teaching/
lecturing staff).
7.3 Training outcomes are trainee-oriented, in that they describe an end result which is
to be achieved by the trainee as a result of a learning process.
7.4 In many cases, the learning process is linked to a skill or work activity and, to
demonstrate properly the attainment of the objective, the trainee response may have
to be based on practical application or use, or on work experience.
7.5 The training outcome, although aimed principally at the trainee to ensure achievement
of a specific learning step, also provides a framework for the teacher or lecturer
upon which lessons or lectures can be constructed.
7.6 A training outcome is specific and describes precisely what a trainee must do to
demonstrate his knowledge, understanding or skill as an end product of a learning
process.
7.7 The learning process is the “knowledge acquisition” or “skill development” that
takes place during a course. The outcome of the process is an acquired “knowledge”,
“understanding”, “skill”; but these terms alone are not sufficiently precise for
describing a training outcome.
7.8 Verbs, such as “calculates”, “defines”, “explains”, “lists”, “solves” and “states”,
must be used when constructing a specific training outcome, so as to define
precisely what the trainee will be enabled to do.
7.9 In the IMO model course project, the aim is to provide a series of model courses to
assist instructors in developing countries to enhance or update the maritime training
they provide, and to allow a common minimum standard to be achieved throughout
the world. The use of training outcomes is a tangible way of achieving this desired
aim.
7.10 As an example, a syllabus in training-outcome format for the subject of ship
construction appears in annex A2. This is a standard way of structuring this kind of
syllabus. Although, in this case, an outcome for each area has been identified – and
could be used in an assessment procedure – this stage is often dropped to obtain
a more compact syllabus structure.
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134
8. Assessment
Training outcomes describe an outcome which is to be achieved by the trainee. Of
equal importance is the fact that such an achievement can be measured OBJECTIVELY
through an evaluation which will not be influenced by the personal opinions and
judgements of the examiner. Objective testing or evaluation provides a sound base
on which to make reliable judgements concerning the levels of understanding and
knowledge achieved, thus allowing an effective evaluation to be made of the progress
of trainees in a course.
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135
AnnexA1–Preparationchecklist
RefComponentIdentifiedReservedElectricity
supply
PurchasesTestedAcceptedStartedFinishedStatusOK
1Courseplan
2Timetable
3Syllabus
4Scope
5Objective
6Entry
standard
7Preparatory
course
8Course
certificate
9Participant
numbers
10Staffing
Co-ordinator__________________________________________________________________________________________________________________
Lecturers__________________________________________________________________________________________________________________
Instructors__________________________________________________________________________________________________________________
Technicians__________________________________________________________________________________________________________________
Other__________________________________________________________________________________________________________________
131

136
AnnexA1–Preparationchecklist(continued)
RefComponentIdentifiedReservedElectricity
supply
PurchasesTestedAcceptedStartedFinishedStatusOK
11Facilities
a)Rooms
Lab__________________________________________________________________________________________________________________
Workshop__________________________________________________________________________________________________________________
Other__________________________________________________________________________________________________________________
Class__________________________________________________________________________________________________________________
b)Equipment
Lab__________________________________________________________________________________________________________________
Workshop__________________________________________________________________________________________________________________
Other__________________________________________________________________________________________________________________
12AVA
Equipment
andMaterials
OHP__________________________________________________________________________________________________________________
Slide__________________________________________________________________________________________________________________
Cine__________________________________________________________________________________________________________________
Video__________________________________________________________________________________________________________________
13IMOReference
14Textbooks
15Bibliography
132

137
Annex A2 – Example of a Model Course syllabus in a subject area
Subject area : Ship construction
Prerequisite : Have a broad understanding of shipyard practice
General aims : Have knowledge of materials used in shipbuilding, specification of
shipbuilding steel and process of approval
Textbooks : No specific textbook has been used to construct the syllabus, but the
instructor would be assisted in preparation of lecture notes by referring
to suitable books on ship construction, such as Ship Construction by
Eyres (T12) and Merchant Ship Construction by Taylor (T58)
133

138
Course outline
Knowledge, understanding and proficiency
Total hours for
each topic
Total hours for
each subject area
of required
performance
Competence :
3.1 CONTROL TRIM, STABILITY and STRESS
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP
CONSTRUCTION, TRIM AND STABILITY
.1 Shipbuilding materials 3
.2 Welding 3
.3 Bulkheads 4
.4 Watertight and weathertight doors 3
.5 Corrosion and its prevention 4
.6 Surveys and dry-docking 2
.7 Stability 83 102
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139
Part C3: Detailed teaching syllabus
Introduction
The detailed teaching syllabus is presented as a series of learning objectives. The objective,
therefore, describes what the trainee must do to demonstrate that the specified knowledge
or skill has been transferred.
Thus each training outcome is supported by a number of related performance elements in
which the trainee is required to be proficient. The teaching syllabus shows the Required
performance expected of the trainee in the tables that follow.
In order to assist the instructor, references are shown to indicate IMO references and
publications, textbooks and teaching aids that instructors may wish to use in preparing and
presenting their lessons.
The material listed in the course framework has been used to structure the detailed training
syllabus; in particular:
● Teaching aids (indicated by A)
● IMO references (indicated by R), and
● Textbooks (indicated by T)
will provide valuable information to instructors.
Explanation of information contained in the syllabus tables
The information on each table is systematically organized in the following way. The line at
the head of the table describes the FUNCTION with which the training is concerned. A
function means a group of tasks, duties and responsibilities as specified in the STCW Code.
It describes related activities which make up a professional discipline or traditional
departmental responsibility on board.
The header of the first column denotes the COMPETENCE concerned. Each function
comprises a number of COMPETENCES. Each competence is uniquely and consistently
numbered on this model course.
In this function the competence is Control trim, stability and stress. It is numbered 3.1,
that is the first competence in Function 3. The term “competence” should be understood as
the application of knowledge, understanding, proficiency, skills, experience for an individual
to perform a task, duty or responsibility on board in a safe, efficient and timely manner.
Shown next is the required TRAINING OUTCOME. The training outcomes are the areas of
knowledge, understanding and proficiency in which the trainee must be able to demonstrate
knowledge and understanding. Each COMPETENCE comprises a number of training
outcomes. For example, the above competence comprises three training outcomes. The
first is concerned with FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION, TRIM AND
STABILITY. Each training outcome is uniquely and consistently numbered in this model
course. That concerned with fundamental principles of ship construction, trim and stability
is uniquely numbered 3.1.1. For clarity, training outcomes are printed in black type on grey,
for example TRAINING OUTCOME.
135

140
Finally, each training outcome embodies a variable number of Required performances – as
evidence of competence. The instruction, training and learning should lead to the trainee
meeting the specified Required performance. For the training outcome concerned with the
fundamental principles of ship construction, trim and stability there are three areas of
performance. These are:
3.1.1.1 Shipbuilding materials
3.1.1.2 Welding
3.1.1.3 Bulkheads
Following each numbered area of Required performance there is a list of activities that the
trainee should complete and which collectively specify the standard of competence that the
trainee must meet. These are for the guidance of teachers and instructors in designing
lessons, lectures, tests and exercises for use in the teaching process. For example, under
the topic 3.1.1.1, to meet the Required performance, the trainee should be able to:
– state that steels are alloys of iron, with properties dependent upon the type and
amount of alloying materials used
– state that the specication of shipbuilding steels are laid down by classication
societies
– state that shipbuilding steel is tested and graded by classication society surveyors
who stamp it with approved marks
and so on.
IMO references (Rx) are listed in the column to the right-hand side. Teaching aids (Ax), videos
(Vx) and text books (Tx) relevant to the training outcome and Required performances are
placed immediately following the TRAINING OUTCOME title.
It is not intended that lessons are organized to follow the sequence of Required performances
listed in the Tables. The Syllabus Tables are organized to match with the competence in the
STCW Code Table A-II/2. Lessons and teaching should follow college practices. It is not
necessary, for example, for shipbuilding materials to be studied before stability. What is
necessary is that all of the material is covered and that teaching is effective to allow trainees
to meet the standard of the Required performance.
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141
FUNCTION 3: CONTROLLING THE OPERATION OF THE SHIP AND CARE FOR
PERSONS ON BOARD AT THE MANAGEMENT LEVEL
COMPETENCE 3.1 Control trim, stability and stress IMO reference
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP
CONSTRUCTION, TRIM AND STABILITY
Textbooks: T11, T12, T35, T58, T69
Teaching aids: A1, A4, V5, V6, V7
Required performance:
1.1 Shipbuilding materials (3 hours) R1
– states that steels are alloys of iron, with properties dependent upon the type and
amounts of alloying materials used
– states that the specifications of shipbuilding steels are laid down by
classification societies
– states that shipbuilding steel is tested and graded by classification surveyors,
who stamp it with approved marks
– explains that mild steel, graded A – E, is used for most parts of the ship
– states why higher tensile steel may be used in areas of high stress, such as
the sheer strake
– explains that the use of higher tensile steel in place of mild steel results in
saving of weight for the same strength
– explains what is meant by:
• tensile strength
• ductility
• hardness
• toughness
– defines strain as extension divided by original length
– sketches a stress-strain curve for mild steel
– explains
• yield point
• ultimate tensile stress
• modulus of elasticity
– explains that toughness is related to the tendency to brittle fracture
– explains that stress fracture may be initiated by a small crack or notch in a plate
– states that cold conditions increase the chances of brittle fracture
– states why mild steel is unsuitable for the very low temperatures involved in the containment of
liquefied gases
– lists examples where castings or forgings are used in ship construction
– explains the advantages of the use of aluminium alloys in the construction of superstructures
– states that aluminium alloys are tested and graded by classification society surveyors
– explains how strength is preserved in aluminium super structures in the event of fire
– describes the special precautions against corrosion that are needed where aluminium alloy is
connected to steelwork
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142
AnnexA3–ExampleofalessonplanforannexA2
Subjectarea:3.1Controltrim,stabilityandstressLessonNumber:1Duration:3hours
TrainingArea:3.1.1Fundamentalprinciplesofshipconstruction,trimandstability
Mainelement
Specifictrainingoutcomeinteachingsequence,with
memorykeys
Teaching
method
TextbookIMO
reference
A/VaidInstructor
guidelines
Lecture
notes
Time
(minutes)
1.1Shipbuildingmaterials(3hours)
Statesthatsteelsarealloysofiron,withproperties
dependentuponthetypeandamountsofalloying
materialsused
LectureT12,T58STCWII/2,
A-II/2
V5toV7A1Compiled
bythe
lecturer
10
Statesthatthespecificationsofshipbuildingsteelsare
laiddownbyclassificationsocieties
A-II/2
V5toV7A1Compiled
bythe
lecturer
20
Explainsthatmildsteel,gradedAtoE,isusedformost
partsoftheship
A-II/2
V5toV7A1Compiled
bythe
lecturer
15
Stateswhyhighertensilesteelmaybeusedinareasof
highstress,suchasthesheerstrake
A-II/2
V5toV7A1Compiled
bythe
lecturer
10
Explainsthatuseofhighertensilesteelinplaceofmild
steelresultsinasavingofweightforthesamestrength
A-II/2
V5toV7A1Compiled
bythe
lecturer
15
138

IMO Model Course 6.10 Edition 2012

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IMO Model Course 6.10 Edition 2012