Seafarers current awareness, knowledge, motivation and ideas towards Low Carbon Energy Efficient operations. Prof Osman Turan and Dr Charlotte Banks

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1 Seafarers current awareness, knowledge, motivation and ideas towards Low Carbon Energy Efficient operations Prof Osman Turan and Dr Charlotte Banks

2 Contents Introduction The questionnaire Target group profile Results & Discussion Future work Conclusions Acknowledgements

3 Introduction Reducing fuel consumption of ships against volatile fuel prices and greenhouse gas emissions resulted from international shipping are the challenges that the industry faces today. The potential for fuel savings is possible for new builds, as well as for existing ships through increased energy efficiency measures; technical and operational respectively. KEY QUESTIONS HOW TO REDUCE THE EMISSIONS? HOW TO IMPROVE ENERGY EFFICIENCY?

4 Introduction International an National pressure to reduce carbon emissions Amendments have been made to the MARPOL Convention, Annex VI, Regulations for the prevention of air pollution from ships, to include the EEDI and SEEMP. Entered into force on the 1 st January 2013 The EEDI will affect the daily operations of seafarers in the long term as it is expected to catalyse the development and installation of new technologies and innovations The SEEMP will directly impact on the daily operations of seafarers in the short and long term as operational improvements detailed within the SEEMP are implemented

5 How can EEDI be reduced EEDI = Power. SFOC. Carbon Conversion Capacity. Speed Waste Heat Recovery?? Retrofit Technologi es?? Propeller Boss Caps? LNG? New Technologi es for New Builds? New Hull Designs A SOLUTION FOR ONE SHIP MAY NOT WORK FOR ANOTHER SHIP!!!!!

6 Introduction TECHNOLOGIES BETTER DESIGNS ENERGY SAVING DEVICES RENEWABLE ENERGY DIFFERENT FUELS ENERGY STORAGE SHIP OPERATIONS SLOW STEAMING VOYAGE OPTIMISATION AND WEATHER ROUTING TRIMMING HULL CLEANING AND PROPELLER POLISHING MAINTENANCE

7 Current Options being Explored Retrofit Technologies Bulbous Bow Wake Equalizing Ducts Twisted Rudder 2-8% Fuel Consumption May not all be able to be applied in parallel (cant use twisted rudder and stator fins) Rudder Stator fins New Profile type Propeller Thruster Tunnel Closures Mitsubishi Heavy Industries, Ltd. Technical Review Vol. 41 No. 6 (Dec. 2004)

8 BULBOUS BOW REPLACEMENT ( 2% SAVINGS, SPEED :FROM 24 KNOTS TO AS LOW AS 12 KNOTS)

9 Current Options being Explored LNG Different Fuel types Liquefied Natural Gas, could potentially save 2 CO 2 Fuel Cells Electrochemical cell that converts chemical energy from a fuel into Electric Energy 2 components: Fuel Cell Stack Fuel Cell Solar Balance of Plant Not looking a feasible option as such a large surface area would be needed and a lot of maintenance Bio Fuels Biodiesel: vegetable oils (palm, coconut, rapeseed, soybean and tallow), Animal fats. Bioethanol: Ethanol by fermenting renewable sources of sugar or starch crops (sugar cane, sugar beet, sorghum, corn, wheat and cassava)

10 Current Options being Explored Human Factors < 10 % Fuel Consumption Need to Maximize full Potential of Technologies (existing and new) Education and Training Awareness Knowledge Motivation Skills Crew Resource Management Incentives e.g. Sister ship competition KPI Monitoring

11 The Aim Seafarers need to: Know what to expect with up and coming regulations Know how to achieve low carbon operations and what are the best practises Have the skills to implement low carbon operations Questionnaire Aim: Education and Training Needs Analysis To investigate seafarers and onshore personnels current levels of awareness, knowledge and motivation towards carbon emissions in general and towards shipping carbon emissions and their reduction Distributed to: Shipping companies, MET institutes, Maritime collages 6 Parts in the questionnaire ( 4A was specifically for the bridge team, Part 4B was specifically for the engineering team) Question types: Multiple choice, Independent & Dependent rating (Likert scale), linguistic 317 Questionnaires collected ( 16% Online, 84% Hardcopies)

12 Target Group Figure 1: Country were participants completed their maritime education and training (N=317) Participants have been educated and trained in a large range of countries Encompassing the global maritime community and including a range of educational and cultural differences. Bulgaria Malaysia 1% Italy 1% Ukraine 1% Singapore 1% Latvia 1% Ireland 1% Norway 1% France 1% Romania 2% Vietnam 1% Russia 2% Faroe Islands Germany Denmark 2% Greece Burma 2% Japan Poland 2% Sweden China 2% Unanswered 17% Spain 3% UK 22% India 2 Philippines 8% Croatia 4% Indonesia 3%

13 Less than 1 year 1 to 5 years 5 to 9 years 9 to 13 years 13 to 17 years 17 to 21 years 21 to 25 years % of all questionnaire participants 25 years or more % of all questionnaire participants Target Group 317 participants 35% Bridge Team 32% Engineering Team 84% more than 1 years experience at sea Contributed knowledge predominantly based on tanker operations Onshore Personnel 3% Rating 12% Cadet 6% Figure 3: Role onboard (N=317) Student 11% Engineer 22% Unanswered 1% Master / Captain 13% Deck Officer 22% Chief Engineer 1 Figure 4: Years experience at sea (N=317) 3 25% 2 15% 1 5% 16% 26% 17% 11% 7% 6% 6% 11% Figure 2: Type of ships sailed on (N=317) % 2 26% 9% 3% 9% 13% 1 8%

14 % of N questionnaire participants % of N questionnaire participants Questionnaire Results General awareness and knowledge Why we are targeted because we are the easy catch. Figure 5: Awareness of the effects carbon emissions have on our world 6 56% % Unaware A little aware Fairly aware Aware Very aware Need to provide seafarers with the background knowledge and understand why changes are happening 6 Figure 6: Knowledge of the effects carbon emissions have on our world 52% Awareness needs Increasing (only 2 are very aware) 4 2 8% 33% 6% Knowledge is less than awareness (if you assume scales are comparable) (only 6% are very knowledgeable)

15 % of N questionnaire participants Questionnaire Results General knowledge benefits Figure 7: How much participants have tried knowledge to make energy efficiency improvements based on how much they know about carbon emissions and their effects No knowledge, Mean=4.00 (N=1) A little knowledge, Mean=2.55 (N=22) Fairly knowledgeable, Mean=3.39 (N=83) Knowledgeable, Mean=3.53 (N=141) Very knowledgeable, Mean=3.82 (N=17) Very much Much A little Very little Never Participants with increasingly more knowledge have tried increasingly more to make energy efficiency improvements onboard

16 % of all questionnaire participants Questionnaire Results General knowledge acquisition Figure 8: Methods for knowledge acquisition about carbon emissions and the affect they have on our world (N=311) % 64% 13% 16% 53% 71% 47% 46% % 1% Knowledge content in these sources are not comprehensive, technical, and/or specific to carbon emissions, particularly to shipping 46%have discussed the topic with other people demonstrating this is not a topic of focus and hence discussion Only 2 of the 311 participants have gained knowledge about the effects of carbon emissions via an education or training course.

17 Questionnaire Results Technical awareness and knowledge Route and speed instructions should be given to the vessels, where the eco speed must be better defined to ensure all utilise the lowest possible steady main engine load point during a given voyage. Keep the main engine parts in tiptop condition to guarantee the performance recommended by maker. The safest and shortest route should be selected. Good quality fuel should be used. Good support should be provided from the company by providing vessel spare parts to maintain vessels machinery By reducing unnecessary operation of machinery. Reduce use of incinerator. Low response Repetition of a comments Lack of technical detail Many comments on management efforts Many comments on switching off

18 % of N questionnaire participants % of N questionnaire participants % of N questionnaire participants % of N questionnaire participants Figures 9 to 12 N= 314 Questionnaire Results Motivation Figure 9: Importance to reduce carbon emissions 2% 4% 29% 65% Figure 11: How possible it is to reduce shipping carbon emissions 56% % 4% Not possible Slightly possible 19% Fairly possible Possible 21% Very Possible Figure 10: Importance to reduce shipping carbon emissions 2% 1% 4% 46% 48% Figure 12: How possible it is for crew onboard to reduce shipping carbon emissions 1% Not possible 19% 21% Slightly possible Fairly possible 44% Possible 14% Very Possible 2% believe it is unimportant Less important to reduce shipping carbon emissions than general carbon emissions 11% decrease in how possible it is for crew to help reduce shipping carbon emissions than reducing them in general

19 % of N questionnaire participants % of N questionnaire participants Questionnaire Results Motivation Figure 13: How much more participants would like to know about how crew can reduce shipping carbon emissions (N=312) Proper knowledge, training and motivation are not there % 24% 28% 3% Not at all A little Some More A lot more Limited by operation requirements and resources. Lack of time and man power. Very busy on board, extremely busy. It is better to stop using your car and continue with bicycle. Figure 14: How much participants have tried to make energy efficiency improvements (N=269) No time to think about that % 32% 12% 13% 5% Never Very Little A little Much Very Much This priority is not so high in my mind. Not much mainly because I am part of the deck department, but I do my best to contribute for the carbon emission cause.

20 Mean Response from N participants METHODS FOR TRAINING Most effective More effective Moderate effective Less effective 3,67 4,14 4,04 3,92 Least effective 3,19 3,09 Theory sessions in classroom Case studies and exercises Practical workshops Simulator training Onboard training Individual training The delivery content and style of a maritime education and training course should be correct for the specific trainee group. The primary objective should be to enhance existing knowledge and skills and this should be made clear from the beginning of any course. In some cases fundamental background may need to be revisited depending on the group of trainees; to ensure sufficient knowledge and understanding on which to start the development on more advanced techniques.

21 % of N questionnaire participants Bridge Team (mean=2.99) Engineering Team (mean=3.96) Deck Team (mean=2.57) Onshore Support Team (mean=3.65) Shipping Company (Ship owner) (mean=4.35) Shipper (Charterer) (mean =3.81) Voyage Contract Department (mean=3.56) % of N questionnaire participants Questionnaire Results Integrated operations Figure 19: Personnel with the most influence over shipping carbon emission reductions (N=250) Most reductions More reductions Moderate reductions Less reductions Least reductions Figure 20: How often participants would request information on 'how to' reduce carbon emission from onshore support and follow it (N=299) % Never 7% Not very often 3 46% 14% Sometimes Often Very Often Large difference between the ranking of engineering and bridge teams - yet many suggestions for improvement included improved voyage planning Integrated operations onboard and between onboard and ashore need to be improved

22 Crew awareness and motivation (mean 3.62) Crew initiative and problem solving skills (mean 3.51) Onboard available materials and information (mean 3.61) Reliability of onboard tools (decision support, monitoring devices,...) (mean 3.62) The Availability of New Low Carbon Technologies (mean 4.46) Onshore performance support (mean 3.94) Management decisions (ship owner, shipper, contract department,...) (mean 4.30) Low carbon emission regulations (mean 4.01) % of N questionnaire participants CREW FEEDBACK Improvement areas Most improvement More improvement Moderate improvement Less improvement Least improvement

23 Questionnaire Results Integrated operations Coordination between bridge and engine room. All deck officers should be at least familiar with all engines on board. Thus they can plan work and this will lead for the improvement of the environment. Good teamwork and communication onboard Understanding of job roles Feedback that it actually works and makes a difference Proactive attitudes to implement and explain the benefit for long and short term gain Feedback and performance monitoring Transparent management and policy The ships management should educate and train all ship present personnel to be efficient and be given support from owners and charterers to run the vessel smoothly and efficiently. Education and training needs to be provided to seafarers and all ship personnel

24 % of all questionnaire participants Future Work Investigate the differences between: Teams onboard and ashore (bridge, engineering, etc) Countries of learning Experience (years at sea) Some groups (working for 1 company or from 1 MET institute) of participants provided considerably more responses to the questionnaire than others Figure 21: Size of companies that participants have worked for (N=317) % Very Small (1-3 Vessels) 1 Small (4-10 Vessels) 23% 25% Medium (11-30 Vessels) Large (31-80 Vessels) 48% Very Large (80+ Vessels) Development of a specific, formalised Low Carbon Energy Efficiency Maritime Education and Training course, suitable for delivery to existing seafarers, as well as new cadets. Management or performance review as well as support for the development of a Low Carbon Strategy or Policy

25 Conclusions Currently general carbon awareness and knowledge is gathered via sources such as newspapers. 2 of participants have undergone education or training and learnt about the effects of carbon emissions (and no course describes were specific to carbon emissions) Crew believe that Management has the most important role to make the things happen. The correct awareness, knowledge and knowhow needs to be provided to all seafarers to ensure that they know what the best practices are and know how implement them safely and efficienctly. This is particularly important with the introduction of the SEEMP Low carbon energy efficiency maritime education and training (utilising correct teaching methods to inspire behavioural change and motivation) needs to be provided. Clear communication and integrated operations should be enhanced to achieve effective carbon reductions.

26 Acknowledgements This study is part of the RCUK Low Carbon Shipping Project. The authors would like to thank all participants and questionnaire distributers for their time and help. The authors would like to thank also the following individuals; Andrew Wylie, City of Glasgow Collage Professor George Gettinby, University of Strathclyde Hai Peng Liu, University of Strathclyde.

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