Study on the training effect of sail training

50 Study on the Training Effect of Sail Training Professor Yoshiaki KUNIEDA1, Captain Naoya NAKAMURA2 and Professor Koji MURAI3 1 Tokyo University of Marine Science and Technology, ykunie0@kaiyodai ac[.]

Study on the Training Effect of Sail Training Professor Yoshiaki KUNIEDA1, Captain Naoya NAKAMURA2 and Professor Koji MURAI3 Tokyo University of Marine Science and Technology, ykunie0@kaiyodai.ac.jp 2-1-6 Etchujima, koto-ku, Tokyo, 135-8533, Japan National Institute for Sea Training Kobe University Abstract It is thought that not only the sail training does the improvement in the knowledge and skills of vessel operation have an effect, but also it has an effect in the improvement in emotional competence, such as leadership, self-control, and communications skills We created the questionnaire for the selfassessment of a trainee’s feelings and actions and investigated the emotional competence of the trainee using the results An investigation was conducted before and after sailing vessel and motor ship trainings on trainees at a university The investigation was also performed on the trainees of a technical college before and after motor ship training The questionnaire consists 80 items, including nine questions measuring the competence of eight kinds of emotions such as “Self-control.” As a result of the investigation, improvement regarding leadership is remarkable among the eight items of competence, and the significant difference was shown by p < 0.01 as a result of the t-test Although six items, except “Thinking of others,” were improving, a predominant difference was not found In contrast, in motor ship training, which boarded continuingly, although leadership improved, it is p > 0.05, and the significant difference was not accepted Moreover, although six items, except “Thinking of others,” were improving, predominant differences were not found Moreover, in motor ship training, seven items for the technical college trainees who boarded simultaneously with the university trainees, except “Thinking of others,” were improving The significant difference was shown by four items, which are leadership, situation awareness, ability to be active, and the ability to manage stress Furthermore, in the investigation of sailing vessel training, the improvement in competence was investigated according to each group For the group that had an improvement in the competence of six groups, a significant difference was shown by four items The following can be hypothesized based on these results: (1) The effect of sailing vessel training is greater than motor ship training However, since the motor ship training followed the sailing vessel training, motor ship training may have had little room for improvement (2) In the same motor ship training, the technical college students (aged 20-21 years) had a greater improvement in capability than the university students (aged 22 years and over) (3) The improvement of competence was not found in “Thinking of others” in the sailing vessel training or the motor ship training And also the improvement of competence was not found in “Thinking of others” in the university students and the technical college students It is guessed that it is more severely self-assessed when the competence of “Thinking of others” improves (4) There is a clear difference in the improvement in of the competence of a group Keywords: Sailing vessel training, motor ship training, university student, technical college student, training effect, significant difference Introduction It is thought that not only an improvement in the knowledge and skill of vessel operation has an effect, but also the sail training has an effect on the improvement in emotional competence such as leadership, self-control, and communications skills We investigated the trainee’s Emotional Intelligence Quotient (EQ) competency and showed that seven items of the EQ competency, such as “Leadership,” were improved by the sailing vessel training [1] Moreover, it was shown that sailing vessel training improves creativity, and qualitative analyses of trainee’s essays were also performed [2, 3] Lastly, we investigated 50 the before and after sailing vessel and motor ship trainings of the university trainees and trainees of the technical college Investigating Emotional Competence The sail training vessel Kaiwo Maru accepted 64 trainees in April 2015 from three schools: Tokyo University of Marine Science and Technology, Kobe University, and the Marine Technical College, and it carried out the training voyage on ocean-going voyage From Tokyo University of Marine Science and Technology and Kobe University, 35 trainees performed the training voyage, which included an ocean-going voyage on the motor training ship Ginga Maru during July 2015 We conducted a selfassessment questionnaire survey about their emotional competence with the 35 trainees who performed motor ship training on Ginga Maru and 64 trainees who performed sailing vessel training on Kaiwo Maru Moreover, in motor ship training during July, the same self-assessment in was carried out 43 Technical College trainees who had trained simultaneously The composition of the trainees for investigation is shown in Table Table Composition of the trainees for investigation Tokyo University Kobe University Marine Technical Technical College of Marine Science College and Technology 18(1) 17(0) 29(3) Sailing vessel training 18(1) 17(0) 43(8) Motor ship training ( ): The number of female The questionnaire consisted of 80 items, including nine questions that measured the competence of the following eight kinds of emotions: (1) Self-control, (2) Leadership, (3) Situation awareness, (4) Communication, (5) Ability to be active, (6) Ability to manage stress, (7) Thinking of others, (8) Teamwork The respondents rated their answers on a 4-points scale where = It is well applied, = It is applied a little, = It is not applied a little, = It is not applied at all Result and Discussion 3.1 Comparison of sailing vessel training with motor ship training Fig shows the results of the self-assessment survey conducted before and after the sailing vessel trainings Although there is almost no change in most of the competences before and after each voyage, leadership has a difference of 3.39 points on an average The result of the t-test was p < 0.01; it was a significant difference On the contrary, the result of the self-assessment survey performed before and after the motor ship training, which continued after the sailing vessel training, is shown in Fig Although it is almost the same as the result of sailing vessel training and leadership was going up slightly, they were p > 0.05 and a result without a significant difference in the t-test Moreover, although both sailing vessel training and motor ship training were improving seven items except “Thinking of others,” a significant difference was not seen anywhere other than in the “Leadership” in the sailing vessel training While more detailed investigation is required, we suppose the cause for the improvement in relation to “Leadership” and sailing vessel training is that trainees naturally obtain these competences by the necessity of leadership at the time of sail handling command and the necessity of cooperation and leadership at the time of setting sail and making fast sail However, in motor ship training, instructions 51 for leadership and teamwork carried out As the result, though improvement in in the related competences is found, they have not reached a significant difference □ ✳ ：before ：after P0.05 Figure Comparing competences before and after motor ship training Fig and Fig show changes in “Ability to be active,” “Leadership,” “Thinking of others,” and “Teamwork.” A horizontal axis shows time, and the period for sailing vessel training is - 2.3 months About 0.7 months is a period of holiday, and - 5.3 months is the period for motor ship training A vertical axis shows an average score (a maximum of 36 points) (points) (points) Figure Change of “Thinking of the others” and “Teamwork” Figure Change of “Ability of active” and “Leadership” From the Fig 3, the fourth time shows more improvement than the first time in the competence of “Ability to be active” and “Leadership.” On the other hand, from Fig 4, the fourth time shows a decline in comparison with the first time in the competence of “Thinking of others,” and “teamwork.” Moreover, as for the competence of “Thinking of others,” contrary to other competences, the improvement in some is found during the holiday The effect of the sailing vessel training and motor ship training is shown for each competence, excluding “Thinking of others” from these results It is surmised that it is the result 52 of becoming self-disciplined and evaluating oneself severely by training about “Thinking of others” from our experience 3.2 The Difference in the Training Effect According to Group In the sailing vessel training and the motor ship training, navigational duty, and maintenance training are mandatory for every group Therefore, changes in the competence of each group in sailing vessel training were investigated The p value as a result of the t-test of each group is shown in Table 2, and the comparisons of the before and after sailing vessel training of group No.2 and group No.4 are shown in Fig and Fig 6, respectively There is a clear difference for every group Compared with other groups, group No.2 has no significant difference among the items; the cause for the lack of difference is unknown However, two persons who provided the same reply to all questions belong to group No.2 It may have been influential to the atmosphere of the group but these two persons were excluded from the analysis Moreover, in the essay at the end of the training, a negative comment was indicated about 30 % of the time For example, “I was not able to climb the mast till the end of training, and I felt mortified,” “Since the heart might be shaken privately, I was not able to have training calmly,” “I did not have any friends and it was mentally painful.” We were unable to clearly detect the cause in the essays although the improvement of the competences of group No.4 was remarkable Table The p value in the t-test according to group Self-control Leadership Situation awareness Communication Ability to be active Ability to manage stress Thinking of others Teamwork Average ✕ ：before ○ ：after Group p > 0.05 p < 0.05 p > 0.05 p > 0.05 p < 0.05 p > 0.05 p < 0.05 p > 0.05 p < 0.05 Group p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 Group p > 0.05 p < 0.01 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 ✕ ○ Group p > 0.05 p < 0.01 p > 0.05 p > 0.05 p < 0.05 p < 0.05 p > 0.05 p < 0.05 p < 0.01 ：before ：after Group p > 0.05 p < 0.01 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 Group p > 0.05 p < 0.01 p > 0.05 p > 0.05 p < 0.05 p > 0.05 p > 0.05 p > 0.05 p > 0.05 p < 0.01 p < 0.05 p < 0.05 p < 0.05 Figure Comparing competences before and after sailing vessel training of Group No.4 Figure Comparing competences before and after sailing vessel training of Group No.2 53 3.3 Comparison of University Students and Technical College Students The result of the t-test in the motor ship training of the university students and technical college students is shown in Table Comparing competences before and after motor ship training of the university students is shown in Fig 7, and comparing competences before and after motor ship training of the technical college students is shown in Fig For university students, in the motor ship training following the sailing vessel training, a significant difference was not found in each investigation item mentioned earlier On the other hand, seven items, except “Thinking of others,” for the technical college trainee who had training on the motor ship with the university students showed improvement As a result of the t-test, four items “Leadership,” “Situation awareness,” “Ability to be active,” and “Ability to manage stress” were shown at p < 0.01, and a significant difference was found Table The p value in the t-test (Comparison of a university and a technical college) Self-control Leadership Situation awareness Communication Ability to be active Ability to manage stress Thinking of others Teamwork Average University student p>0.05 p>0.05 p>0.05 p>0.05 p>0.05 p>0.05 p>0.05 p>0.05 p>0.05 Technical College student p>0.05 p