HTW 7-3-3-Add.1 - Proyecto de Curso Modelo Revisado 1.22 Sobre Gesti N de Los Recursos Del Puente Secretar A

S
SUBCOMITÉ DE FACTOR HUMANO, HTW 7/3/3/Add.1

FORMACIÓN Y GUARDIA 28 febrero 2020
7º periodo de sesiones Original: INGLÉS
Punto 3 del orden del día Difusión al público antes del periodo de sesiones: ☒
VALIDACIÓN DE LOS CURSOS MODELO DE FORMACIÓN
Proyecto de curso modelo revisado 1.22 sobre gestión de los recursos del puente
Nota de la Secretaría
RESUMEN
Sinopsis: En este documento se facilita el proyecto de curso

modelo revisado 1.22 sobre gestión de los recursos del
puente.
Principios estratégicos, 1
si son aplicables:
Resultados: 1.3
Medidas que han de adoptarse: Véase el párrafo 2.
Documentos conexos: HTW 7/3/3.
Generalidades
1 En el anexo de este documento figura el proyecto de curso modelo revisado 1.22 sobre
gestión de los recursos del puente al que se hace referencia en el documento HTW 7/3/3.
Medidas cuya adopción se pide al Subcomité
2 Se invita al Subcomité a que examine el proyecto de curso modelo revisado 1.22

sobre gestión de los recursos del puente, que figura en el anexo, junto con el informe del
Grupo de examen, que figura en el documento HTW 7/3/3, y a que adopte las medidas que
estime oportunas.
***
I:\HTW\07\HTW 7-3-3-Add.1.docx
HTW 7/3/3/Add.1
Annex, page 1
ANNEX
DRAFT REVISED MODEL COURSE ON BRIDGE RESOURCE MANAGEMENT
Model
Course
1.22
BRIDGE RESOURCE MANAGEMENT
2020 Edition
London, 2020
HTW 7/3/3/Add.1
Annex, page 2
ACKNOWLEDGEMENTS
The International Maritime Organization (IMO) wishes

to express its sincere appreciation to Dokuz Eylul University Maritime Faculty
and the Republic of Turkey for the valuable assistance and cooperation in the development
of this model course.
Copyright © International Maritime Organization 2020
HTW 7/3/3/Add.1
Annex, page 3
Foreword
[To be inserted by the Secretariat]
Secretary-General
HTW 7/3/3/Add.1
Annex, page 4
Contents
Introduction 1
Part A: Course framework 8
Part B: General outline 13
Part C: Detailed outline 15
Part D: Instructor manual 26
Part E: Evaluation and assessment 40
Appendix I: Non-technical skills assessment example 52
Appendix II: Technical skills assessment example 57
Appendix III: Example scenario 58
Appendix IV: Guidance on the implementation of IMO model courses 59
Appendix V: Instructor feedback on model course 76
HTW 7/3/3/Add.1
Annex, page 5
Introduction
■ Purpose of the model course
The purpose of an IMO model course is to assist organizations that focus on maritime training
with the development and introduction of new training courses. This also includes the updating
and improvement of existing courses so that the quality and effectiveness of seafarers' training
may be consistent internationally.
It is not the intention of the model course programme to present instructors with a rigid
"teaching package" which they are expected to "follow blindly". Nor is it the intention to
substitute audiovisual or "programmed" material for the instructor's presence. As in all
training endeavours, the knowledge, skills and dedication of the instructors are the key
components in the transfer of knowledge and skills to those being trained through IMO
model course material.
Rather, this document should be used as a guide. Parties should modify this course to suit
their respective training programmes.
Because the educational systems and the cultural backgrounds of trainees in maritime
subjects vary considerably throughout the world, the model course material has been
designed to identify the basic entry requirements and trainee target group for each course
in universally applicable terms, and to specify clearly the technical content and levels of
knowledge and skills necessary to meet the intent of the applicable IMO instruments.
■ Use of the model course
To use the model course, instructors should review the General outline and Detailed
outline, taking into account the information on the entry standards specified in the Course
framework. The actual level of knowledge and skills and prior technical education of the
trainees should be kept in mind during this review, and any areas within the detailed
syllabus which may cause difficulties because of differences between the actual trainee
entry level and that assumed by the course designer should be identified. To compensate
for such differences, instructors are expected to delete from the course, or to reduce the
emphasis on, items dealing with knowledge or skills already attained by the trainees.
Instructors should also identify any academic knowledge, skills or technical training which
they may not have acquired.
By analyzing the detailed syllabus and the academic knowledge required to allow training in
the technical area to proceed, instructors can design an appropriate pre-entry course or,
alternatively, insert the elements of academic knowledge required to support the technical
training elements concerned at appropriate points within the technical course. Adjustment of
the course objectives, scope and content may also be necessary if the trainees completing the
course are to undertake duties which differ from the course objectives specified in the model
course.
■ Lesson plans
Having adjusted the course content to suit the trainee intake and any revision of the course
objectives, instructors should draw up lesson plans based on the detailed syllabus. The
detailed syllabus contains specific references to the teaching material proposed to be used in
the course. Where no adjustment has been found necessary in the learning objectives of the
detailed syllabus, the lesson plans may simply consist of the detailed syllabus with keywords
or other reminders added to assist the instructor in the presentation of the material.
HTW 7/3/3/Add.1
Annex, page 6
■ Presentation
The presentation of concepts and methodologies should be repeated in various ways until
instructors are satisfied that the trainee has attained each specific learning objective. The
Detailed outline (part C) is laid out in learning-objective format and each objective specifies
what the trainee should be able to do as the learning outcome.
■ Implementation
For the course to run smoothly and to be effective, considerable attention should be paid to
the availability and use of:
• properly qualified instructors, facilitators;
• relevant support staff;
• teaching and other spaces;
• appropriate equipment and teaching aids;
• videos, multimedia presentations;
• textbooks, appropriate technical papers etc.; and
• other relevant reference material.
Thorough preparation is the key to successful implementation of the course. IMO has produced
Guidance on the implementation of IMO model courses, which deals with this aspect in greater
detail and is included as an appendix to this course.
■ Training and the STCW Convention
The standards of competence that have to be met by seafarers are defined in part A of the
STCW Code. This IMO model course addresses the competences and the training required to
achieve the standards for the knowledge, understanding and proficiencies (KUPs) set out in
table A-II/1 and paragraph 8 of section A-VIII/2 of the STCW Code.
Part A provides the framework for the course with its aims and objectives and notes on the
suggested teaching facilities and equipment. A list of useful teaching aids, IMO references and
textbooks is also included.
Part B provides an outline of lectures, demonstrations and exercises for the course.
Part C gives the detailed teaching syllabus. This is based on the theoretical and practical
knowledge specified in the STCW Code. It is written as a series of learning objectives, in other
words what the trainee is expected to be able to do as a result of the learning experience. Each
of the objectives is expanded to define a required performance of knowledge, understanding
and proficiency. IMO references, textbook references and suggested teaching aids are
included to assist instructors in designing lessons.
Part D gives guidance notes and additional explanations to instructors on the topics and
learning outcomes listed in part C. For the various topics, this part presents subject matter
details, activities and recommended presentation and assessment techniques.
HTW 7/3/3/Add.1
Annex, page 7
Part E presents a generic guide on effective evaluation and assessment of trainees. Parts C
and D of this model course address the generic subject matter of part E in greater detail.
Mandatory provisions concerning Training and Assessment are given in Section A-I/6 of the
STCW Code that covers: qualifications of instructors, facilitators, supervisors and assessors;
in-service training; assessment of competence; and training and assessment within an
institution. Evaluation of competence should be designed to consider the different methods of
assessment.
■ Responsibilities of Administrations
Administrations should ensure that the training courses delivered meet the standards of
competence required by the STCW Code.
■ Validation
The guidance contained in this document has been validated by the Sub-Committee on Human
Element, Training and Watchkeeping for use by Administrations and training providers in
developing relevant training programmes for the effective implementation of uniform minimum
standards for training and certification of seafarers. Validation in this context means that the
Sub-Committee has found no grounds to object to the contents of this model course, but has
not granted its approval to the document, as the Sub-Committee does not consider any model
course to be an official interpretation of IMO Instruments.
HTW 7/3/3/Add.1
Annex, page 8
Part A: Course framework
■ Aim
The overall aim of this model course is to meet the mandatory minimum standard of
competence for seafarers for the competence: Maintain a safe navigational watch, in particular
bridge resource management in column 2 as specified in function of navigation at the
operational level in table A-II/I of the STCW Code.
■ Scope
This course is theoretical and practical including a simulator exercise considering table A-II/1
and paragraph 8 of section A-VIII/2 of the STCW Code.
■ Objective
The objective of this course is to provide trainees with guidance and information to gain
knowledge, understanding and proficiency (KUP) required to achieve the objectives of the
learning outcomes to demonstrate the standard of competence for all seafarers assigned
shipboard duties as set out in tables A-II/I and paragraph 8 of section A-VIII/2 of the STCW
Code.
The trainees who successfully complete the course should be able to successfully demonstrate
their competence to maintain a safe navigational watch at the operational level, in particular
their knowledge of bridge resource management principles, including:
.1 allocation, assignment, and prioritization of resources:
.2 effective communication;
.3 assertiveness and leadership;
.4 obtaining and maintaining situational awareness; and
.5 consideration of team experience.
■ Entry standards
Entry standards should be in accordance with the STCW Convention or other applicable IMO
instruments, where such requirements are specified. The trainee should have competency of
using ECDIS, ARPA radar, radio equipment, electronic navigation aids as well as SMCP,
COLREG, IALA, navigation knowledge. If such requirements are not specified, it is left to the
Administration to decide entry standards in accordance with national regulations and system
of education.
■ Course certificate, diploma or document
On successful completion of the course and demonstration of competence, a document may

be issued to indicate that the holder has achieved the mandatory minimum standard of
competence in maintaining a safe navigational watch, and the necessary level of knowledge,
understanding and proficiency for bridge resource management in particular, as set out in
tables A-II/1 of the STCW Code. This may facilitate the issuance of a Certificate of Competency
by the Administration confirming the holder has completed approved education and training
and met the standard of competence specified in section A-II/1 of the STCW Code.
HTW 7/3/3/Add.1
Annex, page 9
■ Course intake limitations
The maximum number of trainees accepted for each course will depend on the availability of
adequate numbers of instructors, equipment and facilities available to conduct the training. The
course intake is limited by five trainees for effective simulation exercise and workshop.
Teaching staff should note that the ratio is recommendation only and could be adapted
according to groups of trainees depending on their experience, ability and equipment available.
■ Staff requirements
Instructors, supervisors and assessors are to be appropriately qualified in accordance with the
STCW Convention or other applicable IMO instruments for the particular types and levels of
training or assessment of competence of the trainees. It is left to the Administration to decide
staff requirements in accordance with their national regulations.
■ Teaching aids (A)
A1 Instructor manual and its appendix (part D of the course)
A2 Visual presentations
A3 ECDIS, charts, tide tables, current charts, list of lights and sailing directions for the
exercise areas.
A4 Other equivalent teaching aids, including multimedia training aids such as videos,
CD-ROMs
A5 E-learning materials and Computer- Based Training (CBT)
A6 Bridge Simulator as specified STCW Code section A-1/12
■ IMO references (R)
R1 International Convention for the Safety of Life at Sea (SOLAS), 1974, as amended
R2 International Convention on Standards of Training, Certification and Watchkeeping for

Seafarers (STCW), 1978, as amended
R3 Convention on the International Regulations for Preventing Collisions at Sea

(COLREG), 1972, as amended
R4 Provision and display of manoeuvring information on board ships (resolution

A.601(15))
R5 Performance standards for electronic chart display and information systems (ECDIS)
(resolution A.817(19))
R6 Revised performance standards for electronic chart display and information systems
(ECDIS) (resolution MSC.232(82))
R7 Guidelines for voyage planning (resolution A.893(21))
R8 Model Course 1.07 on Radar Navigation at Operational Level - Radar Navigation,

Radar Plotting and Use of ARPA
HTW 7/3/3/Add.1
Annex, page 10
R9 Model Course 1.08 on Radar Navigation at Management Level - Radar, ARPA, Bridge
Teamwork and Search and Rescue
R10 Model Course 1.27 on Operational Use of Electronic Chart Display and Information
Systems (ECDIS)
R11 Model Course 1.30 on Onboard Assessment
R12 Model Course 1.39 on Leadership and Teamwork
R13 Model Course 6.10 on Train the Simulator Trainer and Assessor
R14 Guidelines on fatigue (MSC.1/Circ.1598)
■ Textbooks (T)
T1 Navigation manual
■ Bibliography (B)
B1 ICS Bridge Procedure Guide (2016), Fifth Edition, International Chamber of Shipping
B2 OCIMF (2018a), A Guide to Best Practice for Navigational Assessments and Audits.
Retrieved from: https://www.ocimf.org/media/105826/A-Guide-to-Best-Practice-for-
Navigational-Assessments-and-Audits.pdf
B3 OCIMF (2018b), Behavioural Competency Assessment and Verification for Vessel

Operators. Retrieved from: https://www.ocimf.org/media/112105/Behavioural-
Competency-Assessment-and-Verification.pdf
B4 ECDIS Passage Planning and Watchkeeping (2019), Witherby
B5 Seagull Maritime AS e-learning materials, (2019)
B6 Maritime Resource Management (2019), CBT, Swedish Club
B7 OCIMF (2017), Tanker Management and Self-Assessment A Best Practice Guide,

Third Edition
B8 Chatterjea K. et al (2014) Bridge Resource Management: Teamwork and Leadership,

EMAS
B9 Fjeld, G. P. (2018) "Bridge officers' non-technical skills: a literature review", WMU

Journal of Maritime Affairs, (1), pp. 475-495
B10 MCA, (2010), The Human Element - A Guide to Human Behavior in the Shipping
Industry, UK
B11 Sandhåland, H., Oltedal, H. and Eid, J. (2015) "Situation awareness in bridge
operations - A study of collisions between attendant vessels and offshore facilities in
the North Sea", Safety Science, 79, pp. 277-285. doi: 10.1016/j.ssci.2015.06.021.
B12 Chauvin, C., Clostermann, J. P. and Hoc, J. M. (2008) "Situation Awareness and the
HTW 7/3/3/Add.1
Annex, page 11
Decision-Making Process in a Dynamic Situation: Avoiding Collisions at Sea", Journal

of Cognitive Engineering and Decision Making, 2(1), pp. 1-23. doi:
10.1518/155534308X284345.
B13 Barnett, M., Gatfield, D. and Pekcan, C. (2003) "A Research Agenda in Maritime Crew
Resource Management", Proceedings of the International Conference on Team
Resource Management in the 21st Century., pp. 1-22. Available at:
http://ssudl.solent.ac.uk/433/1/Embry-20Riddle-202003.pdf
B14 Ed Verbeek (2019), BRM - back to the future?, Seaways
B15 ECDIS Procedures Guide (2019), Witherby
B16 Jeffery, R. (2007) Leadership Throughout, The Nautical Institute
B17 A. J. Swift (1993), Bridge Team Management A practical guide, The Nautical Institute,
London
B18 SEAHEALTH (2016), Crisis at Sea - how to move on, Roedovre
B19 IPAS(2012), Crew Resource Management for Polair - Queensland Police Service,
Retrieved from: https://issuu.com/battlesights/docs/nsw_dpi_workbook_2018_issuu
B20 Flin, R., O'Connor, P., & Crichton, M. (2008). Safety at the sharp end: A guide to non-
technical skills. In Safety at the Sharp End: A Guide to Non-Technical Skills.
https://doi.org/9781315607467
B21 Flin, R., Martin, L., Goeters, K.-M., Hörmann, H.-J., Amalberti, R., Valot, C., & Nijhuis,
H. (2003), Development of the NOTECHS (non-technical skills) system for assessing
pilots' CRM skills. Human Factors and Aerospace Safety, 3(2), pp. 97 - 119.
https://doi.org/10.4324/9781315194035-1
■ Teaching facilities and equipment
This course requires a ship handling simulator with a fully equipped bridge, including
instruments showing ship's course, speed, rudder angle, rate of turn, engine RPM and
propeller pitch and relative wind direction and speed. Whenever possible, ship model in
use should be of similar size and manoeuvring characteristics to the ships in which trainees
will serve. The models should generate realistic responses to the use of engine and rudder
under various conditions. Special attention should be drawn to slow speed situations. The
simulator should have a visual system capable of handling a number of ships in addition
to land masses. The simulator should generate realistic radar signals and echo soundings,
and simulate or emulate navigation receivers providing at least one alternative means of
fixing position. Also the simulator should have at least one ECDIS equipment connected to
navigation system.
Manoeuvring information, in the form set out in annex to the Provision and display of
manoeuvring information on board ships (Res. A.601(15)), should be provided for the model
in use. The bridge should be equipped with a simulated VHF telephone, connected to the
instructor station, for communicating with pilot stations, VTS, port services and other ships
during exercises. The instructor will act as the other stations in answering or initiating calls.
Similarly, an internal telephone to the engine-room should be connected to the instructor
station.
HTW 7/3/3/Add.1
Annex, page 12
Means of producing the sound signals required by the Convention on the International
Regulations for Preventing Collisions at Sea (COLREG), 1972, as amended, should be
provided for other ships in the vicinity as well as for own ship.
Adjacent to the simulator, there should be a room where briefing and debriefing may be
held. Preferably, rounded or oval table in the room provides opportunity discuss course
modules face to face, rather than creating distance instructor and students. The room
should be suitable for displaying CBT programmed (or equivalent products).
General performance standards for simulators used in assessment of competence should

comply with paragraph 1 and 2 of section A-I/12, paragraph 67 and 68 of section B-I/12.
HTW 7/3/3/Add.1
Annex, page 13
Part B: General Outline
■ Timetable
This model course has been developed providing a recommended range in duration of 32 to
40 hours for lectures, demonstrations, laboratories, or simulator exercises and assessment.
No formal timetable is included in this model course.
Instructors must develop their own timetable depending on:
.1 the level of skills of trainees;
.2 the numbers to be trained;
.3 the number of instructors; and
.4 simulator facilities and equipment available,
and normal practices at the training establishment.
■ Course outline
The course consists of workshops and simulator exercises. Instructors should develop
simulator exercises based on their own simulators in order to suit individual groups of trainees,
depending on their experience, ability, and equipment as well as the staff available for training.
Instructors should determine learning objectives based on navigation accidents, near miss
reports, benchmarking notes and company's specific needs.
Figure 1: BRM course flow
Bridge simulator scenarios will be developed by instructors based on learning objectives.

Workshop content should also be addressed to these learning objectives. Familiarization
session should follow workshop and trainees should be familiar with simulator bridge and
navigation policy requirements. Passage plan preparing session is to be assessed for
passage plan and also observable behaviours of the bridge team. In execution stage the
bridge team will be assessed in terms of navigation practices and also attitudes and
behaviours. At the final stage, debriefing is to be performed and feedback from the trainees
will be received for further development of course content and implication.
The table below lists the competencies and the knowledge, understanding and proficiencies
(KUPs) for this course in the sequence that they are listed in table A-II/1 of the STCW Code.
HTW 7/3/3/Add.1
Annex, page 14
Course outline
1. Resource management
1.1. Introduction to bridge resource management
1.2. Human element
1.3. Allocation, assignment and prioritization of resources
2. Effective communication
2.1. Principles of good communication
2.2. Challenge and response
2.3. Briefing and debriefing
2.4. Cultural awareness
3. Assertiveness and leadership
3.1. Authority and assertiveness
3.2. Effective leadership
3.3. Onboard management
3.4. Planning and coordination
3.5. Automation awareness
4. Obtaining and maintaining situational awareness
4.1. What is situational awareness
4.2. First level of situational awareness
4.3. Second level of situational awareness
4.4. Third level of situational awareness
4.5. Signs indicating loss of situational awareness
5. Consideration of team experience
5.1. Team experience
5.2. Workload management and delegation
5.3. Decision making process
5.4. Option generation
5.5. Outcome review
6. Navigation familiarization
6.1. Navigation policy
6.2. Passage planning
6.3. Bridge familiarization
6.4. Manoeuvring
Note: care should be taken when indicating the range of duration for the model course taking into account the
entering candidates' knowledge and skills, the class size and the resources available to each training provider.
(MSC-MEPC.2/Circ.15/Rev.1, appendix 3)
HTW 7/3/3/Add.1
Annex, page 15
Part C: Detailed outline
■ Introduction
Part C correlates the knowledge, understanding and proficiencies defined in the STCW
Code, with the specific learning outcomes that the trainees should achieve. Each specific
outcome is presented as a topic or sub-topic as a learning objective reflecting the knowledge,
understanding and proficiency (KUP) in table A-II/1 and relevant provisions in section
A-VIII/2.
■ Learning objectives
The detailed outline has been written in learning objective format in which the objective
describes what the trainee should perform to demonstrate that the specific knowledge and
skill have been transferred, and the desired competence has also been achieved. All
objectives are understood to be prefixed by the words, "The expected learning outcome is
that the trainee is able to…"
■ References and teaching aids
In order to assist instructors, references are shown against the learning objectives to
indicate IMO references and publications and teaching aids, that instructors may wish to
use when preparing and presenting the course material. The material is listed in the
course framework. The following notations and abbreviations are used:
A Teaching aids
B Bibliography
R IMO reference
T Textbook
■ Instructor manual
The Instructor Manual (Part D) has been used to structure and comment on the detailed
teaching syllabus and will provide valuable information to instructors.
Knowledge, understanding and IMO Textbooks, Teaching

proficiency (Learning Objectives) Reference Bibliography Aid
1. Resource management R1-R2-R8 B1-B5-B8- A1-A2-A4-

R13-R14 B9-B10-B13- A5
B14-B18
1.1. Introduction to bridge resource management
- describe Bridge Resource Management

(BRM)
- explain aims, learning objectives,

training outcomes and core principles of
BRM
HTW 7/3/3/Add.1
Annex, page 16
1.2. Human element

- explain cognitive dissonance, motivation
and behaviour
- identify attitude
- explain resistance to change and risk

acceptance
- describe cognitive biases
- explain principal cause of marine

casualties
- explain human error and factors

contributing to human error
1.3. Allocation, assignment and prioritization of

resources
- state the resources to be managed on

the bridge
- explain bridge organization
- explain the prioritization and gives

examples of shipboard resource
allocation, assignment and prioritization
2. Effective communication R3-R11-R12 B1-B3-B4-B6- A1-A2-A4-

R14 B8-B10-B11- A5
B13-B17-B19-
B20
2.1. Principles of good communication
- define communication and explain

different types of communication
- explain how people communicate (sense

and mind) and errors during
communication
- emphasize that something may be heard

incorrectly due to background noise or
expect to hear something else
- emphasize that eyes may deceive due to

poor lighting, fatigue or stress
- state that homonymic words may cause
HTW 7/3/3/Add.1
Annex, page 17
misunderstanding
- explain the negative effects of

anticipation while performing
communication
- emphasize that our senses and

assumptions should be questioned in
order to prevent misunderstanding
- define the close loop method for

communication
2.2. Challenge and response
- explain that the master should set an

open communication style on the bridge
that encourages challenge and
appropriate responses from the whole
bridge team
- explain that the pilot should request

challenges if time permits, validate or
deny a received challenge. If time does
not permit, respond cautiously
- explain that the bridge team member

should acknowledge or challenge
concepts when conning the vessel
- identify and discuss team member's

own concepts, challenge whenever
limits are exceeded or there is any
doubt about the situation compared to
the original concept
2.3. Briefing and debriefing
- describe briefing and debriefing
- identify principles of good briefing and

debriefing
- explain establishing an open, interactive

and closed loop communication style
- demonstrate that the bridge team should

actively support
- define the points that need to be

stressed during briefing and debriefing
- explain pilot/master exchange
HTW 7/3/3/Add.1
Annex, page 18
- explain good communication and

briefing for change over watch
- illustrate responsibility to brief and

coordinate operational factors with the
bridge team
2.4. Cultural awareness
- define cultural diversity
- explain the cultural differences and

similarities
- demonstrate methods for dealing with

cultural differences
- describe special care needed in cross-

cultural communication onboard
3. Assertiveness and leadership R12-R14 B3-B5-B6-B8- A1-A2-A4-

B9-B10-B11- A5
B15-B16-B19-
B20
- define authority and assertiveness
- explain the formal and personal authority
- identify and explain team member's

assertiveness.
- recognize the need for a balance

between authority and assertiveness
- state possible reasons for extreme

situations such as too high authority, too
low assertiveness
- demonstrate that the master should

coordinate bridge activity so as to bring
about an appropriate balance between
his authority and the assertiveness of the
bridge team members
- explain how team members should

balance assertiveness according to the
team leader's authority.
- demonstrate that the bridge team

members, including the pilot, should
seek to achieve an appropriate balance
HTW 7/3/3/Add.1
Annex, page 19
between assertiveness and authority
- describes leadership qualities including:

self-awareness, situation awareness,
interpersonal skills, motivation, respect
- explain leadership characteristics,

including: assertiveness, decisiveness,
applying emotional intelligence
- describes leadership techniques,

including: leading by example, setting
expectations, providing oversight,
delegating
- identify effective leadership behaviours
- define management styles onboard
- explain using a balance between

performance-oriented and people-
oriented styles
- explain different management styles for

different conditions
- demonstrate how to respond different

management styles
- review the ability to work with managers

of different styles, so as to maintain safe
working conditions, without threatening
the command or leadership roles
- debate using a balance between

performance-oriented and people-
oriented styles
- review management style, within the

balanced range, as appropriate
- demonstrate officers to ask for

challenging duties
- describe creating a plan
- demonstrate identifying a problem
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Annex, page 20
- apply building a plan to deal with the

problem
- demonstrate checking plans with bridge

team members by an interactive briefing
- demonstrate monitoring the plan is

followed
- describe how to update the plan if

necessary
- define automation characteristics and

automation dangers
- explain how to control automation more

effectively
4. Obtaining and maintaining situational R1-R2-R12- B1-B3-B5-B6- A1-A2-A4-

awareness R14 B8-B10-B11- A5
B12
4.1. What is situational awareness
- describe situational awareness and

factors influencing situational awareness
- define stages of situational awareness
4.2. First level of situational awareness
- explain first level of situational

awareness
4.3. Second level of situational awareness
- explain second level of situational

awareness
4.4. Third level of situational awareness
- explain third level of situational

awareness
4.5. Signs indicating loss of situational

awareness
- explain signs indicating loss of

situational awareness
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Annex, page 21
5. Consideration of team experience R2-R10-R12- B1-B3-B5-B6- A1-A2-A4-

R13-R14 B8-B9-B12- A5
B15-B16
- describe experience level of the crew
- identify differences between high and

low experiences
- demonstrate how team experience effect

decisions and work plan
- explain perception barriers due to

proficiency and experience level
- determine recognizing level of workload
- describe different level of workloads,

anticipating too high or too low workload,
taking corrective actions to prevent their
development
- describe the priorities to escape from an

overload situation
- describe maintaining workload at a

reasonable level of activity
- explain reduce the pilot's high workload

by all means available
- debate that the bridge team members

should support the master in maintaining
a reasonable workload, especially if the
bridge team member tends to deviate
towards high or low workload thinking
- demonstrate that the pilot should support

the bridge team in maintaining a
reasonable workload
- describe work delegation
- demonstrate how to delegate work

effectively
- analyse delegation criteria
- describe using delegation to overcome

high workload and low workload
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Annex, page 22
- describe how to use delegation to as

method for training subordinates
- explain factors effecting decision making
- describe quality of information
- review its relevance and accuracy
- explain searching for missing

information that might influence the
decision
- describe involving bridge team members

in the process
- explain elements of hidden pressure
- describe how to respond appropriately to

hidden pressure keeping safety the
number one priority
- demonstrate that the bridge team

members, including the pilot, should
actively participate in the process if time
permits
5.4. Option generation
- explain multiple responses for the

problem
- state risks and benefits of different

options
5.5. Outcome review
- explain how to review quality of the

decision
6. Navigation familiarization R1-R2-R3- T1-B1-B2-B4- A1-A2-A3-

R4-R5-R6- B5-B7-B16- A4-A5-A6
R7-R8-R9- B19-B20
R11
6.1. Navigation policy
- demonstrate following items in

navigation manual:
• navigational equipment
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• navigation criteria
• navigational limits
• squat effect
• UKC requirement and calculation
• depth contour on ECDIS
• position fixing frequencies and

methods
• navigational watch levels
• standing orders
• visibility, state of weather and sea
• traffic density, and other activities

occurring in the area in which the ship
is navigating
• the attention necessary when

navigating in or near traffic
separation schemes or other routing
measures
• the additional workload caused by

the nature of the ship's functions,
immediate operating requirements
and anticipated manoeuvres
• the fitness for duty of any crew

members on call who are assigned as
members of the watch
• knowledge of and confidence in the

professional competence of the
ship's officers and crew
• the experience of each OOW, and the

familiarity of that OOW with the ship's
equipment, procedures and
manoeuvring capability
• activities taking place on board the

ship at any particular time, including
radio communication activities, and
the availability of assistance to be
summoned immediately to the bridge
when necessary
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• the operational status of bridge

instrumentation and controls,
including alarm systems
• rudder and propeller control and ship

manoeuvring characteristics
• the size of the ship and the field of

vision available from the conning
position
• the configuration of the bridge, to the

extent such configuration might
inhibit a member of the watch from
detecting by sight or hearing any
external development
• any other relevant standard,

procedure or guidance relating to
watchkeeping arrangements and
fitness for duty
- demonstrate berth to berth passage

planning preparation including:
• information from sailing directions

and other navigational publications
• draught, squat and depth of water,

UKC
• tide and current
• weather
• available navigational aids
• means of monitoring progress and

determining arrival at critical points
• expected traffic
• traffic separation schemes
• requirements of vessel traffic

services
• contingency plans for critical points of

the passage
- make use of checklists for departure, for

arrival and for coastal waters
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- make use of electronic and paper charts
- use ECDIS for planning
- use the ship's manoeuvring information,

prepare a detailed plan for approach to
and departure from a pilot station
- carry out the planned passage and

monitor the progress
- comply at all times with the requirements

of regulation Vlll/2 of the STCW
Convention and section A-II/1 of the
STCW Code and COLREG 1972
- demonstrate compliance with rule 10 of

COLREG 1972 when joining, leaving or
navigating in a traffic separation scheme
- demonstrate correct procedures when

communicating with a vessel traffic
service
- demonstrate the approach to or

departure from a pilot station
- demonstrate skill in approaching or

leaving berths under various conditions
of wind and tide
- maintain a record of engine movements

and make appropriate entries in the
logbook
- demonstrate bridge equipment, navigation

aids including:
• nautical charts
• radars
• ECDIS
• engine telegraph
• control panel
6.4. Manoeuvring
- explain manoeuvring theories
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- demonstrate wind/current effect
- demonstrate shallow water effect
- demonstrate bank/channel effect
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Part D: Instructor manual
■ Introduction
The Instructor manual and its Guidance Notes provide a summary of the topics that are to be
presented. The manual provides information on teaching methodology and organization, and
the areas that are considered relevant and important to achieve the relevant learning
outcomes.
Competence in maintaining a safe navigational watch is subject to combination of both

technical and soft skills. Bridge resource management course focuses on human element and
importance of team building as soft skills are vital for application of technical skills on board.
The trainees should understand cultural difference and acquire effective communication in
order to build effective teamwork. Instructors should provide a friendly atmosphere, rather than
one-way lecture, to discuss these issues with trainees and allow to debate over effective
resource management and team building. The attitudes and behaviours of the seafarers are
strongly correlated with national, professional and organizational culture. Instructors should
develop the teaching strategy and prepare relevant lesson plans for the delivery of each topic
of the course according to specification of the trainee group.
Part D of this model course provides further guidance notes, considering table A-II/1 and Part
3 of section A-VIII/2 of the STCW Code that states bridge resource management principles.
■ Lectures
Bridge resource management course lectures have different approach than Bridge Team
Management. Trainees are encouraged to think for their own attitudes and behaviours. Bridge
resource management course should provide opportunity for trainees to discuss over topics.
Using Computer Based Training material facilitates relevant discussion, and trainees can
discuss about the content that is not directly given by the instructors.
Productive debate climate does not only depend on the instructor but also physical condition
of the teaching space. Instructors should not stand in front of the board and give lecture, rather,
should be sitting with trainees and allow them to look at each other's face, offer friendly
atmosphere to encourage trainees to speak out.
Trainees' profile is another criterion for effective bridge resource management course.
Homogeneous distribution of the ranks provides more effective discussion environment. On
the contrary, only senior officers or only junior officer group is not provocative and leads to poor
debate climate. İnstructors should ensure that all trainees are free to express themselves.
The instructors should support or challenge discussion by relevant case studies in the
literature.
The course content should include Navigation section that reviews navigation policy, passage
planning preparation, bridge familiarization and standard manoeuvres, wind and current
effects, shallow water effects, and anchoring. Planning and carrying out a voyage in normal
and emergency situations are other topics that should be stressed before simulator exercise.
Related presentations, diagrams and graphs should be presented.
Bridge resource management course is followed by simulator exercises. It is quite essential

not to miss the specific purpose of the exercises, and instructors should allow trainees to
perform simulations with awareness on what they are doing. For this reason, the instructors
should present their briefing and debriefing in a specific manner of describing tasks to be done
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during their performance of the simulation.
Figure 2: Bridge Resource Management
■ Guidance notes
I - Determining learning objectives
STCW requirements are the main source for determining learning outcomes as indicated in
table A II/1. İnstructors could enrich the content with marine safety investigation reports,
Casualty Investigation Code and other relevant IMO instruments, the latest technological
developments and best practices of the industry.
II - Development of Simulator Scenarios
Basis on learning objectives, simulator exercises are to be developed by instructors.

Scenarios to be performed should be set up considering matching of simulator facilities and
functions and prerequisites of target group of trainees. Scope, complexity and reality of the
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tasks vary according to the simulator facilities and functions, and the target group.
Publications, routing charts, bridge checklists, navigation manual should be used as

scenario development material along with COLREG 1972. Scenarios should contain at
least one of navigation phenomena such as wind and current effect, shallow water effect,
bank/channel effect, bridge/pilot interactions, anchoring/mooring and emergencies such
as rudder malfunction, engine failure, navigation aids failure and windlass defect.
Validity of simulator exercises
The series of tasks and the individual task can be a training programme and various
combinations should be set up to address a training need and units of training programme
should be examined in terms of unambiguity of learning/training objectives, international and
national regulations and recommendations concerned, and duplication with other training
programmes, in order to ensure validity of the simulator training exercises. The
learning/training objective should be clearly specified with training outcomes at this stage and
related to the competencies and requirements.
III - Workshops
Non-technical skills session should be given in a workshop rather than a teaching classroom.
CBT modules are reflected in course content and provide a framework and instructor
encourages discussion through asking questions, and allowing trainees to review their own
attitudes and behaviours as well as other trainees. Some key points for non-technical skills are
pointed out as guidance to instructors.
1. Resource management
Bridge resource management's main focus is on human element which is vital to increase
safety on board. BRM is developed for officers and aims to reduce human errors by gaining
soft skills in workshops and practicing in simulator atmosphere. By the end of this course,
bridge team members should gain awareness of soft skills, how to use them in normal and
emergency conditions, and to set good working environment which leads to increase safety
standards of onboard operations and minimize the human error.
Rationale of BRM should be discussed with fundamental of human characteristics. Individuals

have different characteristics that effected by various sources such as culture, gender,
socialization, and inherited genetics which create personality. Emotional thoughts and
behavioural patterns of individuals are consistent over a time period and it has been defined
as personality. Individuals working on board have different personalities, behaviours and skills.
Attitude is defined as a person's positive, negative or neutral view of an ''attitude object" such
as another person, object or event. However, according to functionalist theory, attitudes may
change over the time due to age or environmental conditions. Motivation is defined as
physiological process which impels the members of the team to give their loyalty to the group,
to carry out the task and to have accepted to play important part in the task that the group is
performing. Attitude and motivation are central to an individual's behaviour. A person's
behaviour and beliefs or new information opposed to their beliefs may be in conflict and this
situation may cause discomfort at feelings. This is defined as Cognitive Dissonance in
physiology. Change is difficult to accept in any case, resistance to change continues and will
prevail unless logical reasons propose advantages over the current situation. However, change
in attitudes and behaviour is possible by training. Safety and risk management perception also
could be increased by training. However, determining risk acceptance differs according to
culture, gender or age.
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Cognitive bias is a phenomenon that affects decision making process and judgements by some
forms of bias that people make. Twelve general biases are defined in literature as confirmation
bias, in-group bias, expectation bias, post-purchase bias, neglecting bias, observational
selecting bias, status quo bias, negativity bias, bandwagon effect, projection bias, current
moment bias, anchoring effect. Instructor should identify potential biases which are crucial for
decision making process as well as safety understanding and risk management strategies on
board.
Instructors should review bridge operations onboard and stress on human error at marine
casualties. The root causes of accidents should be discussed. Various types of human errors
such as inadequate leadership, failure to prioritize resources, inadequate follow-up, failure to
use all available resources, improper communication and personnel conflict should be
described and cases in the literature should be explained. Different sources on the bridge team
members, navigational equipment, pilot support, should be introduced to trainees. It should be
pointed out that there is a prioritization between these resources. The optimum allocation
and prioritization of these resources are very important for the successful bridge resource
management.
Figure 3: Workshop and familiarization
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2. Effective communication
Communication is a process through which information, thoughts and feelings are

exchanged in a clear manner. Verbal, non-verbal and other means of communication
should be defined. In particular, gestures, body language, voice intonation or uniforms that
are worn on board should be discussed. Instructors should point out the principles of the
good communication such as setting the climate, being interactive and always using
closed loop communication, and trainees should be aware that communication involves
two parties, sender and receiver.
As a part of good communication practices on board, challenges and responses should

be defined. Importance of challenges and responses environment for safety of the ship
should be stressed. Discuss about how to establish open communication style on board
to encourages challenge and response. Instructors should emphasize that team members
should not avoid challenge when there is any doubt and recognize that the whole team is
involved in challenge and response.
The briefings are important part of onboard communication as they establish team spirit
and commitment for work. Open and interactive communication should be established.
Bridge team should be well aware of the task, duties and possible difficulties to be
encountered.
The debriefings should cover negative and positive points of the task. Instructors should
stress that this is not a phase to blame individuals, rather, to provide positive learning
experience and provide future improvements in early detection and correction of errors.
Multicultural seafarers on board have become common nature for maritime industry today.
Miscommunication or conflicts could easily arise due to cultural differences. While
observable differences such as dressing, language, appearance are easy to recognize,
beliefs, learning methods and values are not observable. Understanding others, respect
or empathy is the key for successful communication. Instructors should state different
cultural dynamics such as: group or individual, power distance, uncertainty avoidance,
feminine or masculine and short-term or long-term strategy.
3. Assertiveness and leadership
Assertiveness comes along with experience, skills, background and personality.

Instructors should define assertiveness and discuss authority and assertiveness in
balance. Different levels of authority and assertiveness should be compared for extreme
situations. The dangers of the extreme combinations such as low authority/low
assertiveness or high authority/high assertiveness should be debated by trainees. The
team member's assertiveness is critical against leadership styles. Depending on the
situation, team members should change assertiveness level to reach optimum relation on
board. The team members should balance if the level of the team leader's authority is so low
that it might threaten the safety of navigation. In this case, the team should increase the level
of assertiveness to get essential tasks done and essential decisions made.
Leadership is an essential skill for onboard activities. Building a team, performing works
and achieving tasks are highly correlated with positive leadership skills. A good leader
influences others to accomplish a mission, task, or objective and directs the organization
in a way that makes it more cohesive and coherent. Effective leadership behaviours should
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be identified. Leadership techniques need to be discussed by trainees, including: leading

by example, setting expectations, providing oversight, delegating.
Different types of emergencies should be stated. Leader should demonstrate the ability to
solve problems and identify the situations. If the team leader cannot handle the situation,
team member could take the situation diplomatically. Responsibility and confidence should
be in place anytime for a leader. Instructors should encourage to discuss the leadership
in approaching a problem, leadership type on board and single authority perception.
After an event that causes crisis, the situation should be handled carefully to relieve
tension. This is called defusing. Gathering crew, running meeting, assessing individuals
that need assistance and normal reactions after abnormal situations should be discussed.
Different management styles are to be defined. It could be classified at four different roles:
(1) high task/low relationship behaviour, (2) high task/high relationship behaviour, (3) high
relationship/low task behaviour, and (4) low relationship/low task behaviour. Instructors should
explain different styles based on behaviours that can be observed. Reactions against
challenge and response, implying effective briefing and debriefing, short term strategy
acceptances give clear idea regarding management style. Switching between the different
management styles is necessary depending on the situation encountered. While high
task/low relationship is more concerned about performance, high relationship/low task
behaviour styles are more focused on people. The ideal manager should be able to
balance both sides with good communication skills, accepting challenges and using short
term strategies. Management styles, their characteristics and how to respond these styles
should be discussed by trainees. Readiness of followers should be highlighted in four
forms: 1) able and willing, 2) able but unwilling or insecure, 3) unable but willing or
confident, 4) unable and unwilling.
Creating plans is essential to deal with expected or unexpected situations on board. The
problem should be identified first by using all available resources. Making time is important
to build plans. Priorities should be defined within this period. The team leader should ask
for suggestions and plans should be compared in order to reach the optimum plan and to
prevent any missing points. All team members should understand the problem and their
understanding of the plan should be checked. Coordination of the team members and
monitoring are key factors to achieve the goals. The plan should be changed if deemed
necessary. During the workshop, the use of all available sources should be discussed, as
well as how to get team members involved in the problem; their contribution and motivation
should be emphasized. Assertiveness of team members, their attitudes and leadership
skills are key factors for effective planning and coordination.
Bridge is highly equipped with electronic navigation equipment that are significant
resources for maintaining a safe navigational watch. However, dependency to automation
could lead to danger. Team members should be capable of handling automation on the
bridge. Basic principles of bridge resource management should be implemented between
human being and navigation equipment. Communication inputs, challenge and response,
setting alarm limits, acknowledging alarms, data ranges or review intervals should be
considered. Team members should be familiar with automation. The instructor should ask
questions to discuss automation dependency on board.
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4. Obtaining and maintaining situational awareness
Situational awareness is described as being aware of what is happening around you and
understanding what that information means to you now and in the future. It's the core of
bridge resource management.
Three levels of situational awareness should be described by the instructor. The first stage
is perception of the relevant elements in environment. Detailed attention needs to be paid
during watchkeeping as seafarers on board are in a dynamic situation. Distractions, or
missing some information, potentially will lead to errors. The second stage is
understanding and creating the mental model during the evaluation process. Collected
data are processed and interpreted at this level. Overloaded data, experience limitations
or stress could lead to error at this stage. The third level is perception and comprehension
of the current situation to anticipate what will happen in the near future. The instructor
should give examples for situational awareness such as current/wind effects, collision-
avoiding manoeuvre.
Signs of indicating the loss of situational awareness such as ambiguity, distraction, failure
to follow a plan, violating rules need to be discussed with trainees during session.
5. Consideration of team experience
Team experience level is critical for the workload management and safe navigation. Team
leader should take into account experience level of the members, their background
capabilities and fatigue factors.
Planning and coordination should be started with identifying the problem. The following
step is to build the plan while considering time, available resources and setting priorities.
The plan should be checked, and the leader should be open for suggestions to improve
the plan. A briefing session is to take place to confirm understanding and to gain
commitment. Failures need to be corrected by proper monitoring.
Instructors should open a discussion for short-term planning strategy, and the involvement
of the pilot should be questioned.
Workload on board is to be balanced in order to ensure a safe and effective voyage.

Recognizing level of the workload is the first step for the workload management. Overload
situation is observed with frustration, tension, bad temper, errors or stopping to listen to
the others. Delegation of authority is crucial to handle overload or underload situation.
Personality, motivation, experience, tiredness factors need to be considered for
delegation. Pre-planning is the first stage of the delegation: work to be done and available
resources need to be organized. Pilot involvement in bridge team and work delegation
should be considered.
Instructors should provoke the trainees with questions that encourage them to discuss
good and bad examples of delegation. How the team members, leader and pilot should
react to anticipation, planning, setting priorities and maintain reasonable workload stages
need to be stressed.
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Bridge resource management practices aim to improve decision accuracy along with skills,
technical knowledge and experience. The factors affecting decision making process
should be stated. Some human factors such as uncertainty due to lack of information or
knowledge, lack of time, complexity of the situation, stress due to risk and personality have
significant effects on judgment and decision making.
Quality of information and accuracy are the key points for good judgement and decision
making. Information should be cross-checked from other sources. Experience is another
point to evaluate accuracy of information.
Inaccurate or lack of information negatively affects decisions. Team members should take
part in decision making process – if time limit allows.
Multiple responses should be generated for a problem. The risk and benefits of different
options should be assessed. External advice should be taken into consideration and
decision should be implemented in a timely manner. Quality of the decision should be
reviewed and outcome to be compared with the plan.
Argument for effective decision, detecting error chain should be discussed by trainees.
Instructors should exemplify hidden pressure over decision making process.
6. Navigation familiarization
6.1. Navigation manual
A navigation manual should be prepared by instructors. The manual should clearly indicate
company safe navigation requirements along with international rules and regulations. If
trainees are working in same company, the original company manual could be taken as a
reference. Typical booklet consists of three sections: Navigation Policy; Bridge Checklists;
Forms and Emergency/Contingency Checklists.
Navigation policy section consists of 10 sub-sections. These sub-sections are:
• Navigational equipment;
• Navigation criteria;
• Navigational limits;
• Squat;
• UKC requirement and calculation;
• Depth contour on ECDIS;
• Position fixing frequencies and methods;
• Navigational watch levels;
• Standing orders; and
• Passage planning guide.
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Navigation Equipment on the course manual include 16 navigational aids such as radars,
ARPAs, navigation lights, sextant, autopilot etc., and their preparation notes. Some examples
about these information can be listed as follows:
• General control periods;
• Checking times before leaving port, during navigation or at anchorage;
• Output powers; and
• Responsible persons.
The master and all deck officers are to recognize navigational aids including radar, radar
plotters, gyro pilot, ECDIS, VDR, AIS, gyro compass, GPS and weather fax and their
limitations. They should also always be conscious of the possibility of errors in the ship's
navigation equipment. For this, navigational criteria should be well known. Officers are warned
against allowing themselves to be lulled into a false sense of security at any time and especially
in pilotage waters, poor visibility and at night. This and similar information about navigation is
given in the Navigation Criteria.
Another sub-section is Navigational Limits. The limits to be applied in port, ocean passage or
restricted conditions are described in this sub-section on the manual. Squat and UKCs
calculations related to this field are given in the following sections. Formulas and explanation
about squat, UKC, category zones of confidence are illustrated with pictures and tables.
Another title is Depth Contour on ECDIS. Explanation of safety contour, safety depth, shallow
contour and guard zone and other issues on draft and UKC are shown in this sub-section.
Position fixing frequencies and methods is another important sub-section for safety navigation.
According to navigation areas, information about how often fixing and by which fixing method
is shared in this sub-section. Another important sub-section is Navigation Watch Levels.
According to conditions such as traffic density, weather conditions and any other situations
where the master requires, table of minimum people on watch is demonstrated in this chapter.
Standing orders are another issue required for safety of ship and navigation and are applied
for each watch. These orders include generally information about ship and weather and
emergencies or warnings affecting mariners.
As bridge team will be requested to prepare and execute passage plan, passage planning
preparation should be demonstrated to bridge team. Passage plan should comply with
industrial practices as well as navigation policy of the company.
The main objective of this session is to make the trainees familiar with the layout of the bridge
where the different instruments are located and how to operate them. The instructor should
introduce the trainees to the bridge and then let them operate the engine and rudder as well
as the other instruments. As a prerequisite, trainees are considered to have knowledge of
COLREG, SMCP, IALA system, radar, ECDIS, tide, tidal current, navigation publications,
manoeuvring, anchoring, mooring/unmooring, bridge procedures. Familiarization is only to
ensure that the trainees are familiar with the charts, publications and equipment
commonly used.
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Charts
Attention should be drawn to the various measures used on charts, in what units they are
given and what the datums for the measures are. Trainees should also be taught the
habit of always checking when the chart was last corrected and when the original was
made.
Special attention should be drawn to datums. The instructor should make sure that all trainees
have a thorough understanding of datum shift. This is especially important when using
instruments giving positions in latitude and longitude (the difference in position from one datum
to another may be several hundred meters).
ECDIS
Instructors should ensure that students have competency level of ECDIS including
understanding of safety depth, navigation alarms, manual position fixing methods and passage
planning.
The instructor should make sure that all trainees have a true understanding of principle types
of ECDIS systems and their display characteristics, risk of over reliance on ECDIS, detection
of misrepresentation of information, factors affecting system performance and accuracy.
Radar
Trainees should be reminded about the normal accuracy of a navigational radar. Attention
should be drawn to the possibility of mistaken identity of buoys or coastal areas when using
the radar as a navigational aid.
The different methods of position fixing should be reviewed. The importance of

periodically checking the position by different methods should be stressed. For example,
if position fixing by radar bearing and range is the method in use, every now and then the
position should be checked by another means (e.g. GPS, visual).
This is mainly a classroom session, but a brief demonstration on the simulator would
reinforce the lesson. The danger of over-reliance on radar when measuring the distance
to a sloping coastline is a useful demonstration. If possible, a demonstration of datum
shift should be done by fixing with two different methods using different datums (satellite
fix in WGS84 and radar fix in the local datum of the chart for instance).
Publications
Regarding publications, different volumes and issues of pilot books, tide tables and
current charts should be available. The instructor should avoid ranking them and rather
point out the advantages and disadvantages of the various volumes. The instructor
should use the opportunity to lead a discussion between the trainees based on their own
experience.
6.4. Manoeuvring
In addition to standard manoeuvring, some theories of wind/current affect, shallow water

effect and bank/channel effects should be explained. The instructor should also stress the
importance of making plans for anchoring and single-buoy mooring. The plan should contain
details of approach tracks and courses, wheel-over positions and the points at which to reduce
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speed and to reverse engines.
IV - Preparation of passage plan
The team should develop a passage plan for the given route. Trainees should change their
duty for each scenario.
Planning includes appraisal, gathering all relevant information for the voyage, and detailed
planning of the passage, execution of the plan and the monitoring of the progress of the
vessel.
Figure 4: The first assessment
In the appraisal stage, team members should gather information such as routing guides,
routing charts, current and tidal atlas, meteorological information, sailing directions, and
admiralty list of lights, radio aids to navigation, pilot information, and port information.
Detailed passage plan should include appropriate charts, route, no-go areas, margin of safety,
VTS reporting positions and requirements. Passage plan should also comprise of safe speed,
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navigational hazards, manoeuvring characteristics of the ship, draft and water depth, UKC,
squat effect, abort positions, course alteration points. Emergency anchorage areas,
contingency plans, and position fixing methods. Each passage plan should be approved by
master before sailing and to be undersigned by officer of the watch as it has been read and
understood.
In addition to publications, scenario text, navigational manual and check lists will be necessary
documents for the trainees.
This preparation stage should be observed by instructor to assess the team. On this stage
the team is expected to work in harmony, demonstrate good bridge resource management
practices such as good communication, leadership, workload management. Role playing is
also necessary to conduct this stage.
The first assessment will be carried out end at the end of the passage planning session by
the instructor. Static assessment is to be carried out over technical skills of the trainees based
on their passage plan, ECDIS, Radar functions and navigation procedures implications.
Dynamic assessment is to be carried out in order to assess non-technical skills such as

teamwork, communication, decision making and role play.
V - Execution of the passage plan in bridge simulator
Briefing should be conducted before execution of the passage. Team members should
become familiar with entire passage and critical points, reporting positions, dangerous
remarks, draft restrictions, previous accident reports if there are any.
During the execution stage, it is expected that bridge team complies with the passage plan
as developed. Vessel's ETA, reporting points, meteorological conditions, traffic conditions,
visibility, and bridge watch level should be executed.
The progress of the vessel in accordance with the passage plan should be closely monitored.
Performance of the navigation equipment, position fixing methods, transit marks, parallel
indexing, safe speed, pilot interactions should be checked.
During exercises the instructor will be responsible for monitoring and sailing the target ships,
recording the exercise and making a summary for the purposes of debriefing. Trainees will
expect target ships to act in compliance with COLREG 1972, and the instructor should control
the target ships accordingly
Dynamic assessment is to be carried out at the end of the scenario. Both technical and non-
technical behaviours are to be assessed.
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Figure 5: The second assessment
VI - Debriefing and feedbacks
The final stage of the course is debriefing and feedbacks. The debriefing session is a vital
phase of a simulation, since this is when consolidation of lessons learned is accomplished. An
atmosphere of candour should be encouraged, while trainees take responsibility for assessing
actions and results of decisions made during the simulation.
The time spent on debriefing will vary from exercise to exercise and should occupy between
25 and 30 per cent of the total time used for simulator exercises.
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Figure 6: Debriefing and feedbacks
Various facilities may be used to assist in debriefing, such as playback (in which the whole
exercise is recorded and any sequence is available for discussion), plotters (which record the
tracks made by the ships), data-logging equipment and voice recorders.
The instructor should refer to the summary made during the exercise to raise important points
and to direct the discussion among the trainees. Instructor should encourage them to criticize
the actions taken during the exercise and to suggest alternative actions which could have been
taken. Trainees should provide feedback for institutions for further improvements.
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Part E: Evaluation and assessment
■ Introduction
The effectiveness of any evaluation depends to a great extent on the precise description of
what is to be evaluated. The detailed teaching syllabus should be designed to assist trainees
to meet the learning objectives, using descriptive verbs, for example, those widely used in
revised Bloom's taxonomy.
Evaluation/assessment should be planned to assess if the learning objectives have been

achieved. It enables assessors (instructors), to ascertain if trainees have gained the required
skills and knowledge needed at a given point to demonstrate effectively their competence to
perform the tasks set out.
■ Assessment
In assessing the achievement of competence, assessors should be guided by the criteria for
evaluating competence in column 4 of tables A-II/1 of the STCW Code and the learning
outcomes in the Detailed outline.
The purpose of evaluation and assessment is to:
- assist trainees' learning;
- identify trainees' strengths and weaknesses;
- assess the effectiveness of an instructional strategy;
- assess and improve the effectiveness of curriculum programmes; and
- assess and improve teaching effectiveness.
The different types of evaluation/assessment can be classified as:
Initial/diagnostic assessment
Diagnostic assessment is an evaluation of a trainee's skills, knowledge, strength and areas for
development. This should take place before trainees commence a course to ensure they are
on the right path. Depending on the available resources in the training institution, this
assessment could be conducted individually and/or collectively.
Formative assessment
Formative assessment is an integral part of the teaching/learning process and is hence is a

"continuous" assessment. It provides information on trainee's progress and may also be used
to encourage and motivate them.
Formative assessment is a basic assessment skill that should be mastered by course

instructors. The proper use of this form of assessment, not only gives instructors a clear view
of the impact of their own teaching as well as the need to possibly adapt their teaching
methods, it also provides feedback to course trainees, motivating them and serving as a
continuous basis for identifying their own strengths and weaknesses and helping them
develop self-awareness.
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Summative assessment
It is designed to measure trainee's achievements against defined objectives and performance

targets. It may take the form of an exam or an assignment and takes place at the end of a
course.
The purpose of summative assessment is, among others, to assess if trainees are competent
or not yet competent, and to grade trainees.
■ Evaluation for quality assurance
Evaluation of the assessment process would be required for quality assurance purposes for
compliance with the requirements of the STCW regulation I/8.
The purpose of assessment with respect to quality assurance is to:
- provide feedback to instructors on trainee's learning;
- evaluate a module's strengths and weaknesses; and
- improve teaching.
■ Assessment planning
Assessment planning should be specific, measurable, achievable, realistic and time-bound

(SMART). Some methods of assessment that could be used depending upon the
course/qualification are as follows and should all be adapted to suit individual needs:
- observation (e.g. in oral examinations, simulation exercises, practical demonstrations)
- written assessments (objective tests, essays, etc.)
- assignments, activities, projects, tasks and/or case studies
- simulations (also refer to section A-I/12 of the STCW Code)
- computer-based tests
■ Validity
The evaluation methods should be based on clearly defined objectives and should truly
represent what is meant to be assessed, for example the relevant criteria and the specific
learning outcomes of the course. There should be a reasonable balance between the subject
topics involved and also in the testing of a trainee's knowledge, understanding and proficiency
of the concepts.
■ Reliability
Assessments should be reliable. In other words, if the assessment was done again with a
similar group/trainee, the assessor would receive similar results. The same subject may have
to be delivered to different groups of trainees at different times. If other assessors are also
assessing the same course/qualification, it is to be ensured that all assessors make similar
decisions.
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To be reliable, an evaluation procedure should produce reasonably consistent results, no

matter which set of papers or version of the test is being used.
If the instructors are going to assess their own trainees, they need to know what they are to
assess and then decide how to do this. The "what" will come from the standards/learning
outcomes of the course/qualification they will deliver. The "how" may already be decided for
them if it is an assignment, test or examination.
Instructors need to consider the best way to assess the skills, knowledge and attitudes of their
trainees, whether this is formative and/or summative, as well as how the assessment ensures
validity and reliability. All assessments should be valid, authentic, current, sufficient and
reliable (VACSR), where:
- Valid: the assessment is relevant to the standards/criteria being assessed;
- Authentic: the assessment result has been produced solely by the trainee;
- Current: the assessment is still relevant at the time it is taken;
- Sufficient: the assessment covers all of the relevant scope of standards/criteria; and
- Reliable: the assessment is consistent across all trainees, over time and at the required
level.
It is important to note that no single method can satisfactorily measure knowledge and skill
over the entire range of matters to be tested for the assessment of competence. Care should
therefore be taken to select the method most appropriate to the particular aspect of
competence to be tested, bearing in mind the need to frame questions such that they relate as
realistically as possible to the intended learning outcomes.
■ 1978 STCW Convention, as amended
The training and assessment of seafarers, as required under the STCW Convention, are
administered, supervised and monitored in accordance with the provisions of section A-I/6 of
the STCW Code. Mandatory provisions concerning training and assessment are given in
section A-I/6 of the STCW Code that covers: qualifications of instructors, supervisors and
assessors; in-service training; assessment of competence; training and assessment within an
institution.
Column 3 (methods for demonstrating competence) and column 4 (criteria for evaluating
competence) of the competence tables of the STCW Code set out the methods and criteria for
evaluation of trainees with respect to the competence standards set by the Convention.
Instructors should refer to these tables when designing assessments. It should be noted that
column 3 distinguishes where/how competence can be evaluated by examination, by
demonstration and in many cases has requirements for both. The reason for this is that while
knowledge and understanding can generally be assessed with some validity using
examinations, actual or simulated demonstrations are a far more valid method for evaluating
proficiency. Assessment is covered in more detail in IMO model course 1.30 on On-board
assessment and 3.12 on Assessment, examination and certification of seafarers.
When the evaluation consists of oral and practical tests, the following should be taken into
consideration.
■ Advantages and disadvantages of oral and practical tests
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Some aspects of competency can only be properly judged by having candidates demonstrate
their ability to perform specific tasks in a safe and efficient manner. The safety of the ship and
the protection of the marine environment are heavily dependent on the human element. In
general, all proficiencies require a practical demonstration, which in some cases can be
performed either within training or in service. It is important that any practical testing used to
evaluate competence is valid. This means that where this is to be conducted during a training
course, the assessor needs to create an environment that has the key features of the work
environment on ship present.
The advantage of an oral/practical test is that this checks the performance of the trainee in a
distinct and interactive way. In this respect, the ability of candidates to react in an organized,
systematic and prudent way can be more easily and reliably judged through an oral/practical
test.
One disadvantage of oral/practical tests is that they can be time-consuming and require
expensive equipment and facilities. Equipment should also be available in accordance with
the knowledge, understanding and abilities/proficiencies that are to be tested.
■ Static and dynamic assessments
Two steps of assessments are recommended for bridge resource management course. The
first one should be conducted during and just after passage planning stage. The second one
should be dynamic assessment during execution of the passage plan.
The course consists of both technical and non-technical skills; passage planning preparation
stage and execution of plan at bridge simulator. Both static and dynamic assessment technics
should be used.
The static assessment should be conducted before execution of passage as review of detailed
passage plan prepared by trainees. The template of assessment asks questions that are to
be responded as yes or no, with any additional reporting if necessary. The first dynamic
assessments should be carried out during preparation stage of the passage planning.
The second assessment should be carried out during simulator exercise in order to review
navigational practices for both technical and non-technical skills. Assessment form should be
prepared in detail in order assess learning outcomes of the course. Only yes or no responses
are not satisfactory for dynamic assessment. The assessor should evaluate behaviours or
practices as positive and negative within three different scales: unsatisfactory, needs
improvement, meets expectations. Assessment criteria are summarized at below table.
Assessment Criteria
Meets expectations Demonstrates this competency at a level appropriate for the
(consistently meets position. Meets and sometimes exceeds expected results. Is
expectations; meets all reliably and consistently successful. May be viewed as a role model
and often exceeds or mentor and helps others develop this competency.
expectations)
Needs improvement - Needs further development, guidance or evaluation to consistently
(sometimes meets demonstrate this competency at a level appropriate for the position.
expectations) - Needs to strengthen this competency to achieve results
- Does not always learn from feedback, coaching or training.
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Unsatisfactory - Regularly fails to achieve results. Regularly demonstrates

(does not meet behaviours inconsistent with this competency. Does not follow
expectations) through on feedback, coaching or training.
Source: Adopted from Behavioural Competence Assessment and Verification, OCIMF (2018)
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Appendix I
Non-technical skills assessment example
Unsatisfactory
Improvement
Expectations
Category Element Examples of positive and negative behaviours
Needs
Meets
N /A
1 2 3
POSITIVE: polite and friendly, inviting comments, positive comments, coaching,
flexible but firm, listening without interrupting, promotes/uses interactive
1. Team building and briefings/debriefings.
maintaining NEGATIVE: physical violence/rudeness/bad language, raising voice
aggressively, ignoring inputs, making negative criticism or sarcasm, inappropriate
silence, improper behaviour to shipping traditions and moral.
POSITIVE: showing interest, respect and/or empathy, tolerance of
religious/political differences, awareness of physical/mental state of others, using
language common to all crew members, asking appropriate questions, tolerant of
2. Consideration of others weakness.
A - Teamwork
NEGATIVE: unaware of differences between self and others, dismissive

gestures, forcing opinions, ignoring others' problem/stress/fatigue, displaying lack
of concern, egotistical behaviour, speaking too softly or too loudly.
POSITIVE: providing backup in demanding situation, showing genuine interest,
providing practical assistance, offering solutions to problems, giving individual
3. Supporting others counselling/advice, praising when appropriate.
NEGATIVE: acting impatiently/hurrying or rushing others, not fulfilling promises,
withholding information/support, undermining/belittling others.
POSITIVE: ability to de-escalate conflict/compromise/give space, being good

listener, ability to define/solve problems without emotion, makes decisions
4. Conflict solving impartially/admits own errors, keeping calm and collected, agreeing to disagree.
NEGATIVE: taking sides, using abusive language/physical violence, displaying

bias and/or prejudice.
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Unsatisfactory
Improvement
Expectations
Needs
Meets
N /A
1 2 3
POSITIVE: supporting and ensuring task completion, intervening/taking initiative
when necessary, changing style as situation requires, appropriate assertiveness
1. Use of authority and and intervention.
assertiveness
NEGATIVE: destructive criticism, self-contradicting and/or inconsistent, being too
nice, prompting too much or too little, showing lack of self-confidence.
B - Leadership & Managerial Skills
POSITIVE: following company procedures/correct use of checklist,

promoting/ensuring compliance with procedures, appropriate cross-checking and
supervision, positive call-out/correction of deviation, communicating procedure
2. Maintaining standards deviation when required.
NEGATIVE: operating with a casual attitude, over-reliance/overconfidence in
others, making/allowing deliberate deviation, failing to correct deviations.
POSITIVE: interactive briefing/discussion of salient points, clear statement of
intentions and goals, making full use of all available resources and data,
encouraging periodic review of plans/progress.
3. Planning and coordinating
NEGATIVE: sticking to original plan regardless, changing plans without
consultation, focusing on irrelevant tasks.
POSITIVE: prioritizing/concentrating on primary tasks, appropriate distribution of

tasks/workload, using automatics appropriately, carrying out tasks as briefed.
4. Workload management
NEGATIVE: giving up due overload, briefing at wrong time, unnecessary
interruptions/chatter at high workload.
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Needs Improvement
Meets Expectations
Unsatisfactory
N /A
1 2 3
POSITIVE: scanning/monitoring of instruments, checking and reporting changes,

requesting/reporting updates, speaking up when unsure.
1. System awareness
C - Situational Awareness
NEGATIVE: not noticing status changes, misinterpreting data, not announcing

changes in modes/status, operating at edge of envelope.
POSITIVE: monitoring EAW data/charts, updating other crew members, collecting
info on external environment.
2. Environmental awareness
NEGATIVE: showing no concern for Pax safety/comfort, over-reliance on single
data sources, missing position reports/VTS calls, fixation on internal environment.
POSITIVE: timely preparation and briefings, identifying possible future

problems/events, setting time limits/creating reminders/requesting time checks,
willing to readjust time targets, etc.
3. Anticipation
NEGATIVE: surprised by unanticipated events, exceeding time limits, not allowing
others time to complete tasks.
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Unsatisfactory
Improvement
Expectations
Needs
Meets
N /A
1 2 3
POSITIVE: gathering info from all available sources, stating problems, asking
relevant questions, discussing and seeking underlying causes.
1. Problem definition
NEGATIVE: jumping to conclusion/tunnel vision/fixation, ignoring input from others,
using leading questions, stating own diagnosis before asking for others.
D - Decision Making
POSITIVE: listening to others' options first, looking for multiple options, seeking
outside advice when required.
2. Option generation
NEGATIVE: ignoring others' inputs, belittling other options, not expressing doubts.
POSITIVE: prioritizing risks: safety downwards, discussing risks with others,
3. Risk assessment & option informing others of selected option.
choice NEGATIVE: failing to recognize risks, selecting option without consulting, relying
purely on experience.
POSITIVE: reviewing outcome against selected plan, reviewing new options after
changes in facts, making time to review.
4. Outcome review
NEGATIVE: no review, allowing review to be interrupted, too much reviewing.
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Unsatisfactory
Improvement
Expectations
Needs
Meets
N /A
1 2 3
POSITIVE: information is being shared with team members and repeat the
1. Providing and receiving information received, loop is closed.
information
NEGATIVE: information received from other sources is not being shared and
communication loop is not closed after providing or receiving information.
E - Communication
POSITIVE: using appropriate non-verbal language, formulate the message and

create climate for communication.
2. Assertion
NEGATIVE: ignoring others' inputs, aggressive stance when asserting.
POSITIVE: using third sources to verify, responding cautiously, evaluating,
3. Challenge and response reconfirm or update concept as necessary for safety.
NEGATIVE: taking personally, ignoring any challenge or taking as threat.
POSITIVE: team members ask questions, listen carefully and give constructive
feedback, both positive and negative outcomes are discussed.
4. Briefing and debriefing
NEGATIVE: one-way communication, only positive outcomes are discussed.
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Appendix II
Technical skills assessment example
Unsatisfactory
Improvement
Expectations
Category Element Implementation of elements
Needs
Meets
N /A
1 2 3
1. Navigation procedures Following up navigation rules and master/company standing orders
Following up instructions and procedures of company in according with changing
2. Company procedures
A - Procedures conditions
3. Manoeuvre procedures Following up rules and instructions for manoeuvring
4. Emergency procedures Following up procedures in emergency situation
Following up resources in changing conditions (e.g. chart, depth and electronic

1. Navigational resources
navigational aids control in route change)
2. Following up shipping traffic Following up and monitoring of shipping traffic and environment
3. Navigation signs Using of audible and visual signs according to the navigation rules
4. Position Position tracking/cross-checking position
B - Navigation 5. IALA Having knowledge of IALA and buoy and implementing of them
6. COLREG Knowing and implementing COLREG rules
7. Special areas Comply with the rules/standards in special areas (Turkish Straits, Singapore Strait, etc.)
8. Anti-collision system Radar, visual tracking, bearing, etc.
9. Anti-grounding system ECDIS, GPS, AIS, chart, etc.
1. Manoeuvre theory and Theoretical knowledge of ship manoeuvring, manoeuvre applications, position tracking
application in manoeuvring
2. Using manoeuvre and Efficient use of navigation aids, manoeuvring units, main machine, steering and
C - Manoeuvre navigation aids thrusters in manoeuvres
3. Manoeuvrings …………………………………………………………………………………..
(executed manoeuvre practices: open sea, anchoring, berthing, etc.)
1. Communication resources Use of communication facilities (VHF, AIS messaging, audible and visual signals etc.)
2. Internal communication Effectiveness of communication inside the ship
D - Communication 3. External communication External communication effectiveness of the ship
4. Basic English Basic knowledge of English
5. SMCP SMCP knowledge and ability to use
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Appendix III
Example scenario
After completing sea passage, the ship picks up pilot at pilot boarding position and sails to
narrow channel with pilot. Scenario will start before pilot boarding position and bridge team is
expected to make necessary preparations before pilot boarding operation. After embarking the
pilot, vessel will proceed to in a narrow channel until berth.
The trainees are expected to follow safe navigation procedures, comply with company
procedures, international regulations and demonstrate good behaviours.
Technical Non-Technical
Before pilot - Contacting with VTS, pilot stations, - Sharing information with authority
arrival etc. using SMCP - Sharing information with deck team
- Following company ISM for pilot ladder arrangement
procedures - Sharing information with engine
- Preparing of pilot ladder/ room
combination - Bridge team should be organized
- Reducing safe speed and for port arrival – master, duty officer,
contacting engine room helmsman, lookout
- Giving any visual or sound signals - Engine team should be organized
if necessary for port arrival
- Etc. - Proper communication with the
bridge team (asking information to
officer(s), challenge and response,
close loop communication on the
bridge)
- Etc.
After pilot - Reducing speed - Sharing and exchange information
embarkation - Using radar/ECDIS for traffic with pilot (tug boat bollard capacity,
monitoring breaking force of lines and bollards,
- Following safe navigation first line, mooring side, etc.)
procedures (echosounder, ECDIS, - Concentrating on primary tasks
radar, IALA buoys, position fixing, - Discussion options with team
etc.) members and pilot
- Following coastal navigation - Balancing authority assertiveness
procedures and local requirements - Etc.
During - Following narrow channel - Environmental changes and effects
channel procedures (DUKC, Squat, IALA, on the ship
passage etc.) - Scanning/monitoring of
- Monitoring/controlling wind and instruments, checking and reporting
current effect, wheel orders, ship changes, requesting/reporting
positions, squat, speed, depth, updates, etc.
traffic, etc.
Mooring - Preparing fore and aft mooring - Communication with the fore/aft
teams stations
- Preparing radios for communication - Sharing mooring information with
- Etc. teams
- Applying close loop
communications
- Etc.
Note: the table is example only could be improved according to analyses of learning objectives
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Appendix IV
Guidance on the implementation of IMO model courses
Contents
Part 1: Preparation
Part 2: Notes on Teaching Technique
Part 3: Curriculum Development
Annex A1 Preparation checklist
Annex A2 Example of a Model course syllabus in a subject area
Annex A3 Example of a lesson plan for annex A2
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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 should 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 Al, 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 to assess the status of the preparation and "trouble-shoot" 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 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 should 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. 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 to meet additional local or national requirements (see part 3).
3.2 Course objective
3.2.1 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?
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3.2.2 It is important that any subsequent assessment made of the course should include a
review of the course objectives.
3.3 Entry standards
3.3.1 If the entry standard will not be met by your intended trainee intake, those entering
the course should first 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.
3.3.2 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.
3.3.3 Study the course material with the above questions in mind and with a view to
assessing whether 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 should be emphasized that where the model course
material involves an international requirement, such as a regulation of the International
Convention Standards of Training, Certification and Watchkeeping (STCW) 1978, as
amended, the standard should 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
3.5.1 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.
3.5.2 It may be necessary to make arrangements for accommodating the trainees and
providing facilities for food and transportation. These aspects should be considered at an early
stage of the preparations.
3.6 Staff requirements
3.6.1 It is important that an experienced person, preferably someone with experience in

course and curriculum development, is given the responsibility of implementing the course.
3.6.2 Such a person is often termed a "course coordinator" 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 should be set
up for checking the material they may be required to prepare. To do this, it will be essential to
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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.
3.6.3 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
Rooms and other services
3.7.1 It is important to make reservations as soon as is practicable for the use of lecture
rooms, laboratories, workshops and other spaces.
Equipment
3.7.2 Arrangements should 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 firefighting,

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 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:
Internet connection, interactive boards, virtual reality, cloud computing, computers,

loudspeakers or projectors should be checked and tested before each use.
The electricity supply should be checked for correct voltage, and every precaution should 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
should 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 lesson plans.
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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 textbooks. It is essential that these books are available to
each student taking the course. If supplies of 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 trainees 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
Model courses are developed providing a recommended range in duration of time for lectures,
demonstrations, laboratories or simulator exercises and assessment. No formal timetable is
included in model courses.
Instructors should develop their own timetable depending on:
.1 the level of skills of trainees;
.2 the numbers to be trained;
.3 the number of instructors; and
.4 simulator facilities and equipment available,
and normal practices at the training establishment.
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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
straightforward 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 outcomes 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 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.
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 person, nor at a point in space).
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 should be
restated several times, preferably in different words.
HTW 7/3/3/Add.1
Annex, page 59
2.6 If a blackboard is to be used, any writing on it should be clear and large enough for
everyone to see. Use color 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.
HTW 7/3/3/Add.1
Annex, page 60
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 trainees are to be trained to perform (job
analysis). This analysis determines the training needs, thence the purpose of the course
(course objective). After ascertaining this, it is possible to define the scope of the course. (Note:
Determination of whether the course objective has been achieved may quite possibly entail
assessment, over a period, of the "on-the-job performance" of those completing the course.
However, the detailed learning outcomes 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 work 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) should 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 time
scales; 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 outcome; 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 should therefore be a means for reviewing course material 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 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
HTW 7/3/3/Add.1
Annex, page 61
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 a 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 should do to
demonstrate his knowledge, understanding or skill as a 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" should
be used when constructing a specific training outcome, 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.
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 judgments of the
examiner. Objective testing or evaluation provides a sound base on which to make reliable
judgments concerning the levels of understanding and knowledge achieved, thus allowing an
effective evaluation to be made of the progress of trainees in a course
HTW 7/3/3/Add.1
Annex, page 62
Annex A1
Preparation Checklist
Ref. Component Identified Reserved Electricity supply Purchases Tested Accepted Started Finished Status
1 Course plan
2 Timetable
3 Syllabus
4 Scope
5 Objective
6 Entry Standard
7 Preparatory course
8 Course certificate
9 Trainee numbers
10 Staffing;
Coordinator
Lecturers
Instructors
Technicians
other
11 Facilities;
(a) Rooms
Lab
Workshop
Other
Class
(b) Equipment
Lab
Workshop
Other
12 AVA Equipment and materials
OHP
Slide
Cine
Video
13 IMO Reference
14 Textbooks
15 Bibliography
HTW 7/3/3Add.1
Annex, page 63
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)
HTW 7/3/3/Add.1
Annex, page 64
Example of a model course syllabus
COURSE SYLLABUS
Total hours for each

Total hours for subject area of
Knowledge, understanding and proficiency
each topic required
performance
Competence:
3.1 CONTROL TRIM STABILITY and STRESS
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION, TRIM AND STABILITY
.1 Shipbuilding materials
.2 Welding
.3 Bulkhead
.4 Watertight and weather tight door
.5 Corrosion and its prevention
.6 Surveys and dry-docking
.7 Stability
HTW 7/3/3Add.1
Annex, page 65
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 should do to demonstrate that the specified knowledge or
skill has been transferred.
Thus, each training outcome is supported by several 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.
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 teaching
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. For example, Function 3, Controlling the Operation of the Ship and
Care for Persons on board at the Management Level, comprises a number of COMPETENCES.
Each competence is uniquely and consistently numbered in 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 should 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
HTW 7/3/3/Add.1
Annex, page 66
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.
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 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 should
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
amounts of alloying materials used;
- state that the specifications of shipbuilding steels are laid down by classification
societies
- state that shipbuilding steel is tested and graded by classification society surveyors
who stamp it with approval marks,
and so on.
IMO references (Rx) are listed in the column to the right-hand side. Teaching aids (Ax), videos
(Vx) and textbooks (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 ship building 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.
HTW 7/3/3Add.1
Annex, page 67
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, A5, A6, A7
Required performance:
1.1 Shipbuilding materials (3 hours) R1
- state that steels are alloys of iron, with properties dependent upon the
type and amounts of alloying materials used
- state that the specifications of shipbuilding steels are laid down by
classification societies
- state that shipbuilding steel is tested and graded by classification
society surveyors, who stamp it with approval marks
- explain that mild steel, graded A to E, is used for most parts of the ship
- state why higher tensile steel may be used in areas of high stress, such
as the sheer strake
- explain that the use of higher tensile steel in place of mild steel results
in a saving of weight for the same strength
- explain what is meant by:
• tensile strength
• ductility
• hardness
• toughness
- define strain as extension divided by original length
- sketch a stress
– strain curve for mild steel
- explain:
• yield point
• ultimate tensile stress
• modulus of elasticity
- explain that toughness is related to the tendency to brittle fracture
- explain 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
- list examples where castings or forgings are used in ship construction
-explain the advantages of the use of aluminum alloys in the construction
of superstructures
- state that aluminum alloys are tested and graded by classification
society surveyors explains how strength is preserved in aluminum
superstructures in the event of fire
- describe the special precautions against corrosion that are needed
where aluminum alloy is connected to steelwork
HTW 7/3/3/Add.1
Annex, page 68
Annex A3
Example of a lesson plan for annex A2
Subject area: 3.1 Control trim, stability and stress (excerption) Lesson number: 1
Training area: 3.1.1 Fundamental principles of ship construction, trim and stability
Duration: 3 hours)
Main element Teaching Textbook IMO A/V Instructor Lecture Time
Specific training outcome teaching sequence, method Reference aid Guidelines Notes (minutes)
with memory keys
1.1 Shipbuilding materials.
STCW Compiled
• State that steels are alloys of iron, with V5 to A1
Lecture T12, T58 II/2, by the 10
properties dependent upon the type and V7
A-11/2 lecturer
amounts of alloying materials used
• State that the specifications of STCW Compiled
V5 to A1
shipbuilding steels are laid down by Lecture T12, T58 II/2, by the 20
V7
classification societies A-11/2 lecturer
STCW Compiled
• Explain that mild steel, graded A to E, is V5 to A1
Lecture T12, T58 II/2, by the 15
used for most parts of the ship V7
A-11/2 lecturer
• State why higher tensile steel may be STCW Compiled

V5 to A1
used in areas of high stress, such as the Lecture T12, T58 II/2, by the 10
V7
sheer strake A-11/2 lecturer
• Explain that use of higher tensile steel in STCW Compiled

V5 to A1
place of mild steel results in a saving of Lecture T12, T58 II/2, by the 15
V7
weight for the same strength A-11/2 lecturer
HTW 7/3/3Add.1
Annex, page 69
Appendix V
Instructor feedback on model course
To keep the training program up to date in future, it is essential that users provide feedback.
New information will provide better training for persons involved in the assessment,
examination and/or certification of seafarers. Information, comments and suggestions should
be sent to the Head, Maritime Training and Human Element, IMO
The International Maritime Organization

Albert Embankment, London SE1 7SR, United Kingdom
Email: [email protected]
Feedback on Model Course 1.22: Bridge Resource Management
Information, comments and suggestions regarding the model course and its
implementation (please give your feedback below, indicating which part or page of the
model course you are commenting on).
Contact information
Nation:
Organization:
Title and Name:
Address:
Tel:
Email:
__________

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SUBCOMITÉ DE FACTOR HUMANO, HTW 7/3/3/Add.1

VALIDACIÓN DE LOS CURSOS MODELO DE FORMACIÓN

Sinopsis: En este documento se facilita el proyecto de curso

Medidas que han de adoptarse: Véase el párrafo 2.

Documentos conexos: HTW 7/3/3.

Medidas cuya adopción se pide al Subcomité

2 Se invita al Subcomité a que examine el proyecto de curso modelo revisado 1.22

DRAFT REVISED MODEL COURSE ON BRIDGE RESOURCE MANAGEMENT

BRIDGE RESOURCE MANAGEMENT

The International Maritime Organization (IMO) wishes

Copyright © International Maritime Organization 2020

[To be inserted by the Secretariat]

Part A: Course framework 8

Part B: General outline 13

Part C: Detailed outline 15

Part D: Instructor manual 26

Part E: Evaluation and assessment 40

Appendix I: Non-technical skills assessment example 52

Appendix II: Technical skills assessment example 57

Appendix III: Example scenario 58

Appendix IV: Guidance on the implementation of IMO model courses 59

Appendix V: Instructor feedback on model course 76

■ Purpose of the model course

■ Use of the model course

• properly qualified instructors, facilitators;

• relevant support staff;

• teaching and other spaces;

• appropriate equipment and teaching aids;

• videos, multimedia presentations;

• textbooks, appropriate technical papers etc.; and

• other relevant reference material.

■ Training and the STCW Convention

Part A: Course framework

.1 allocation, assignment, and prioritization of resources:

.3 assertiveness and leadership;

.4 obtaining and maintaining situational awareness; and

.5 consideration of team experience.

■ Course certificate, diploma or document

On successful completion of the course and demonstration of competence, a document may

■ Course intake limitations

■ Teaching aids (A)

A1 Instructor manual and its appendix (part D of the course)

A5 E-learning materials and Computer- Based Training (CBT)

A6 Bridge Simulator as specified STCW Code section A-1/12

■ IMO references (R)

R2 International Convention on Standards of Training, Certification and Watchkeeping for

R3 Convention on the International Regulations for Preventing Collisions at Sea

R4 Provision and display of manoeuvring information on board ships (resolution

R7 Guidelines for voyage planning (resolution A.893(21))

R8 Model Course 1.07 on Radar Navigation at Operational Level - Radar Navigation,

R11 Model Course 1.30 on Onboard Assessment

R12 Model Course 1.39 on Leadership and Teamwork

R14 Guidelines on fatigue (MSC.1/Circ.1598)

B3 OCIMF (2018b), Behavioural Competency Assessment and Verification for Vessel

B4 ECDIS Passage Planning and Watchkeeping (2019), Witherby

B5 Seagull Maritime AS e-learning materials, (2019)

B6 Maritime Resource Management (2019), CBT, Swedish Club

B7 OCIMF (2017), Tanker Management and Self-Assessment A Best Practice Guide,