Shiphandling Competency; Beyond Knowledge and Skills Perspective of the Port of Singapore (PoS) Maritime Pilots

Transcription

1 Shiphandling Competency; Beyond Knowledge and Skills Perspective of the Port of Singapore (PoS) Capt Foong YK Pilot-Facilitators Nair+Azman Maritime Pilots

2 Topics I. History of PSA Marine (Pte) Ltd II. MPA marine incident statistics - Human Factors III. PoS - Piloted incidents in 2014 IV. Singapore Workforce Skills Qualifications Competency-Based Training Adult Centric Learning Methodologies V. PoS - Shiphandling Competency VI. PSA Marine Corporate Responsibilities 2 Mock facilitation session - Maritime Resource Management Situation Awareness

3 The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Let s be unreasonable strive for ZERO marine incident Caveat - caused by human factors, PSAM experience Not only reasonable but achievable provided Therefore all progress depends on the unreasonable man 3

4 I. History of PSA Marine 1964 Port of Singapore Authority (PSA) 1996 Terminal (commercial) functions 1997 PSA Corporation Limited 2003 International Expansion PSA International Pte Ltd 1996 Authority (regulatory) functions National Maritime Board Marine Dept Sole Pilotage Service Provider PSA Marine Pte Ltd (PSAM) Towage, Supply of Water Maritime and Port Authority of Singapore (MPA) 4

5 I. History of PSA Marine Pilotage, Towage, Supply of Water 5 Waterboats, 50 Tugs, 29 Pilot Launches Maritime Piloting & Shiphandling Training; Marine Consultancy 1,100 direct employs 5

6 I. History of PSA Marine 260 Maritime Pilots 30 Trainee Pilots >Superior Qualifications Challenges = Opportunities (T-shaped professional) 180,000 piloted jobs in jobs per day (24/7) 3 recorded incidents in 2015 ( %) SOLAS aka Rights of crew, Maritime pilot to return to dear ones Safely 6

7 PSAM Academy Alumni / Partners (May 2016) Rabigh Port 7

8 II. MPA Marine Incident Statistics (public domain) July 2011 June 2014 Collision + Contact (other than another ship) + Grounding = 65% Collision 65 47% Shipboard Accident 28 20% Pollution 5 4% Non Compliance with Statutory Requirements including Near Miss 6 4% Hull Failure 1 1% Listing/Sinking 3 2% Explosion/Fire 4 3% Beaching 1 1% Grounding 18 13% Contact 7 5%

9 II. MPA Marine Incident Statistics (public domain) July 2011 June 2014 Main Causal Factors strive for ZERO marine incident Human Factor % caused by human factors Others (Act of God) 1 1% Safety and Security related 4 3% Weather 10 7% Ship Structure and Machinery related 10 7%

10 II. MPA Marine Incident Statistics (public domain) July 2011 June 2014 Lack of Situational Awareness + Lack of Perception = 55% Incorrect Recognition 6 6% Lack of Perception 10 9% Lack of Situational Awareness 52 46% Enhance Situational Awareness + Perception -55% Human Factors breakdown Others ( diminished motivation, unable to ascertain cause) 10 9% Inadequate Knowledge of Ship Operations 4 4% Poor Health 7 6% Inadequate Coordination and Communication 6 5% Deliberate Misaction 6 5% Lack of Familiarity of Procedures 6 5% Inadequate Supervision 6 5%

11 II. MPA Marine Incident Statistics IMO Resolution A.884(21) Amendments to the Code for the Investigation of Marine Casualties and Incidents Lack of Situational Awareness An incorrect understanding of the current situation lead to a faulty hypothesis regarding a future situation, or an understanding which is based upon incorrect beliefs, leading to compounded errors that can substantially increase the risk to the ship e.g. arriving at a hypothesis without confirmation of which direction an oncoming ship will steer, assuming other give-way vessel will give-way (different) mental picture vs reality Lack of Perception When an individual does not properly understand that a problem or situation exists e.g. mishearing a command, misunderstanding a garbled radio message

12 12

13 Incident I - Collision between two Piloted Vessels,

14 Good Visibility; Minimum Seas Tidal Stream E ly x 1.5kn; Wind N ly x 10kn 1820_MT150m _MV 280m 1828 DG _MT140m 14

15 III. PoS - Piloted Incidents 2014 Pilot MT aware of Rule 15 (MT give-way) but did not take actions because he assumed MV, joining Sinki Fairway, would alter to pass astern of MT; did not validate this assumption aware of Rule 9 (MT to keep as near to the outer limit (starboard) of fairway) / aware of DG9 but took shortest path Pilot MV DG9 over-relied on Rule 15 (stand-on), focused on the crossing MT, did not maintain a proper look-out (Rule 5) Both Pilots Human Factor Lack of Situation Awareness 15

16 III. PoS - Piloted Incidents 2014 Both Bridge Teams aware of developing close-quarters situation but consider it unnecessary to raise any concerns / challenge their respective maritime Pilot DG9 COMPETENCE Skills Knowledge??? MV MT 16

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

18 Good Visibility; Minimum Seas Tidal Stream W ly x 0.5-1kn; Light Wind 0355_MV300m Drifting Tug/Tow (barge) 40m/110m Main Fairway Buoy (RGR - Preferred channel to Starboard) 18

19 Good Visibility; Minimum Seas Tidal Stream W ly x 0.5-1kn; Light Wind Maritime Pilot 0355_MV300m 0400 Aware of drifting tug/tow but was business-as-usual to pass west of Main Fairway 0403 buoy fixed mental model of always passing buoy on port side did not slacken speed to allow more time to assess the situation eye-ball navigation, did not monitor radar Human Factor - Lack of Perception Drifting Tug/Tow (barge) 40m/110m Main Fairway Buoy (RGR - Preferred channel to Starboard) 19

20 Bridge Team 0355_MV300m Aware of drifting tug/tow but consider it unnecessary to raise any 0400 concerns / challenge the maritime Pilot to pass west of Main Fairway buoy (passing between buoy and tug/tow) 0403 slacken speed to allow more time to assess the situation COMPETENCE 0406 Skills Knowledge??? 0408 MV Drifting Tug/Tow (barge) 40m/110m 20

21 III. PoS - Piloted Incidents 2014 MPA Maritime Safety Investigation (MSI) Reports Competency Framework - Competence of Those Involved Both Masters and both Pilots were aware of COLREGS, navigational charts, reporting procedures no evidence to question their knowledge thereof. STCW syllabus + MPA Pilotage Requirements (knowledge, skills) are adequate no evidence to question their skills in ship-handling, operating navigational aids, taking compass bearing etc. 21

22 III. PoS - Piloted Incidents 2014 Competency Framework - Competence of Those Involved consider enlarging the definition of competence to include attitude (affective domain) to analyse and help explain: (MRM modules) the whys of not taking early avoiding actions Situation Awareness of relying on unfounded assumptions Challenge & Response of being complacent Authority & Assertiveness Automation of not using all available means to assess the situation Awareness of over-relying on stand-on vessel status etc. Judgment & Decision Making merit to look at the attitudinal component of those involved, including the What Is In It For Me (WIIIFM) hypothesis. 22

23 III. PoS - Piloted Incidents 2014 Incident I Pilot MT assumed give-way MV would alter course and pass astern, waited till last moment to take avoiding action Pilot MV over-relied on stand-on status, did not maintain a proper look-out Incident II Pilot, aware of drifting tug/tow but business-as-usual fixed mental model of always passing Main Fairway buoy on port side did not slacken speed to allow more time to assess the situation did not monitor radar

24 III. PoS - Piloted Incidents 2014 COMPETENCE Knowledge Skills??? Attitude If Attitude is the missing link, appropriate to consider the WSQ framework? Classification System of Educational Objectives Knowledge (cognitive domain) Skills (psychomotor domain) Attitude (affective domain)

25 IV. Singapore Workforce Skills Qualifications Embracing Competency-based Training and Adult-Centric Learning Methodologies The Singapore Workforce Skills Qualifications (WSQ), under the purview of the Singapore Workforce Development Agency (WDA), is a national credentialing system. Among others, it embraces the concepts of competency-based training (CBT) and adult centric learning (ACL) methodologies 25 Knowledge Skills Attitudes i.e. 3-in-1 Adult Learning Theories (BLOOM) Facilitate Adult Learning (ADDIE) Instructional Design (KOLB) Practice through Reflection Activities-bias to facilitate selfdiscoveries, peer-learning etc

26 Competency-based Training (3-in-1) I. Facilitated Classroom Session II. Workplace Observations Attachment (Observer; OJT) III. Laboratory Simulator Pilot-Facilitator

27 IV. Singapore Workforce Skills Qualifications Enlarge definition of Competence: KNOWLEDGE (cognitive domain) SKILLS (psychomotor domain) ATTITUDE (affective domain) emotion, feeling, conscientiousness, self-characteristics of love, respect for others, own self Your thoughts, your feeling, your opinion (attitude) about somebody or something Will influence your behaviour (psycho-motor) towards that somebody or something If attitudes are negative, does not matter what skills or knowledge one have lucky that s all 27

28 IV. Singapore Workforce Skills Qualifications Syllabus Medium of Facilitation Medium of Assessment K Class + Wplace (Observer) + Simulator Class S Wplace (OJT) + Simulator Wplace (OJT) + Simulator A Class + Wplace (Observer, OJT) + Simulator? Knowledge Skills Questioning MCQ, Written, Oral questioning, Assignment, Journal Laboratory Simulator, Case-study, Role-play, OJT Attitude is observable when demonstrating skills (or lack of) 28

29 IV. Singapore Workforce Skills Qualifications Just experienced a adult centric learning methodology: Instructional Design Theory of KOLB s Experimental Learning Cycle 29

30 IV. Singapore Workforce Skills Qualifications Kolb s Experiential Learning Cycle 4-stage learning cycle 1. Concrete Experience re-interpretation of existing experience Question traditional definition of competence (skills and knowledge) 2. Reflective Observation self-reflection of re-interpretation to explain any inconsistencies between experience and own understanding 3. Abstract Conceptualisation reflection gives rise to a modification of an existing model Consider including attitude as another component of the competency framework i.e. skills, knowledge and attitude 4. Active Experimentation apply the conceptualisation to workplace, 30 check outcomes and validate the experience

31 Learning is the process whereby knowledge is created through the transformation of 1. Experience experience David A Kolb (1984) Question definition of PSAM Maritime competence (skills and Pilots where are knowledge) we now? 4. Experiment Apply new definition to Abridged 1D Check own experience, workplace, check MRM Co for create own understanding of outcomes, validate the competence Maritime Pilots experience by PSAM Pilot- Facilitators Analysed, conclude that Commence Jan attitude is indeed the 2016, completed missing link 10 courses Eureka, ah ha ownership (24/7 Pilot s ipad) Favourable 3. Conceptualise feedback Instructional Design (ID) Theory - Kolb s Experiential Learning Cycle 2. Reflection 31

32 IV. Singapore Workforce Skills Qualifications Effective transfer of competence to Workplace MPA Pilotage Require ments Leverage on: Technology - ipad Human Resources - MRM, STCW Section A- + = I/6, WSQ CBT / ACL (PSAM Competency Standard) PSAM Maritime Pilots - Competence comprised Knowledge, Skills, Attitudes Maritime Piloting and Shiphandling Motivation What-is-in-it-forme hypothesis (WIIIFM); T- shaped professional++ PSAM Academy Participants - Knowledge, Skills, Attitudes Rights 32 of crew, Maritime pilot to return to dear ones Safely

33 Operational Supervisory I - Ship Handling & Maneuvering 4C 4C 3C II - Passage Planning 3C 3C 2C III Management Tasks 2C 2C 2C IV - Respond to Emergencies 3C 3C 2C V Environment Factors 3C 3C 4C Consultancy Proposed PSAM Maritime Pilots Career Path Revamp Curriculum - Maritime Pilot Talent Management WSQ Competency Map T-shaped Professional WIIIFM hypothesis Practicum Capstone E4 - Appraise Safety of Navigation PoS WSQ Specialist Diploma in Navigational Safety & Approaches Management _13C + 2E (out of 4) + Practicum & Capstone E1 Mentor Supervisor / E2 Project Rpt WSQ Professional Diploma in Maritime Piloting, PoS (unlimited)_15c + 2E (out of 3) E5 - Appraise Port Development & Approaches E6 Manage Simulation Complex Maritime Piloting E7 Manage Maritime Pilot Academy + E- learning WSQ Level 5 (46Credit Value) Consultant / Facilitator / Manager E3 Public Speaking Presentation WSQ Level 4 (35Credit Value) Office Pilot Class A1 33 WSQ Professional Diploma in Maritime Piloting, PoS (limited 200m)_15C Competency Category WSQ Level 4 (35Credit Value) Maritime Pilot Class C / B

34 III. PoS - Piloted Incidents 2014 MPA MSI Reports Safety Recommendations PSAM to consider : sponsor a study to include the affective domain as another component of the competency framework for Pilots and if the study is encouraging, to share same with the PoS shipping community. 34

35 PSAM Experience - Affective domain as another component of the competency framework Adult Participant (Productivity Time) STCW syllabus (+MRM) = K + S + A (components of competence) message Facilitator messenger Subject-Matter-Expertise Facilitate Adult Learning style of delivery equally important WSQ or equivalent - Competency-Based Training + Adult Centric Learning Methodologies Motivated WIIIFM, embrace MRM Workplace (Production Time) Competent = (K + S) x A x WIIIFM SOLAS aka Rights of crew and Maritime Pilots to return to dear ones Safely 35

36 V. PoS Shiphandling Competency Peculiarities of PoS Local wooden craft of primitive build, high-speed ferries, squalls, haze Minimum buffer between Traffic Separation Scheme and port limits Disembarkation Ground 7 (off Sebarok) vessel going East Eastern Boarding Ground A vessel from West PoS Maritime Pilots are MRM trained expect a Challenge and Response environment Is it reasonable to assume bridge teams could engage in meaningful Challenge & Response exchanges with PoS Maritime Pilots (>50yrs of piloting history, 500 jobs daily)? 36

37 37 Monitoring the actions of the Pilot

38 38 DG 7

39 39

40 V. PoS Shiphandling Competency STCW Table A-II/2 Specification of minimum standard of competence for masters and chief mates on ships of 500 gross tonnage or more Manoeuvre and handle a ship in all conditions.1 manoeuvres when approaching pilot stations and embarking or disembarking pilots.18 use of, and manoeuvring in and near, traffic separation schemes and in vessel traffic service (VTS) areas Use of leadership and managerial skill Knowledge and ability to apply effective resource management:.5 obtaining and maintaining situation awareness 40

41 V. PoS Shiphandling Competency STCW Section A-I/6 Training and assessment In-service training 4 Any person conducting in-service training of a seafarer, either on board or ashore, :.1 have an appreciation of the training programme and an understanding of the specific training objectives for the particular type of training being conducted;.2 be qualified in the task for which training is being conducted; Subject Matter Expertise (SME) Shiphandling PSAM claims our rightful SME role on maneuvering in PoS and its approaches SME Resource Management PSAM Facilitators suitably qualified under ALL Academy MRM facilitators program + numerous courses 41

42 V. PoS Shiphandling Competency STCW Section A-I/6 Training and assessment In-service training 4 Any person conducting in-service training of a seafarer, either on board or ashore, :.1 have an appreciation of the training programme and an understanding of the specific training objectives for the particular type of training being conducted; PSAM adopted WSQ Competency Framework Embraces the concepts of 1. competency-based training (CBT); and 2. adult centric learning (ACL) methodologies Customized to maritime domain = PSAM Competency Standard 42

43 V. PoS Shiphandling Competency STCW syllabus are adequate but for large ships etc Section B-V/a Guidance regarding additional training for masters and chief mates of large ships and ships with unusual manoeuvring characteristics 3 Before initially assuming command of one of the ships referred to above sufficient and appropriate general experience as master or chief mate, and either:.1 have sufficient and appropriate experience manoeuvring the same ship under supervision ; or.2 have attended an approved ship handling simulator course on an installation capable of simulating the manoeuvring characteristics of such a ship. 43

44 V. PoS Shiphandling Competency Basic Shiphandling - 2D Appreciation Course (Master, Chief Mate) Safely Cross TSS; Speed Control; Transits; Anchoring Workplace Observations Full Mission Facilitated Classroom (Ship Attachment Shiphandling Simulation (Shiphandling Theory) accompany by a Pilot- (FMSS) Facilitator) 0.5D 0.5D 1D MRM and Shiphandling - 5D Upgrading Course (STCW Section B-V/a) (Master, Chief Mate) + above; Challenge & Response PoS; Pilotage Techniques Workplace Observations Facilitated Classroom (Ship Attachment Full Mission Shiphandling (Shiphandling Theory + accompany by a Pilot- Simulation (FMSS) MRM) Facilitator) 2.5D 0.5D 2D 44

45 V. PoS Shiphandling Competency Basic Shiphandling - 2D Appreciation Course (Master, Chief Mate) Safely Cross TSS; Speed Control; Transits; Anchoring =? 1+19 = = = = 20 9 sets of 20 = MRM and Shiphandling - 5D Upgrading Course (STCW Section B-V/a) (Master, Chief Mate) + above; Challenge & Response PoS; Pilotage Techniques Workplace Observations Facilitated Classroom (Ship Attachment Full Mission Shiphandling (Shiphandling Theory + accompany by a Pilot- Simulation (FMSS) MRM) Facilitator) 2.5D 0.5D 2D 45

46 Full Mission Shiphandling Simulation Exercise I Container Single Screw LoA 330m Channeling + Anchoring Turn off Doppler, Ecdis, Radar Exploit Visual Transits 46

47 47 ull Mission Shiphandling Simulation Exercise III Container Single Screw LoA 330m Turning short-round (to stbd) + Berthing (stbd) Exploit tidal stream, Propulsion and Steering Systems

48 V. PoS Shiphandling Competency PSAM COMPETENCY STANDARD 5D Training & Assessment Course (Senior Officers, Superintendents) WSQ Model of Competency-Based Training and Adult Centric Learning Methodologies (maritime-bias) Competency Unit Facilitate Adult Learning in a Classroom Competency Descriptor This unit equips the learner with the competence to prepare and facilitate classroom learning within the context of adult maritime education and training 48

49 VI. PSAM Corporate Responsibilities PSAM ready to share experiences, expertise with like-minded entities Safety of Life at Sea aka rights of crew and Maritime Pilots to return to dear ones Safely Shiphandling Best Practices + MRM PSAM Competency Standard WSQ Model of Competency-Based Training and Adult Centric Learning Methodologies (maritime-bias) 49

50 PSAM Experience strive for ZERO marine incident caused by human factors 50 Syllabus Knowledge Skills Attitude Medium of Facilitation Class + Wplace (Observer) + Simulator Wplace (OJT) + Simulator Class + Wplace (Observer, OJT) + Simulator Critical success factor - Facilitators appropriately qualified (Subject-Matter- Expertise + WSQ andragogy model or equivalent) motivated (WIIIFM, embrace MRM) Maritime Resource Management (MRM) course or equivalent to help analyse and explain the whys of not taking early avoiding actions; of relying on unfounded assumptions; of being complacent etc To enhance SOLAS aka Rights of crew and Maritime Pilots to return to dear ones Safely

51 Conclusion 1. STCW syllabus are adequate but note Section B-V/a (large ships etc) 2. Knowledge and skills are important but must be accompanied by (positive) attitudes 3. Basic Shiphandling Competence, Positive Attitudes can be acquire but for Mr. Z (bell-curve) 4. PSAM Experience, ZERO marine incident (human factors) is achievable_critical success factor Facilitators appropriately qualified (SME + WSQ andragogy model or equivalent) and motivated (WIIIFM, embrace MRM) *** 51

52 Summary I. History of PSA Marine (Pte) Ltd o PoS, sole Pilotage Service Provider since 1964 II. PoS - Piloted incidents in 2014 o enlarge definition of Competence to include affective domain III. Singapore Workforce Skills Qualifications o Competency-Based Training, Adult Centric Learning Methodologies IV. Corporate Responsibilities - Share PSAM experiences to enhance SOLAS aka Rights of crew and Maritime Pilots to return to dear ones Safely o o Shiphandling Best Practices, MRM PSAM Competency Standard (WSQ model of CBT, ACL) ** 52

53 Summary With appropriately qualified and motivated facilitators, it is possible to enhance the competence of mariners, in particular the affective domain, to avoid making (human factor) errors let s be unreasonable and strive for ZERO marine incident * 53

54 Natural Laws = Normal Distribution The normal distribution is sometimes informally called the bell curve 54

55 55 Natural Laws = Bell-shaped curve

56 Performance Analysis Recommendations (1993 Carolyn Balling) e.g. maintain a proper look-out CAN DO IT WILLING TO DO IT A - Talent Pool (Encourage) B - Training (Monitor) Y - Counseling (Motivation) Z - Transfer (Warning) 56

57 Performance Analysis Recommendations (1993 Carolyn Balling) Z - Transfer (Warning) Y - Counseling (Motivation) B - Training (Monitor) A - Talent Pool (Encourage) 57 ***

58 Z crew - Transfer In different environments, Z crew may wake-up, adopt MRM principles, flourish and thus grateful **

59 Performance Analysis Recommendations (1993 Carolyn Balling) Z - Transfer (Warning) Y - Counseling (Motivation) B - Training (Monitor) A - Talent Pool (Encourage) 59 *