Maritime education and training

MARITIME EDUCATION AND TRAINING A Practical Guide MARITIME EDUCATION AND TRAINING Published by The Nautical Institute 202 Lambeth Road, London SE 7LQ, England telephone: 0171-928 1351 fax: 0171-401 2817 First edition published Copyright 1997 © The Nautical Institute, 1997 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publishers, except for the quotation of brief passages in reviews Although great care has been taken with the writing and production of this volume, neither The Nautical Institute nor the authors can accept any responsibility for errors, omissions or their consequences The opinions expressed are those of the authors only All photographs and diagrams acknowledged Typeset by Javafame Computer Services Saffron Pane, Hall Road, Lavenham, Suffolk CO 10 9QU, England The Repro Company, Frontispiece: Printed in England by Hayes Road, Southall, Middlesex UB2 5NB JiI70rk at Sea by Captain D.A Hawker, taken from a study undertaken The Marine Society The artist lives near Northampton when working as an artist tutor for CONTENTS Foreword - Mr W.A O'Neil Secretary General, The IMO Foreword - Captain L.A Holder ExC MPhil FRIN FNI, President, The Nautical Institute 1993-1996 Maritime Education and Training - The Overview SECfION I - Applying the concepts of learning Chapter Concepts of learning and their application by Mr Don Baillie ExC FNI Concepts, skills and competence by Mr Don Baillie ExC FNI Group learning and training techniques by Mr Robert L Tallack BSc FNI, Northstar Maritime / Hill Tallack 23 The preparation of a lecture by Elaine Ives BSc FRMetS andJohn McEnaney BA MNI 33 Factors to be considered when developing a curriculum for maritime education and training 38 by Professor Captain Gunther Zade FNI, World Maritime University Training in the Royal Navy - its management and methodology by Rear AdmiralJ.H.S McAnally LVO MNI in a maritime setting 16 , 45 SECfION II - Learning resources and educational technology Chapter Making the most of learning resources for both college and student 56 by Dr Alston Kennerley PhD FNI, University of Plymouth, UK Electronic and multi-media systems and their value in education and training programmes by Captain Michael Vanstone MNI, Technovo Training Systems Ltd The development of computer based instructional programs by Captain Michael Vanstone MNI, Technovo Training Systems Ltd 68 10 The use of simulators as tools for training and examining seafarers 76 62 by Dr Michael L Barnett PhD BSc MNI, Warsash Maritime Centre 11 The role of the simulator instructor and the need for instructor qualifications 85 by Captain Roger Syms BSc (Nautical Studies) MRIN FNI, Australian Maritime College 12 Managing navigational simulation 89 by Captain Samar J Singh ExC MPhil PhD FNI, Hong Kong Polytechnic University 13 The role and use of simulators for bridge resource management by Captain Piet Pols, MarineSafety International, training 99 Rotterdam 14 Training in shiphandling skills - optimising experience, simulation and time on manned models 107 by Captain Nigel W Hunt BSc FNI, Warsash Maritime Centre 15 The use of tactical warfare simulation for naval training by Lt Cdr Andrew C.Y Prince RN, Royal Navy School of Maritime Operations, 113 HMS DRYAD MARITIME EDUCATION AND TRAINING SECfION III - The organisation of education and training Chapter 16 Afloat and ashore: where are tomorrow's skills being developed? by Mr.] David Precious AMNI, Precious Associates Ltd 17 The responsibility of a college principal - integrating a maritime college with the maritime environment by Captain Wan Shukry Wan Karma MSc, Maritime Academy of Malaysia Melaka 120 126 18 Developing company based training and the training of trainers by Mr Glyn Cunnah BSc MNI, BP Shipping Ltd 132 19 The training, updating and upgrading of maritime lecturers by Professor Captain Gunther Zade FNI, World Maritime University 140 20 Higher education in maritime disciplines - the development of graduate and post graduate programmes by Mr Steve Bonsall BSc MNI, LiverpoolJohn Moores University 144 21 The development and implementation of the 1995 STCW Convention by Mr Stephen E Chapman BSc FNI 22 Translating international maritime training standards into national regulations 160 by Professor Captain P.S Vanchiswar ExC PhD FNI, World Maritime University 23 Training ship training by Captain James C De Simone BS MBA MNI, State' University of New York Maritime College, U.S.A 154 167 SECfION IV - Fundamentals of assessment and evaluation Chapter 24 An introduction to norm referenced and criterion referenced assessment, marking and grading 173 by Professor Captain Peter Muirhead ExC MSc (Wales) FNI, World Maritime University 25 Preparing a company training strategy and assessing its effectiveness by Mr Keith Parsons MNI, V Ships 26 The management of seafarers' training by shipping companies through a group training organisation 186 by Mr Colin Chandler BSc MNI, Ship Safe Training Group Ltd 27 An introduction to competence based training with a framework for vocational qualifications by Mr R.C Matthew, UK Merchant Navy Training Board 28 The assessment of competence within a maritime vocational training scheme 196 by Captain Philip ].C Smith ExC FNI 29 The role of continuous assessment and the use of projects in student development by Mr Christopher] Haughton BA Cert Ed MNI, Fleetwood Nautical Campus 30 The development and evaluation of examination systems based upon multiple choice criteria 207 by Mr Perry A Stutman, United States Coast Guard 31 Learning from students - feedback and evaluation by Professor Captain Peter Muirhead ExC MSc FNI, World Maritime University 32 Management training and development in the shipping industry 229 by Mr Peter Springett MBA DMS (Shipping), Odyssey Training Ltd THE NAUTICAL INSTITUTE 180 189 200 222 SECfION V - Towards specialisation Chapter 33 The role of the educational consultant 236 by Captain L.A Holder ExC MPhil FRIN FNI 34 Marine pilot training 241 by the late Captain James Drahos BS FNI, former Marine Pilot, South Central Alaska 35 Training for command 250 by Captain Peter Roberts BSc FNI 36 The need for commercial management 256 by Mr Robert L Tallack BSc FNI, Northstar Consultants 37 Training for new high speed craft services 265 by Captain Trevor Bailey MNI, Stena Line 38 Language training for non-native English speaking mariners 273 by Professor Captain F Weeks ExC MA PhD FNI 39 Training sea and shore staff to meet the requirements of the ISM Code 286 by Captain Graham] Botterill FICS MIQA FNI, Ferriby Marine 40 Guidance on the implementation of IMO Model Courses 292 extracts from IMO pub 096/88 41 The role of research in developing intellectual skills and their application 302 by Mr John S Habberley BSc MPhil FNI, Warsash Maritime Centre 42 Self development programmes for seafarers 307 Mr Brian Thomas BA (Hons) PGCE, The Marine Society, London 43 Aspects of distance education on board 311 by Mr Pooran P Chugani CEng FIMarE MIE DMS DPHE, India 44 Continuous professional development for maritime educators 320 by Mr C.Julian Parker BSc FNI, Secretary, The Nautical Institute APPENDICES Appendix Sources of information of particular value to maritime lecturers 327 I II Some training books available from Kogan Page Ltd 328 III Some training books available from the Institute of Personnel and Development 331 MARITIME EDUCATION AND TRAINING FOREWORD I by Mr W.A O'Neil Secretary General, The International Maritime Organization Shipping is an international industry It is therefore imperative that all seagoing officers share a common sense of purpose and apply rules and regulations in like manner Also we have to recognize that every individual is different and there will be various paths through education and training programmes towards certification Today, maritime education and training is based on standards established by IMO The 1995 amendments to the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978 entered into force in 1997 and, during the next few years, will result in training standards having to be upgraded The text of the original Convention has been almost completely replaced; equally important, IMO itself has been given responsibility for ensuring that the new standards are complied with Governments which not meet STCW requirements could find that their seafarers are denied employment on foreign flag ships because their certificates are not internationally recognized FOREWORD II by L.A Holder ExC MPhil FRIN FNI President, The Nautical Institute (1993-1996) Welcome to the world of maritime education and training For seafarers "welcome back", because you will have been here before, as a student With a predicted world-wide shortage of officers, maritime education and training will become increasingly important in the next decade We need to ensure that the best teaching practices are used The more effective they are, the quicker people learn Better training methods mean better pass rates, higher standards and shorter times to qualify Effective training is good for the shipping industry This book, which contains some of the best advice available, is designed to improve our understanding and organisation It is well timed, for the moment of most need It will help existing maritime teachers, trainers and assessors and will be particularly useful for those seeking to enter this branch of their profession It is a useful guide and reference for all senior officers and managers whose job includes mentoring and guiding juniors and trainees It is also recommended reading for simulator manufacturers and others who serve this sector of industry Associated with the book there is a self-study distance learning diploma scheme for those who wish to enter the maritime education and training profession The scheme comprises six assignments, which demand a proven capability to plan for and deliver competence, manage curriculum development and assess results There is also a project designed to provide the candidate with an in-depth specialised knowledge of a particular discipline Your professional work at sea or working ashore requires specific detailed knowledge and a wide range of skills Teaching requires different knowledge and skills Maritime education and training needs a blend of the two It is not always the cleverest people who make the best teachers, but the ones who are best at passing on their knowledge and skills As a teacher your knowledge will need to go beyond the confines of certificates of competency syllabuses You must know your subject thoroughly and keep yourself up to date with new theories and current practice Teachers should provide a link to the wider understanding of technology, commerce and people No one can afford to throw their books away when they qualify In a changing world, teachers can light the torch of lifelong learning, which their students will need This book, based upon the experience of respected teachers from many countries, will help you prepare to work as a teacher or trainer, whether as a career change or for shorter assignments It is said, "the best way to learn a subject is to teach it" When I was allowed on my own in the classroom for the first time, and students asked awkward questions, I realised the limits of my knowledge and experience You cannot rely on recalling what you were taught ten or more years ago: things have changed There are ways of coping I was fortunate to have a very good teacher as my mentor when I started, but I wish I had also had this book! Teaching comes more naturally to some people than to others, but all teachers need to plan and perform in a professional and competent way We all remember the teachers from school days who captured our imagination and made subjects interesting They tended to be the enthusiastic and happy ones They were well organised, maintained discipline, were sympathetic and supportive Discipline and integrity are also important, particularly when dealing with younger trainees and in examinations I remember the first two students I had to fail for attempting to cheat They passed a piece of paper across and back, via the floor, while I was invigilating It did not help them The first had written, "What is an Interscan Cursor?" and the other had replied "I don't know!" We are very fortunate in the maritime world, and particularly in the professional bodies, that we have so many people who are willing to make time and take trouble to pass on their skills to the next generation I would like to thank all those who have contributed to this book, which will take its place alongside those for Command at Sea, Harbour Masters, Pilots and Surveyors The Maritime Education and Training Diploma Scheme will take its place too, by providing advice and guidance to those wishing to become specialists in this branch of their profession The rewards of teaching are many Probably the greatest satisfaction is gained through seeing the success of former students The friendships and mutual respect developed between trainer and trainee tend to last well beyond the gaining of certificates of competency or graduation I can recommend it If you wish to become a teacher or trainer, think ahead and be prepared The best place to prepare for teaching ashore, is while you are at sea This book will help you to "learn to swim" as a teacher, before being thrown in at the deep end I wish you success MARITIME EDUCATION AND TRAINING MARITIME EDUCATION AND TRAINING THE OVERVIEW Maritime Education and Training, is designed to provide an authorative guide to effective practices It includes learned contributions from no less than 39 authors with a vast wealth of combined experience, from countries as far apart as Australia, England, Hong Kong, India, Malaysia, The Netherlands, Sweden and The United States of America The editorial board for Maritime Education and Training included Captain Len Holder (former President, The Nautical Institute), Mr D Baillie, Mr S Bonsall, Mr G Cunnah, Mr.J.S Habberley, Mr CJ Houghton, Dr A Kennerley, Captain C.F Luddeke, Mr K.A Parsons, Mr J.D Precious, Mr E Raeng, Captain M.G Vanstone, Professor Captain G Zade and Mr Julian Parker (Secretary The Nautical Institute) There are two forewords, one by Mr O'Neil, Secretary General of the IMO and one by Captain Len Holder, who was President of The Nautical Institute from 1993 to 1996 In Section I - Applying the Concepts of Learning - the principles of learning in a maritime setting are explored and advice is given on various techniques and factors to be considered The authors combine sea, government, academic and consultancy experience and set the scene for maritime instructors on helping learners to learn The final chapter in this section is an interesting insight into training in the Royal Navy today, how it is managed and the methods used Section II is about Learning Resources and Educational Technology Chalk and talk, whilst not to be under-rated, have long been replaced by more modern technology Electronic, multi-media and computer-based programs are described and how best to use them The authors, with world-wide experience in practical training and education delivery, offer detailed and up-to-date advice Simulators play an ever increasing part in training, and the subject is extensively covered here, including the training of simulator instructors Again, the Royal Navy adds its view on training simulators at the end of the section The Organisation of Education and Training is covered in Section III University, academy, college and company views come from highly qualified authors Training ashore and afloat, how to integrate maritime training with the industry, lecturer updating and implementation of the STCW Convention are amongst the items covered in detail An American view of training cadets afloat concludes this section In Section IV - Fundamentals of Assessment and Evaluation - covers the vitally important task of checking that learning is effective Highly detailed chapters on assessment, evaluation, multiple choice questions, feedback from students and management development are presented by authors with extensive and ongoing experience ashore and afloat Section V - Towards Specialisation - concludes this book with chapters on a fascinating of specialist training matters, including consultancy work, pilotage, command, high speed ships, the commercial approach and maritime English language Meeting the requirements of the ISM Code and guidance on IMO Model Courses are complemented by advice on self-development programmes, distance education and continuing professional development The appendices give valuable details on sources of information and some training books available All in all, Maritime Education and Training provides highly professional, skilled and practical advice on maritime education and training drawn from very experienced authors from countries all over the globe This book should be the text book of choice for all seriously interested in the subject J.A Hepworth Lt Cdr RN (Retd) MNI THE NAUTICAL INSTITUTE MARITIME EDUCATION AND TRAINING - SECTION I Applying the concepts of learning MARITIME EDUCATION AND TRAINING Chapter ONE CONCEPfS OF LEARNING AND THEIR APPLICATION by Mr Don Baillie Ex C FNI Introduction The aim of this publication is to help those who seek guidance in the task of raising the professional standards of seafarers through education and training These standards may be set by IMO, by examiners, by lecturers, assessors, The Nautical Institute, or by the example and demands of serving seafarers The standards are achieved through learning, alone or in a group, at sea or ashore, by accident or by design That is why the guide begins with these reflections on the key aspects oflearning Many later chapters discuss in detail ways in which trainers, tutors and students set about organising effective learning Here we review the main ideas which help them to develop and select an appropriate method for a particular situation "We live and learn" Think for a moment of all the things you learned before you went to school: walking, talking, eating (in the approved manner), being respectful, laughing, and so on Think what you learned during your school years but not at school: riding a bike, shopping, dealing with illness, much more In or out of school you will have had a few inspiring teachers, many who shaped your learning successfully, some who told you much that you have now forgotten; but always the learning will have been done by you There is no doubt that you have the ability to learn Do not doubt that those whose standards you wish to raise also have the ability to learn You, and they, have learned (and forgotten) in a huge variety of ways and circumstances from a large number of different people If anyone says to you "There is only one way to learn" they cannot have THE NAUTICAL INSTITUTE reflected for long on their own experiences They may have a strong need to believe that life is simple and uncomplicated Tell them "Variety is the spice of life" You may recall some sayings about learning teaching and "It's never too late to learn" "You can't teach an old dog new tricks" "A little learning is a dangerous thing" "We must learn to walk before we can run" "Experience is the best teacher" "Wise men learn from others, fools by their own mistakes" Take your pick Each is sometimes true None is always a guide For you who have an interest in teaching, reflecting on your own experience is an important starting point You will probably recollect that expertise gives a teacher authority And enthusiasm will often convey the importance, interest or excitement of the subject Both expertise and enthusiasm are necessary or desirable, but they not guarantee to bring about learning That is the teacher's art We find it easier to begin studying navigation by assuming the earth to be a sphere, the local surface of the sea to be flat, and the tides to rise and fall in a completely predictable way These assumptions are very helpful to begin with, and often can be taken 'for all practical purposes' to be true But the competent navigator, who is a practical person, must know the circumstances in which it can become uneconomic or dangerous to cling to those simplified assumptions Annex to Chapter 43 Aspects of dIstance education on board • from Lawton, D and Gordon, P., The Dictionary of Education, Hodder & Stoughton, 1993 Distance Learning The most obvious kind of distance learmng IS the correspondence course, but the term now includes other media besides the written and printed word such as TV, video, radio programmes and computers Distance learning is based nominally on a preproduced course which is self-instructional but where organised two way communication takes place between the student and a supporting institution Distance learning is now seen as a useful adjunct to face to face learning The Open University (in the UK) is a good example of this form of learning and it has long been common in Australia • An ideal premise of Industrial Relations (IR) is that the government, industry, and the employees are members of this society with similar interest and stakes (prosperity, security, progress) However, the success of such a relationship depends upon ethics and values adopted by each member for which rationality of common objectives becomes an inherent requirement What benefits one leads to the benefit of the others as well, and vice-versa, and unless this is appreciated by the members, the process will tend to drift downwards until a major upheaval (revolution as against evolution) Thus, the process of industrial relations becomes self-defeating if any of the members ignores the interest and existence of the others Openness, from Ellington, H and Harris, D., The Dictionary of Instructional Technology, Kogan Page, New York, 1996 Student Centred approach, learning, teaching An approach to instruction that concentrates essential ~le~ents (f~el, oxygen and a source of ignition) SImIlarly, umson of the other three elements (government, unions and industry) is essential for a successful business fairness, counsel, leads to mutual cooperation, control and progress; whereas, fear, mistrust, coercion, deceit and unfair protectionism are some of the negative elements for loss of direction and self destruction So let us all look within and come together to derive or to revise our system to make it more productive on the basis of rational objectives on the needs of the individual student or in which the teach:r/ instructor and the host institution play supportIve rather than central roles Distance Education, learning, teaching For our strengths, the world is looking unto us, whereas, for our weakness we are driving others away Sometimes, our strengths too become shackles The question is what we desire? An instructional system in which the learner is geographically remote from the body or person organising the instruction as, for example, in a Selfishness is a virtue of rationality otherwise it is a curse correspondence Maritime Training Decisions course " An instructIOnal system whIch removes tradItIonal barriers to learning such as fi~ed time and place of instruction and rigid entry reqUIrements, placmg many aspects of the learnmg process u?der the control of the learner The latter usually decIdes, what, how and when to study under some form of gUIdance Though the approach is academic in nature, an attempt has been made to write a concise chapter on,the importance of evaluation and decision making for matters related to maritime training Terms of maintenance management have been used to emphasise some ofthe ideas For the sake of simplicity, word subjects have been used to represent different sections of people and bodies like industry, training institutions, society, government, unions, and so on As shown in figure 43.4, f~r ~ successful and sustainable fIre we need contInUIty of the three Ideally, we need a realistic assessment of the situation on the basis of an accurate analysis with a Open Learnmg, flexible Learnmg, Correspon~ence Course reasonable synthesis to arrive at a pragmatic solution to the problems facing the maritime fraternity Decision making with the techniques of problem solving should lead us to a lasting solution Therefore, it would be prudent to refrain from decisions (action plan for a change in this case) until we are sure that we have not made any mistake in identifying the problem MARITIME EDUCATION AND TRAINING 317 If we look back we will find that the problem that the shipping industry faces today, with regards to the supply and demand of appropriate manpower, is no different than that it faced some thirty years ago A close analysis of our actions in the past reveals that our approach to training is similar to that of break down maintenance Thus, we need to state a policy to guide our decisions e.g break down maintenance or condition based maintenance for the training and retraining of seafarers demands appropriate skills from the persons who have the responsibilities for the same However, there has to be a starting point, and it is never too late If there is a lack of expertise for this in our own fraternity then we should look for help and guidance from others in the field of educational research (the University of Bombay, the Technical Teachers Training College at Bhopal, other such institutions in India, or institutions abroad) It can be appreciated that a need for proper evaluation is even greater when investment is large For a decision related to education and training we need to appreciate the term curriculum which is as diverse and difficult to define as the term management However, there is virtually no difference between the process of the two, and a basic comparison of elements is presented in a simplified form in figure 43.5 Whether we are in a new situation, or reviewing an ongoing one, it is essential to have clarity of goals or needs at the very start Such goals need to be absolutely free of ambiguities and ulterior motives Indeed, it is easier said than done when it comes to a complex situation, particularly when there are several subjects at national and international level No matter how hard and time consuming it may be, any decision which ignores the views and values of any of the subjects will lead to more problems than it attempts to solve in the first place A step towards such a change requires an in-depth appreciation of all the factors and people that can influence education and training at tertiary level and employment of the product It may be easy to launch a new training programme, but it is difficult to withdraw once the resources have been utilised As can be appreciated, the elements of the process of curriculum and that of management are extremely interdependent and cannot be looked at in isolation Similarly, the outcome of such a process depends upon initial parameters (inputs) in terms of need analysis, clarity of goals, resources, etc As can be seen, the process of curriculum and that of management are dynamic in nature and require constant monitoring and control Though all the elements are very important evaluation is perhaps the most crucial one of all for curriculum If we attempt to stretch our imagination a bit further we can appreciate it more by comparing the processes of management and curriculum with that of process control in automation in which feedback plays a crucial role in the overall performance Systematic evaluation of an education and training programme is a complex activity (research) and 318 THE NAUTICAL INSTITUTE We can all appreciate the importance of right decisions in anything that we do, so let us hope that the decision makers will take care of all aspects which influence the training of seafarers, and thus the performance of the shipping industry and the nation Effective education is not easy to achieve, but it pays back by having produced a valuable member of society Chapter FORTY FOUR CONTINUOUS PROFESSIONAL DEVELOPMENT FOR MARITIME EDUCATORS by Mr C Julian Parker BSc FNI Secretary, The Nautical Institute Mr Cj Parker obtained his Master's Foreign-Going Certificate in 7967, having served in cargo shiPs and tankers in various ranks He then obtained a BSc in nautical science at Liverpool Polytechnic studying naval architecture, marine engineering and control systems In 7970 he was appointedAdministrative Staff Officer of the Ocean Group, Britain's second largest shipping company During this appointment, Mr Parker studied to become a qualified industrial training officer at theJohn Dalton College at Manchester Polytechnic In 7972 he was appointed the first full time Secretary of the newly constituted Nautical Institute In 7982 he was elected a Fellow Since then the membershiP has expanded from 7,500 to over 7,000 and continues to grow internationally The Institute's primary aim is to promote high standards of knowledge, competence and qualification amongst those in control of seagoing craft The Institute's journal Seaways is recognised as the authoritative voice of the qualified mariner Introduction If you have reached the last chapter in this book you have already achieved a measure of continuous professional development If I was a lecturer I would write on your paper "well done" However, I also share the frustration which many lecturers feel because there are no opportunities for advancement, either through lack of funding or through changes in government policy and therefore you may be worried that this final contribution may be just academic Not so Read on This section then, is for those who want to get on, but who need support and a few useful techniques to overcome the forces of organisational inertia But first let us consider the enemy, or the disturbing influences in maritime education and training To this we need to start by identifying the key players in any certificate structure and consider what they (and probably you) believe makes them successful will enable them to earn higher salaries as qualified officers They also want a certificate with an established reputation as this will enhance career prospects The college principal wants to ensure a viable college and, to this, he or she will usually have to optimise the relationship between governmental education funding policy, the shipowners' pressures for cost effective training, the seafarers' expectations and the need to attract good quality teaching staff who will want to be associated with a successful establishment The examiner, usually from the transport ministry, sees his task as setting and assessing examinations in accordance with prescribed guide lines covering defined functions and competency standards Some of the testing may be delegated to the college staff but the level and quality standard to be attained is controlled by the chief examiner The Key Players The employers, whether owner, manager or manning agent, are looking for competence at minimum cost Voyage contracts mean that turnover is not particularly expensive On the other hand they prefer trainees and officers who come back and who have enough self motivation to take their certificates of competency on their own Some employers pay full cost for training, some a contribution and some, nothing at all The college lecturer in this environment has certain aspirations but, to be successful, he or she has to deliver results What are these results? Inevitably they are "consistently good standards of examination passes" for without this, the whole system fails The college does not become attractive, the students choose another and the pass rate falls so that the owners are displeased and the examiners have to spend more time to achieve the same result It is this overriding pressure which must be recognised before continuous professional development starts to have any meaning The seafarers who are increasingly being asked to pay for their own shore based training want good efficient tuition directed at passing examinations This The problem is implicit in the system It starts with the IMO which prescribes functions and standards of 320 THE NAUTICAL INSTITUTE competence which should be attained Model courses or, in modern terms, training outcomes provide the boundaries beyond which, for cost effective officer training, it is not only unwise to transgress, but in most cases will be counter productive because of the cost penalties of extra study time The examiners are only authorised to examine within the boundaries defined by the administration Frequently they come into the examination service and never get back into the industry, so encapsulating maritime practices within the limits of regulation and experience If you have followed the arguments so far you will realise there is little merit in being too clever or forward looking The maritime infrastructure is rather against innovation at the teaching level; yet paradoxically the whole shipping industry is alive with new ideas from entrepreneurs, designers, equipment makers and changing trades/markets Now you might notice a little technique in this introductory section By showing the limited opportunities for advancement I have depressed your expectations and I should therefore find it easier.to build up your confidence by introducing you to the mysteries of continuous professional development CPD What is CPD? The definition I like the best comes from a study conducted by the Department of Continuing Education at The University of Bristol as follows: "Continuous professional development is the maintenance and enhancement of knowledge, expertise and competence of professionals throughout their careers according to a plan formulated with regard to the needs of the professional, the employer, the profession and society" It is a clever definition because it deliberately does not specify whose plan A college principal may be unable to offer any support for CPD due to budgetary constraints but this does not prevent individuals from having aspirations and taking their own careers forward elsewhere In an industry which confers competencies by qualification at the age of about 28 for ship masters, it is surprising that very little provision is made in the STCW Convention for updating training Sadly the prevailing ethos by employers is that unless there is a mandatory requirement for extra training, then no extra training will be paid for This is not to imply that all employers adopt this view Just look at Captain Trevor Bailey's chapter to find a good exception Also, by certificating every officer on board a ship, the shipping industry has one of the highest proportions of employees qualified when compared to other services or manufacturing industries The problem remains that the industry is evolving, with electronic charts, closed cargo systems, minimum manning, tractor tugs, new coatings and high lift rudders, whilst the education and training can remain directed towards passing examinations In the field of education and training there are also many new developments which need to be assimilated, such as computer based training, videos, interactive projectors, simulators and information technology Some of these improve the efficiency of learning and some allow the boundaries of the class room to be breached and the teachers' skills transferred electronically on board ship The relationships are complex and difficult A college principal who has successfully fought for his department and won a consistently high share of public funding from the education department, needs a new set of skills if he or she is to exploit the industrial applications of distance learning There are a number of techniques which have been deployed to guard against the risk of resting on a reputation At Cardiff University the senior three professors took it in turns to be the principal so enabling each to develop their own research, refresh the department and prevent the management from becoming ossified At the World Maritime University they practice a different regime whereby the rector is appointed for a limited period of time Rectors are elected for their industrial and management skills and their persuasive charms seeking funding and promoting the University internationally The core academic staff provide continuity and tutorship but the University is also dependent on visiting professors and lecturers who keep the subjects taught in the modern idiom In a technical college links with industry are essential and it is worth noting how different principals embrace this practice for possible use later on in your career Without leaving the college campus there are countless improvements which can be made to communication, design, teaching techniques, course structures, the measurement of attainment and the transfer of skills from ashore to the sea Co-operative meetings between owners, examiners and training staff meet the criteria for CPD and of course seminars and conferences provide opportunities for learning about new aspects of the MARITIME EDUCATION AND TRAINING 321 industry, whilst going to sea in the summer leave is a good way to help keep in touch with life at sea It is perfectly clear by the nature of the job that most lecturers practice some CPD throughout their lives, the question remains should it be formalised, strengthened and supported? Professional associations have their focus as selfdevelopment and their role in society is becoming more pronounced as social activity becomes increasingly dependent on knowledge based technologies Professional bodies confer professional status upon their members and in the fast moving era of information and data processing it is valuable to be recognised professionally The role of professional organisations Because shipping is a transport industry, qualifications to operate have been prescribed by governments under Merchant Shipping Acts In one sense government departments have discharged a professional role for the seafarer but, as indicated earlier in this chapter, they can only discharge their obligations within the scope of legislation As such governments seldom become involved in commercial matters, the calculation of lay time, the inherent vices in cargoes or the relationship between ship owner, charterer, insurer, port authority, pilots and the technology of cargo handling equipment, management or employment contracts Whereas in 1970 traditional maritime administrations in countries like UK, Germany, Denmark, Norway andJapan controlled 80% of world shipping and administered a certificate of competency scheme with good educational standards, albeit with the above limitations now, in 1996, 70% of all ships are registered under flags of convenience whose administrations have very little direct involvement with crew competence standards Those of us brought up in shipping tend to believe that we are unique, but this would be a mistake There are many other areas of activity from medicine, law and engineering to biology, computing and shipbroking whose educational standards are set by professional associations and, when it comes to Continuous Professional Development, they are in a much better position than a government department to identify changing trends and keep their members up to date in the whole field of endeavour, rather than the prescribed limits of certificate examinations The principles governing the workings of a professional organisation are based upon setting standards and protecting the public interest We can define professionals as those: Who can only carry out their work if they are educated and trained Believe in a code of conduct Undertake to keep themselves up to date Accept a duty to protect the public and are subject to disciplinary action for abuse of privilege 322 THE NAUTICAL INSTITUTE Again turning to the study into professional associations by Bristol University we can see "The professions are entering a period of rapid and extensive change which could be both stimulating and threatening The six key changes outlined below will profoundly affect the status, job roles and employment patterns of most professionals." The increasing emphasis on accountability There is a shift from professionals being trusted to their work properly because they are professionally qualified, to a system of accountability with some kind of monitoring of their effectiveness True professionals welcome this change for it provides an opportunity to establish better quality, more open relationships with customers and to set up a framework for monitoring personal development The growing numbers and the blurring distinction between functions The rapid increase in the number of traditional professionals (those belonging to professional bodies) and knowledge workers has reduced the status of professionals and blurred the distinction between those two groups For example, by the end of the decade in the UK, there will be over 10 million workers who can be classified as managers, professionals or associate professionals Almost all of these will require higher education, or the equivalent, and will be involved in information intensive work The demand for flexible working Organisations are changing to encourage flexible working patterns, and more and more professionals are expected to work in profit centres, in smaller business units or on a contract or fee basis As a result there is reduced job security for all professionals, and a professional qualification can no longer be seen as a guarantee of a job for life To survive in these new structures, a professional must have tradable skills which can be measured, costed and bought and sold within the organisation Since communication and negotiation are key aspects of successful networking, the possession of social and personal skills is increasingly important These new roles also demand greater business involvement, higher levels of work, and developed decision making The demand for improved quality In the past, quality was regarded as an integral part of the professional service Although professional bodies attempted to exert some level of control over the activities of their members, the lack of external checks, comprehensive standards and tools for measurement meant that there were wide variations in the quality of service provided Forward looking professionals are taking their first steps towards rectifying this situation by introducing quality initiatives such as customer care programmes, ISO 9000 and Total Quality Management (TQM) The maintenance of competence As the useful life span of knowledge gained in an initial degree or professional course declines, the need for continuing education becomes more urgent Education and training must become a continuous lifelong process to keep abreast of change In addition to their vocational skills, professionals need managerial skills to survive in an increasingly commercial environment, and cross functional skills to enable them to negotiate and communicate with other professionals The appliCation of information technology As organisations move on from automation to integration and business process redesign, the trend towards employing more knowledge workers will increase the need for team working and cross functional skills New applications will hasten many of the changes outlined in the report For example, electronic communications technology will enable companies to out source many professional tasks; groupware will facilitate team working." Continuing Professional Development (CPD) · Th ese genera 10b servations can b e ma d e more speClfic ' ' · , For examp 1e, Th e I nstItute f M arme E ngIneers, m l' · or d er t b e abl e t conler Ch ar t ere d E ngIneer Sta tus · upon 1·ts mem b ers h as t l'1011ow th e gul·d e 1mes f th e ' · · Con t r 011 mg b d y, th e E nglneenng C ounCl.1 A ' ' l" ' ' e men t t mam t am prolessIOna regIst tIOn (as r e qUlr ' ' oppose d t mem b ers h Ip f th e I ns t1t u t e f M anne Engineers) is that registrants undertake CPD Here ' ' · ' are th e E ngIneenng ounCI I G Uld eImes: c ' Aims of CPD from The Engineering Council ' ' ' ' , It IS essen t la th a t engmeers an d t ec h mClans · l" tmue th e prolessIOna d eve 1opmen t process a fter 't t· ' R egIs IOn an d th roug h ou t th elr careers CPD can b e d efime d as:"Th · ' ' e syst ema tlC mamt enance, Improve men t an d ' b roa d enmg 0fk now 1ed ge, un d ers t an d·mg an d sk'1ll , and the development of personal qualities necessary for the execution of professional and technical duties throughout the individual's working life" The central aims of CPD are to contribute to employment performance and to enhance career prospects The benefits to the individual are the ability to provide a high quality service, to achieve greater job satisfaction and to improve employability It comprises:a) Updating the particular area of competence, so that the engineer or technician's practice is fully in line with current requirements b) Development of personal and management skills c) Broadening of experience leading to career opportunities The emphasis is on an individual taking his or her own responsibility for the most appropriate development at different stages of a career CPD should be guided by a development action plan and recorded in a professional development record There is a requirement placed through the CPD code on individuals to plan and record their CPD, to produce evidence of CPD achievement, and to support the learning of others Achievement of CPD The challenges and opportunities of work experience provide the central method of continuing professional development This can be supported by structured activities which include:- * * * * * * * * * * * In-house courses External courses Work-based learning, e.g codes observed, conflicts resolved Distance learning Programmes Se1f-directed Private stu d Y, Preparation and delivery of lectures and , PresentatIOns Preparation of refereed Papers Attendance at lectures, seminars or conferences Coaching, tutoring, monitoring, teaching Secondment and special Projects Relevant voluntary wor k It may not be possible to specify a fixed amount of CPD, but relevant benchmarks such as Occupational Standards can be valuable for defining needs and , achIevements Enaineering Institutions will advise members on a O' recommended style of a professional development record, relevant means of undertaking CPD in their area and details of any Specific CPD requirements MARITIME EDUCATION AND TRAINING 323 Monitoring of CPD The Code of Conduct for Registrants requires them to take all reasonable steps to maintain and develop their professional competence and knowledge CPD is, therefore, a key obligation on engineers and technicians Evidence of CPD, complying with the CPD Code, is a requirement for registration Nominated Bodies of the Engineering Council are required to promote and support CPD and, in particular, to monitor the CPD being carried out by their members They may use opportunities of registration, upgrading (for example) from Member to Fellow, and other relevant occasions to expect members to produce evidence of the CPD undertaken The Nautical Institute Continuous professional development is the main purpose of The Nautical Institute which effectively takes over from government administrations once individuals have passed their certificates of competency The four main elements of Nautical Institute policy can be summarised as follows:1 Provide a journal devoted primarily to keeping the nautical profession up to date Publish operational guide books to enhance professional practice with respect to maritime, technical, commercial and educational activity Provide distance learning support for those who want to develop their careers into complementary nautical disciplines e.g surveying, pilotage, command or education Support forward looking policies and professional values in industry committees both nationally and internationally The Maritime Lecturer It is now possible to bring the concepts, practices and resources to bear on the maritime lecturer It is hoped that the college will have its own staff development policy An example of a policy statement might be as follows Reading professional and industry journals Attending seminars and conferences Following external study programmes Developing curricula Participating in departmental projects Preparing articles and features for publication Participating in industry committees and working groups Updating information transfer skills Refreshing lecturing and learning transfer skills 10 Serving in or carrying out projects or research with industry The college operates an educational development programme whereby selected staff in line for promotion or senior appointments are expected to attain a higher level of qualification The college operates a policy of providing sabbatical breaks for no more than (x) number of staff each year (within a five year period) for staff development and departmental enrichment Each department will hold for staff and students as appropriate a series of not less than three discussion seminars per annum designed to give lecturers the experience of discovering new information and imparting it to colleagues and, where appropriate, students The college positively encourages membership of professional associations and the attainment of qualifications as indicators of capability and suitability for advancement These staff development initiatives are not a substitute for organisational management which will continue to be the responsibility of the head of department linked to the strategic objectives of the College" This rather specific set of criteria can, on the one hand, appear costly and a drain on maximum teaching time Looked at in terms of the long term such measures encourage acceptance of change, a modern and attractive approach for prospective students, commitment to common aims and enhanced team work "Every member of staff responsible for student learning (new), teaching (old) shall undertake personal development work which shall be verified and discussed with the head of department during each annual appraisal Continuous professional development of lecturers (old) learning facilitators (new) Whether or not a college provides the framework as in the case of the above policy statement, all maritime lecturers need to keep up to date and it is possible to prepare a personal plan based upon the As a general guideline a member of staff should be able to allocate 5% of working time to self improvement which should include elements of the following:- above criteria 324 THE NAUTICAL INSTITUTE In modern learning idiom the question to ask yourself is "How am I going to plan my time to ensure that I can assure myself that I am up to date, can use my teaching time most effectively, and can contribute to the development of my department whilst also enhancing my career prospects"? If I have written this last chapter well you should be able to produce meaningful objectives, targets and routines At the heart of all professional development is the need for information It is the application of your intellectual faculty to new ideas that creates the dynamic for progress Put another way, there are always competing influences in any society and if you not continually seek to acquire new information and use it to improve your performance you will get left behind In the Appendix One I have included some useful sources of information for further study All these organisations have been chosen for their international links However, local, area and national support groups and associations should not be overlooked The future There is a growing trend towards vocational standards prescribed in terms of learning outcomes or competencies The aim, instead of testing the student's ability to answer an exam paper, is to focus on assessment either continuous or task related as a better way of deciding if a student is qualified Assessment skills are new in this sense and the chapters by Professor Captain Muirhead (24), Captain Smith (28) and Mr Haughton (29) put them into focus Educational technology is changing the way learning takes place and the chapters on simulation and computer based training demonstrates the power of these techniques Once mastered, information technology can be applied to deliver training outside the class room and the opportunities for teaching staff to link in more closely with company training staff is one of the major advantages of more flexible systems Modularisation is an inevitable trend as the "knowledge explosion" continues to expand into vast proportions It shows no sign of slacking The only way to control learning and demonstrate progress is to restructure traditional courses into modular units Students now have the opportunity to select their study courses in a much more flexible way than previously Although there is the central STCW Convention format to be embraced in certificates of competency, there are many advantages to be obtained from the more flexible approach which has been pioneered in other disciplines Harmonising certificate schemes in a global industry presents a new challenge for management and organisations The World Maritime University sees the problem most sharply because of the number of different nationals who attend courses there In this sense CPD should not be confined to educational techniques alone In the UK a major change of emphasis has taken place in education funding To introduce a more vocational/industry led approach the funding authority has moved from the education department to the employment department of the Government Mr Matthew, in chapter 27, describes what this means in terms of shipping qualifications This organisational change calls for considerably more continuous professional development as the teaching centres assume greater responsibility for support and assessment Conclusion The impact of information technology in knowledge based disciplines has far reaching consequences The globalisation of shipping means that future training systems must embrace cultural approaches as the links between training provider and employer become more varied and productive A lecturer or teacher has to have a wider sense of awareness and actively participate as a member of the college team The student teacher relationship can no longer be considered enough and a positive response to development is desirable if the whole college is not to lose its momentum Looking to the future there is so much excitement and much opportunity for personnel to develop effective responses to the demands of the industry and they are most likely to succeed if the individuals responsible for bringing on the next generation have themselves the habit of renewal MARITIME EDUCATION AND TRAINING 325 MARITIME EDUCATION AND TRAINING - APPENDICES Appendix I Sources of information of particular value to maritime lecturers Appendix II Some training books available from Kogan Page Ltd Appendix III Some training books available from the Institute of Personnel and Development 326 THE NAUTICAL INSTITUTE Appendix ONE Sources of information of particular value to maritime lecturers It will surprise many readers to see just how much information there is on all aspects of education and training I have selected UK based publishers not because of a parochial outlook, but because they are in my opinion the best for English speaking people Professional Associations produce their own specialised material and anybody who wants to be considered a true professional should join and support their own professional organisation or learned society Kogan Page have a formidable array of educational books and some of these are listed in Appendix II The main international maritime associations are as follows: professional * The Nautical Institute, The Institute of Personnel and Development (35 Camp Road, Wimbledon, London SW19 4UX) produces an excellent journal called Personnel Management and has a well edited selection of briefs, papers and publications which cover the interface between industry and the education and training world (see Appendix III) The Warsash Nautical Book Shop (6 Dibles Road, Warsash, Southampton S03 9HZ) produces an extraordinarily detailed bibliography of maritime books which can be of great value to lecturers The World Maritime University (Citadellsvagen 29, S.20124 Malmo, Sweden) Inaugurated in 1983 by the IMO, the WMUprovides senior maritime personnel, particularly from developing countries, with two year Master of Science Degree Courses in General Maritime Administration, Maritime Safety Administration, Maritime Education and Training and Technical Management of Shipping Companies The WMU plays a leading role in co-ordinating the other specialist IMO training centres, helping to develop model courses, undertaking research and running seminars and short courses on specialised maritime subjects linked primarily to the work of the IMO Witherby Publishers (32-36 Aylesbury Street, London ECIR OET) Publishes a wide range of industry guides, including the ICS Bridge Procedure Guide and the ISGOTT Guide Of particular interest is their book entitled Training and Assessment on Board which is a guide to seafarers and managers on how to make best use of opportunities for practical training and assessment of competence on board ship 202 Lambeth Road, London SEI 7LQ Publishes Seaways monthly, membership based upon nautical qualifications, career development schemes available, runs seminars and conferences and is a major publisher of nautical books * The Institute of Marine Engineers, 76 Mark Lane, London EC3R 7JN Publishes Marine Engineers Review, has a comprehensive information service, membership based upon marine and engineering qualifications, runs conferences, publishes books on marine engineering and related subjects * The Royal Institution of Naval Architects, 10 Upper Belgrave Street, London SWIX 8BQ Publishes The Naval Architect, has a comprehensive conference programme, encourages excellence in design and produces many specialist publications * The Royal Institute of Navigation, Kensington Gore, London SW7 2AT is more a learned society for all those interested in the subject It publishes TheJournal of Navigation and an A4 Navigation News The coverage of navigation makes this a valuable source of information for those teaching and developing new systems The International Maritime Lecturers Association (IMLA), Secretary, c/o World Maritime University, PO Box 500, Malmo 20124, Sweden, is a voluntary organisation whose members are maritime teachers The organisation provides a forum for the exchange of views and new techniques and the international nature of the organisation means that it can debate the merits of different national training systems to great advantage IMLA organises international conferences MARITIME EDUCATION AND TRAINING 327 Appendix TWO Training Books available from Kogan Page Ltd 120 Pentonville Road, London N1 9JN, England telephone: 0171 278 0433 fax: 0171 837 6348 500 Tips for Trainers Phil Race and Brenda Smith; 1995; 07494 15916 Evaluation - relating training to business performance TerenceJackson; 1989; ISBN 85091 753 A Using Activities in Training and Development Leslie Rae; 1996; 7494 18915 Evaluation Approaches for Training and Development Leslie Rae; February 1997;ISBN 0749420464 Assembling Course Materials - A Trainer's Action Guide Carol Nicolay andJudith Barrette; 1992;ISBN 07494 0622 C Coaching, Mentoring and Assessing Eric Parsloe; 1995; ISBN 7494 1670X Competence Based Assessment Techniques Shirley Fletcher; 1992; ISBN 74940441 Everything YouEver Needed ToKnow About Training Kaye Thorne and David Mackey; November 1996; ISBN 7494 2084 F Facilitating Learning - a sourcebook of activities Phil Clements and Tony Spinks; 1995; ISBN 7494 1399 The Facilitator's Handbook John Heron; 1989; ISBN 7494 0970 H The Competent Trainer's Toolkit Set (7 books) David G Reay; 1994; ISBN 7494 1482 A Handbook of Computer Based Training Christopher Dean and Quentin Whitlock; 1994;ISBN o 7494 14812 Continuing Professional Development Edited by Sandra Clyne; 1995; ISBN 7494 1253 Cost Effective Training - a manager's guide Tony Newby; 1992; ISBN 7494 0552 X Creating High Impact Training - a practical guide to successful training outcomes Richard Y Chang; 1995; ISBN 74941683 D Designing and Delivering Training for Groups David Leigh; October 1996; ISBN 7494 2062 Designing Competence Based Training Shirley Fletcher; 1991;ISBN 7494 0430 E The Effective Delivery of Training using NLP (neurolinguistic programming) Ted Garratt; March 1997;ISBN 7494 2142 Effective Feedback Skills Tim Russell; 1994; ISBN 7494 1000 328 THE NAUTICAL INSTITUTE How to Design and Deliver Induction Training Programmes Michael Meighan; 1995; 7494 1667X How to Design and Deliver Quality Service Training Tony Newby; 1992; ISBN 7494 0737 How to Design and Introduce an Appraisal Training System Carol McCallum; 1992; ISBN 7494 0836 How to Take a Training Audit Michael Applegarth; 1991;ISBN 7494 0429 How to Write and Prepare Training Materials Nancy Stimson; 1991;ISBN 0749404426 I IdentifyingTargetedTrainingNeeds - a practical guide to beginning an effective training strategy Sally Sparhawk; 1995; ISBN 7494 1682 The In-House Trainer as Consultant Mike Saunders and Keith Holdaway; October 1996; ISBN 7494 2029 Investing in Training and Development Tony Pont; 1995; ISBN 7494 1524 X Investors in People Explained Peter Taylor and Bob Thakwray; October 1996;ISBN o 7494 2083 L Learning at Work - Effective Strategies for Making Learning Happen Sylvia Downs; 1995; ISBN 7494 1526 • • • M Make your Training Results last Gloria E Bader and Audrey E Bloom; 1995; ISBN 7494 1684 X • • Managing Change through Training and Development Jim Stewart; 1996; ISBN 7494 0248 Managing Recruitment, Training and Development - a sourcebook of activities Elizabeth Christopher and Larry E Smith; 1995;ISBN o 7494 14278 • • • • Managing Training Sunny Stout; 1992; ISBN 7494 0838 Mapping a Winning Training Approach Joe B Wilson; 1995; 7494 17129 • • • Measuring the Impact of Training - a practical guide to calculating measurable results Pamela A Wade; 1995; ISBN 7494 1680 • • N NVQs, Standards and Competence - A Practical Guide for Employers, Managers and Trainers Shirley Fletcher; 1994; ISBN 7494 1327 • • Empowering Individuals Phil Lowe; 1994; ISBN 7494 1291 Finance for Non-Financial Managers Sylvia Handler; 1992; ISBN 7494 0729 Health and Safety Awareness Phil Lowe and Kim Kennedy; 1993; ISBN 7494 0924 X How to Motivate People David Hussey; 1992; ISBN 7494 0578 Leadership Skills Phil Lowe; 1995; ISBN 7494 11503 Managing Organisational Change Wendy Carter; 1993; ISBN 7494 10914 Marketing Basics David Hussey; 1994; ISBN 7494 1292 Negotiation Skills Wendy Carter; 1995; ISBN 7494 1465 Performance Management Phil Lowe; 1993; ISBN 7494 0929 Preparing a Business Plan David Hussey; 1993; ISBN 7494 1093 Presentation Skills Phil Lowe: 1992; ISBN 7494 0733 Project Management Michael Davies; 1992; ISBN 7494 0731 X Recruitment and Interviewing Skills Phil Lowe; 1993; ISBN 7494 11570 Selling Skills Phil Lowe; 1993; ISBN 7494 11562 Team Building Skills Ralph Lewis; 1995; ISBN 7494 1463 Time Management Ralph Lewis; 1992; ISBN 7494 0574 Trainer's Companion Volume David Hussey; 1993; ISBN 07494 10019 NVQAssessment Shirley Fletcher;January 1997; ISBN 0749421452 • The NVQand GNVQAssessor Handbook Ros Ollin and Jenny Tucker;January 1997; ISBN 749421436 P Preparing Instructional Objectives Robert Mager; 1991; ISBN 0749405945 o Q One-to-One Training and Coaching Skills Roger Buckley and Jim Caple; October 1996; ISBN o 7494 2065 Quality Assurance in Training and Education Richard Freeman; 1992; ISBN 7494 0868 One Day Workshop Packages (trainer's guide and participant's guide) • Coaching and Counselling Skills Phil Lowe; 1994; ISBN 7494 1290 • Communication Skills Wendy Carter; 1995; ISBN 7494 1467 • Competitor Analysis Wendy Carter; 1994; ISBN 7494 11716 • Creativity and Problem Solving Phil Lowe; 1993; ISBN 7494 1088 • Customer Care Wendy Carter; 1993; ISBN 7494 0926 • Delegation Skills Rob Baston; 1991;ISBN 0749404582 S Speedtraining - Systemsfor Learning in times of rapid change Jim Stewart; 1994; ISBN 7494 0887 The StaffDevelopment Handbook - An Action Guide for Managers and Supervisors Peter Sheal; 1992; ISBN 7494 0419 How to Develop and Present Staff Training Courses Peter R Sheal; 1994; ISBN 7494 1231 Strategies for Learning at Work Julie Cotton andJoe Trotter; March 1997;ISBN 7494 21460 MARITIME EDUCATION AND TRAINING 329 Applying SuccessfulTraining Techniques Joe B Wilson; 1995; ISBN 7494 16815 T Teaching and Learning Material on the Internet Ian Forsyth; October 1996; ISBN 7494 2059 Technology Based Training Serge Ravet and Maureen Layte; 1996; ISBN 7494 1975X The Theory and Practice of Training Roger Buckley and Jim Caple; 1995; ISBN 7494 14618 The Trainer Development Programme Leslie Rae; 1994; ISBN 7494 13794 Training and Enterprise Directory - the definitive guide to the UK training industry published by Kogan Page in association with the TEC National Council; yearly; ISBN 7494 19148 330 THE NAUTICAL INSTITUTE Training Aids - a complete resource kit for Training and Development Leslie Rae; February 1997;ISBN 749420456 Training for Change - activities to promote positive attitudes to change Sue Bishop and David Taylor; 1996; ISBN 7494 2006 Handbook of Training Evaluation and Measurement Methods Jack Phillips; 1991;ISBN 074940548 Training Needs Analysis in the Workplace Robyn Peterson; 1992; ISBN 7494 0551 Training for Total Quality Management BillEvans,Peter Reynolds and DavidJeffries; October 1996; ISBN 7494 2066 V Validating your Training Tony Newby; 1992; ISBN 7494 0551 Appendix THREE Training Books available from the Institute of Personnel and Development Plymbridge Distributors Ltd., Estover Plymouth PL6 7PZ telephone: 01752 202301 fax: 01752 202333 c Continuous Development edited by Sue Wood; 1988; ISBN 85292 405 Cultivating Self-Development David Megginson and Vivien Whitaker; October 1996; ISBN 85292 640 D Designing Competence-based Training Shirley Fletcher; 1991; ISBN 0749404302 Designing Training Alison Hardingham; 1996; ISBN 85292 644 E Effective Change - 20 ways to make it happen Andrew Leigh; 1988; ISBN 85292 412 Evaluating Training Peter Bramley; September 1996; ISBN 85292 636 I Identifying Training Needs Tom Boydell and Malcolm Leary; 1996; ISBN 85292 630 J Job Analysis - a manager's guide M Peam and R Kandola; 1993; ISBN 85292 542 M Making Meetings Work Patrick Forsyth; 1996; ISBN 85292 637 A Handbook of Management Training edited byJohn Adair and DavidDespres; 1987; ISBN o 85171 085 T Training and Development Incomes Data Service; 1992; ISBN 85292 455 Training Needs Analysis and Evaluation Frances and Roland Bee; 1994; ISBN 85292 547 MARITIME EDUCATION AND TRAINING 331 ... thrown in at the deep end I wish you success MARITIME EDUCATION AND TRAINING MARITIME EDUCATION AND TRAINING THE OVERVIEW Maritime Education and Training, is designed to provide an authorative... naval training by Lt Cdr Andrew C.Y Prince RN, Royal Navy School of Maritime Operations, 113 HMS DRYAD MARITIME EDUCATION AND TRAINING SECfION III - The organisation of education and training. .. MNI THE NAUTICAL INSTITUTE MARITIME EDUCATION AND TRAINING - SECTION I Applying the concepts of learning MARITIME EDUCATION AND TRAINING Chapter ONE CONCEPfS OF LEARNING AND THEIR APPLICATION by