MODEL COURSE 1.

42
PAS_
SENGER SHIP
CRISIS MANAGEMENT AND
HUMAN BEHAVIOUR TRAINING

2018 EDITION

Electronic edition

IIVD. INTEANATIONAL
MARmME
ORGANIZATION

London, 2018
 Print ediUon (ISBN 978-92-801-1706-6) published in 2018 by the
INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR
www.imo.org

Electronic edition 2019

IMO PUBLICATION
Sales number: K142E

ACKNOWLEDGEMENTS

This course on Passenger ship crisis management and human behaviour training was developed
by the Maritime lndustry Authority, Republic of the Philippines.

IMO w ishes to express its sincere appreciation to the Maritime lndustry Authority,
Philippines, for their provision of expert assistance and cooperation in
the development of this model course.

The photographs and diagrams presented in this model course are reproduced in good faith.

Copyright© lnternational M aritime Organization 2018

Ali right~ reserved.

No part of this publication may be reproduced,
stored in a relrieval system, ar transmitled in any form ar by any means,
without prior permission in wriling from the
lntemational Marilime Organization.

Reproduction and/or translation rights may be available far this tit/e.

Far further detai/s please conlact IMO Publishing at [email protected].
 Contents

Page

Foreword . . . .. .. . . . . . . ... . . . . . . . ... . . . . . .. . ......... . . . ... . .. .... . . . . .... . . . v

lntroduction .. . . . ..... . . . . . . . . . . .. .. ... ..... . ... . . . . . . . . . ..... .. . . ... . . . . . .

Purpose of the rnodel courses . . . . . . . .. . . . . .. . . .. .. ... . . . .... . . . .... . . ..... .
Use of the model cou rse . .. . . . .... . . . . . .. . .. ...... ... . .. .. . .. . .... .. .. ... .
Lesson plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
lmplementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Part A: Course Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Scope. . . .. . .. . . . .... . .. . . ..... . . . . . .. . . .... .... . ... .... ...... . . . . . . . . 3
Obj ective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Entry standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Course certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Course intake limitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Staff requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1-\ssessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Teaching facilities and equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teaching aids (A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
l,v\O references (R) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Textbooks and other references (T) . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 5
Bibliography (8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Part B: General Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Course outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Course timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Part C: D etailed Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Learn ing obj ecti ves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
References and teaching aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Part D: Instructor Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

lntrod uction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Guidance no tes ior lectures and prac tica! aclivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Part E: Evaluation and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

lntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Assessment rn ethod . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Guidance on the implementation of IMO model courses. . . . . . . . . . . . . . . . . . . . . . . 43

M O DEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING 111
Foreword
After the adoption of the lnternational Convention on Standards of Training, Certification and Watchkeeping
for Seafarers (STCW), 1978, the lnternational M aritime Organization (IMO) recognized the need to provide
guidance to maritime academies and training institutes to develop model training courses that are in compliance
with STCW Convention requirements for certification of seafarers and other IMO instruments. Hence the
IMO model course programme was introduced to provide guidance with a view to supporting maritime
training providers and to assist maritime administrations responsible for the approval of STCW courses and
maritime training.

The model course programme has been a long-time success and IMO has developed a number of model
courses to help in effectively implernenting the STCW Convention, the Knowledge, Understanding and
Proficiency (KUP) requirements of the STCW Code and other IMO instruments. 1 believe that the key to this
success is adherence to the requirements of the Conventions while, at the same time, these requirements are
supplemented with industry best practices so that seafarers can be confident in carrying out the duties on
board. The success of a course depends on the skills and competence of individual course facilitators. As part
of the model courses, IMO has also developed guidance on the implernentation of the model course, which
may help those less experienced facilitators to make each course a success.

Whilst aiming to uniforrnly implement the requirements of the STCW Convention and Code and other
IMO instruments, the model course programme is designed to provide flexibility so as to allow training
providers to adjust the course programrne to the needs of seafarers and trainees, based on their previous work
experience and education.

1 reiterate that IMO model courses are for the purpose of guidance only, and not to be regarded asan official
interpretation of IMO instruments. They can be of assistance to administrations to facilitate the process of
approval of STCW course prograrnmes, and could be used by maritirne acadernies and training providers in
the development of courses that satisfy the requirements set out in the STCW Convention and STCW Code,
and other IMO instruments.

This model course was validated by the IMO Sub-Committee on Human Element, Training and Watchkeeping
at its fifth session (16 to 20 July 2018) and I wish train ing providers and seafarers well, and hope that the course
makes the navigation of ships safer.

KITACK LIM
Secretary-General

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING v
 lntroduction
Purpose of the model courses
The purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in
organizing and introducing new training courses or in enhancing, updating or supplementing existing training
material where the quality and effectiveness of the training courses may thereby be improved.

11 is nol the intention of the model course programme to present instructors with a rigid teaching package
w hich they are expected to follow blindly. Nor is it the intention to substitute the instructor's presence w ith
audiovisual or programmed material. As in ali training endeavors, the knowledge, skills, competence and
dedication of the instructors are the key components in the transfer of knowledge and skills to trainees.

The educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from
country to country. For this reason the model course material has been designed to identify the basic entry
requirements and trainee target group for each course in universally applicable terms, and specify clearly the
technical content and levels of knowledge and skill necessary to meet the intent of IMO conventions and
related recommendations.

This is the first manual w ritten for this model course. In order to keep the training programme up to date in
future, it is essential that users provide feedback. New information will facilitate the provision of better training
for persons involved in the assessment, examination and/or certification of seafarers. lnformation, comments
and suggestions should be senl to the Head, Maritime Training and Human Element, IMO.

Use of the model course

To use the model course effectively, the instructor should review the course plan and detailed outline, taking
into account the information on the entry standards specified in the course framework. The actual level of
knowledge and skil ls and the prior technical education of the trai nees should be kept in mind during this review,
and any areas within the detailed syllabus which may cause difficulties, because of differences between the
actual trainee entry level and the level assumed by the course designer, should be identified. To compensate
for such differences, instructors may delete from the course, or reduce the emphasis on, items dealing with
knowledge or skills already attained by the trainees. lnstructors should also identify any academic knowledge,
skills or technical training w hich the trainees may not have acquired prior to undertaking the course.

Adjustment of the course objective, scope and content may also be necessary if w ithin the respective maritime
industry the trainees completing the course are to undertake duties which differ from the course objectives
specified in the model course.

Lesson plans
Having adjusted the course content to suit the trainee intake and any revision of the course objectives,
instructors should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains specific
references to the textbooks or teaching material proposed for use in the course. Where no adjustment to the
learning objectives of the detailed syllabus has been found necessary, the lesson plans may simply consist
of the detai led syllabus w ith keywords or other rem inders added to assist instructors in the presentation of
the material.

Presentation
The presentation of concepts and methodologies must be repeated in various ways until instruc tors are
satisfied that the trainee has attained each specified learning objective. The syllabus is laid out in learning
objective formal and each objective specifies what the trainee must be able to do as the learning outcome.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
Passenger ship crisis management and human behaviour training

lmplementation
For the course to be effective, considerable attention must be paid to the availability and use of:

properly qualified instructors;

relevant support staff;
teaching and other spaces;
appropriate equipment and teaching aids;
textbooks, technical papers, etc.; and
other relevant reference material.

Thorough preparation is the key to the effective and successful implementation of the course. IMO's Cuidance
on the implementation of IMO model courses which deals with this aspect in sorne detail appears at the end
of this publication.

In certain cases, the requirements for sorne or all of the training in a subject area are covered by another
IMO model course. In these cases, the specific part of the STCW Code which applies is given and the user is
referred to the other model course.

2 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
Part A: Course Framework
Scope
The model course aims to meet the mandatory mínimum requirements for the training of personnel in crisis
managemenl during emergency situations on board passenger ships, as specified in section A-V/2, paragraph 4
and table A-V/2-2 of the STCW Code.

Objective
The objective is lo provide trainees with guidance and information to gain the knowledge, understanding and
proficiency (KUP) required to achieve the learning objectives. Trainees have to demonstrate their compelence
in passenger ship crisis management and human behaviour training in accordance with section A-V/2,
paragraph 4 and table A-V/2-2 of the STCW Code.

The trainee should be able to demonstrate the ability to:

organize shipboard emergency procedures;

optim ize the use of resources;

control responses to emergencies;

con trol passengers and other personnel during emergency situations; and
establish and maintain effective communications.

Entry standards
Entry standards should be in accordance with the STCW Convention or other applicable IMO instruments,
w here such requirements are specified. lf sud, requirements are not specified, it is left to the Administration
to decide entry standards in accordance with national regulations and system of education.

Course certificate
On successful completion of the course, documentary evidence shall be issued certifying a holder's acquisition
of the mandatory mínim um requiremen ls and competence as prescribed in regulation V/2, paragraph 8 of the
STCW Convention, as amended.

Course intake limitation

The maximum number of trainees altending each session wi ll depend on the availabili ty of instructors,
equipment and facilities available far conducting the training. The number should not at any time exceed that
which wi ll allow sufficient opportunity for each trainee to have adequate practica! instruction in procedures
for the proper use of systems and equipment.

Staff requirements
lnstructors, supervisors and assessors are to be appropriately qualified in accordance w ith the STCW
Convention or other applicable IMO instruments for the particu lar types and levels of training or assessment
of competence of the trainees. lt is left to the Administration to decide staff requirements in accordance with
its national regulations.

Assessment
In determining the achievement of required competence in column 1 of table A-V/2-2 of the STCW Code, the
assigned assessor shall be guided by the criteria for evaluating competence in co lumn 4 of the tab le, and the
intended learning outcomes stipu lated in the detailed teaching syllabus and the assessmen t tasks enumerated
in the assessment plan.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING 3
Passenger ship crisis management and human behaviour train ing

Teaching facilities and equipment

For tutorial sessions an ordinary classroom or lounge, mess room or cinema aboard should be provided for
instruction. An overhead projector and audiovisual equipment for videos may be required. E-learning may
also be appropriate if acceptable to the Administration.

Aspects of the practica! training required by the regulations are considered ship specific. Therefore, whilst the
theory could be conducted v irtually or in a classroom or lecture room ashore, practica! training may need
to be held on board a ship or atan appropriate shore-side faci lity to ensure that those being trained become
proficient in handling situations on board the ship on which they w ill perform their duties

As the "Crisis Management and Human Behaviour standard of competence", table A-V/2-2 of the STCW Code
contains column 3 "Methods for demonstrating competence", several adjacent rooms may be required which
can simulate different locations aboard the ship. Means of communication between the rooms w ill be needed,
e.g. hand held radios and telephones although messengers may also be used.

Teaching aids (A)

A1 Instructor manual

A2 Visual presentation

A3 Charts/Diagrams
Generic Passenger/ROPAX Crew Emergency Plan
Generic Passenger/ROPAX SMS

A4 Fi lm clips
MS Sewol (or similar incident)
AS Exercise sheets
Stability and trim calculation
Crisis management role playing exercise sheets
Fire/Explosion
Collision
Grounding
Flooding
Blackout
The range of emergency scenarios should include the following:
lnjured personnel
Multiple casualties
Missing personnel
Loss of communication
Loss of evacuation, muster points of temporary refuge
Stressed personnel
Extreme weather conditions
Loss of essential facilities
Loss of key personnel
Rapidly developing situation leading to information overload
Abandonment
Environmental concerns and effects

4 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING
 Part A: Course Framework

A6 Posters
Lifeboat launching procedures
Liferaft launching procedures
Lifejacket donning instructions

Note: Multi-media training aids such as videos, CD-ROMs, Computer Based Training (CBT) may be used as
deemed fit by instructors when presenting this course.

IMO references (R)

R1 lnternational Convention on Standards of Training, Certification and Watchkeeping for Seafarers
(STCW), 1978, as amended

R2 lnternational Convention for the Safety of Life at Sea (SOLAS), 1974, as amended

R3 Recommendation on the design and operation of passenger ships to respond to elderly and disabled
person's needs (MSC/Circ.735)

R4 lnternational Safety Management (ISM) Code w ith guidelines for its implementation

Textbooks and other references (T)

Note: Textbooks may be used as deemed fit by instructors.

Bibliography (B)
81 Crises and the Media Seminar (latest edition). Seminar Report on Crises and the Media No. 2.
Easingwold: Emergency Planning College.

B2 Emergency Planning College (latest edition). A Digest ofSorne We/1 Known Oisasters No. 8. Easingwold:
Emergency Planning College.

B3 Ernergency Planning College (latest edition). Lessons Learned from Crowd-related Oisasters No. 4.
Easingwold: Emergency Planning College.

B4 Emergency Planning College (latest edition). Conference: Problems Associated with Large Sea/e
Evacuations No. 5. Easingwold: H ome Office Emergency Planning College.

B5 Emergency Planning Col lege (latest edition). Crisis in a Complex Society No. 1 Easingwold: Home
Office Emergency Planning College.

86 Flin, R. H. (latest edition). Sitting in the Hot Seat: Leaders and Teams far Critica/ lncident Managemenl.
Chichester: W iley.

B7 OPITO Approved Standard Major Emergency Management lnitial Response Training OPITO Standard
Code: 7228 Revision 1.

88 Poole, T., & Springett, P. (2012). Understanding human behaviour in emergencies. A manual for the
cruise and ferry sector. Rev.3. Hampshire, England: Odyssey Training Ud.

B9 Scanlon, J. (latest edition). Oisaster Preparedness: Sorne Myths and Misconceptions No. 6. Easingwold:
Emergency Planning College.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 5
Part B: General Outline
Course outline
The course comprises lectures, demonslrations and simulation exercises. The outline below identifies the
main areas of the course and the approximale time that should be allocated to each activity of teaching.

Learning objective format is used in the detailed teaching syllabus given in part C; the outline below is a
summary of the course material. The numbering system used below reflects that of the detailed teaching
syllabus.

In the following table all lesson times are given in hours for lectures, demonstrations and simulator exercises,
for indicative purposes. Durations given in bold type are the totals for each section.

Time allotment (hours)

Subject area Demonstration/
Theoretical
Practical work
Course introcluction
1 Organize shipboard emergency procedures

1.1 Elements oí shipboarcl emergency proceclures

1.1.1 General design ancl layout of the ship

1.1.2 Saiety regulations

1.1.3 Emergency plans and procedures

1.2 lmportance of principies for the clevelopment of ship-specific emergency

proceclures, inclucling:

1.2.1 The need ior pre-p lanning ancl drills of shipboarcl emergency procedu res

1.2.2 The neecl for all personnel to be aware of ancl adhere to pre-plannecl
emergency procedures as carefu lly as possible in the event of an
emergency situation
2 Optimize the use of resources

2.1 Ability to optimize the use oí resources, taking into account:

2.1.1 Possibility that resources available in an emergency may be limitecl

2.1.2 The neecl to make full use of personnel and equipment immecliately
available ancl, if necessary, to improvise

2.2 Ability to organize realistic drills to maintain a state of reacliness, taking into
account lessons learnecl from previous acciclents involving passenger ships;
debriefing after clrills

6 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING
 Parl 8: General Outline

Time allotment (hours)

Subject area Demonstration/
Theoretical
Practica! work
3 Control response to emergencies

3.1 Ability to make an initial assessment and provide an efíective respo nse
to emergency situations in accordance with established emergency
p rocedures

Leadership ski/Is
3.2 Ability to lead and direct others in emergency situations, including the need
to:

3.2.1 Set an example d uring emergency situations

3.2.2 Focus decision-making, given the need to act quickly in an emergency

3.2.3 Motívate, encourage and reassure passengers ancl other personnel

Stress handling
3.3 Abilit)' to identify the development oí symptoms oí excessive personnel
stress and those oí other members oí the ship's emergency team

3.4 Understanding that stress generated by emergency situations can affect

the performance oí individuals and their ability to act on instructions and
follow procedures
4 Control passengers and other personnel during emergency situations

Human behaviour and responses

4.1 Ability to control passengers and other personnel in emergency situations,
inclucling:

4 .1.1 Awareness of general reaction patterns oí passengers and other personnel

in emergency situations, includi ng the possibility that:

.1 Generally it takes sorne time before people accept the fact that there is
an emergency situatio n

.2 Sorne people may panic and not behave with a normal level oí
rationality, that their abil ity to comprehend may be impaired and they
may not be as responsive to i nstructions as in non-emergency situations

4.1.2 Awareness that passengers ancl other personnel may, ínter alía:

.1 Start looking for relatives, friends ancl/or their belongings as a first

reaction when something goes wrong

.2 Seek safety in their cabins or in other places on board where they think
that they can escape clanger

.3 Tend to move to the upper side when the sh ip is listing

4.1.3 Appreciation oí the possible problem of panic resulting from separating
families

MODH COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 7
Passenger ship crisis management and human behaviour training

Time allotment (hours)

Subject area Demonstration/
Theoretical
Practica! work
5 Establish and maintain effective communications

5.1 Ability to establish ancl maintain effective communications, inclucling:

5.1.l Clear and concise instructions ancl reports

5.1.2 Exchange oí information w i th, ancl feedback from, passengers aocl other
personnel

5.2 Ability to provicle relevant information to passengers ancl other personnel

during ;:in emergency situation, taking into account:

5.2.1 Language or languages appropriate to the principal nationalities of

passengers ;:ind other personnel carriecl on the particular route

5.2.2 Possible neecl to communicate cluring an emergency by sorne other means,

such as by demonstration, or by hancl signa ls or calling attention to the
location of instructions, muster stations, liiesaving devices or evacuation
routes, when oral communication is impractical

5.2.3 Langu;:ige i n which emergency announcements may be broadcast during

an emergency or clrill to convey critica! guiclance to passengers and to
facilitate crew members in assisting passengers
Sub-total hours
Total training hours 16

Note: The number of hours for assessment shall be determined by the training providers as may be required
by the Administration.

Course timetable
This model course has been developed providing a recommended range in duration of 14 to 18 hours for
lectures, demonstrations, laboratories, or simulation exercises and assessment. No formal timetable is included
in this model course.
lnstructors must develop their own timetable depending on:
level of skills of trainees;
numbers to be trained;
number of instructors;
simulator facili ties and equipment available; and
normal practices at the train ing establishment.

Period Day 1 Day 2

1st Course introcluction 3 Control response to emergencies

1 Organize shipboarcl emergency proceclures

2nd 2 Optimize the use of resources 3 Control response to emergencies

LUNCH BREAK
3rd 2 Optimize the use of resources 4 Control passengers ancl other personnel cluring
emergency situations
3 Control response to emergencies
4th 3 Control response to emergencies 4 Control passengers ancl other personnel cluring
emergency situations

5 Establish and maintain effective communications

8 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING
 Parl B: General Outline

Note: Care should be taken when indicating the total hours for the model course and each subject presented in a
rnodel course. The approval of a detailed timetable is best left to Administrations based on their understanding
of the trainees' knowledge and skills, the class size and the resources available to each training prov ider.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING 9
Part C: Detailed Outline
The detailed outline indicates the contents of the course and appropriate references and teaching aids.

Learning objectives
The detailed teaching syllabus has been written in learning objective fonnat in which the objective describes
what the trainee must do to demonstrate that knowledge has been transferred. This teaching and assessment
format is a tool to express:
Depth of understanding of a subject and the degree of familiarization w ith a subj ect on the part
of the trainee; and
What capabilities the trainee should really have and be able to demonstrate.

lnstructors are encouraged to impart learning in an objective-related manner instead of a material-related

manner. In this context, ali objectives are understood to be prefixed by the words "The expected learning
outcome is that the trainee is able to..."

To indicate the degree of learning outcome of this course, the learning objectives far the detailed teaching
syllabus can be classified in three dimensions:
C (cognitive)
A (affective)
P (psycho-motor)

References and teaching aids

In arder to assist instructors, references are shown against the learning objective to indicate IMO references
and publications, bibliographies, textbooks and other references, as well as additional teaching aids which
instructors may w ish to use when preparing course material listed in the course framework. The following
notations and abbreviations are used:
R IMO reference
T Textbook and other references
B Bibliography
A Teaching aid
Ap. Appendix
An. Annex
Ch. Chapter
p. Page
Para. Paragraph
Se. Section

The fol lowing are examples of the use of references:

"Rl-Reg V/2" refers to regu lation V/2 of the lnternational Convention on Standards of Train ing, Certification
and Watchkeeping for Seafarers, STCW Convention, 1978, as amended.

"A1" refers to the instructor manual in part O of this model course.

10 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING
 Parl C: Detailed Outline

Knowledge, understanding and proficiency IMO Textbooks/ Teaching aid

reference Bibliography
Course introductíon Rl A2-A4
Reg V/2,
.1 íactors which may lead an inciden! to become a c risis situation para 8,
.2 Se A-V/2,
explain the importance oi additional saiety training as prescribed
para 4
in regulation V/2 paragraph 8 oí the STCW Co nvention 1978 as
amenclecl
1 Organíze shipboard emergency procedures R2, R4 A2-A3
1.1 Elements oi shipboard emergency proceclures

1.1 .1 General design and layout oí the sh ip

.1 describe the general design and layout oí the ship

1.1.2 Saíety regulations

.1 review safety regulations relatecl to shipboard emergency

situations

1.1.3 Emergency plans and procedures

.1 describe the contents oí the shipboarcl emergency plans ancl their

corresponcling proceclures

.2 explain the instructions ancl procedures contained in ernergency

plans

1.2 lmportance o f principies fo r the clevelopment oí ship-speciiic

emergency proceclures, including:

1.2.1 The neecl for pre-planning ancl drills of shipboarcl emergency

procedures

.1 explain the importance oí pre-planning ancl drills of shipboarcl

emergency

.2 plan drills of different emergency scenarios in accordance with

the shipboard emergency proceclures

1.2.2 The need íor ali personnel to be aware of and aclhere to pre-plannecl
emergency proceclures as careíully as possible in the event oían
emergency situation

.1 explain the need for personnel to be aware of ancl aclhere to

pre-planned emergency proceclures

.2 evaluate the potentials oí slow ancl rapid escalation oí an

emergency including their consequences

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING 11
Passenger ship crisis management and human behavíour training

Knowledge, underslanding and proficiency IM O Textbooks/ Teaching aid

reference Bibliography
2 Optimize the use of resources R2 B7 A2, A3

2.1 Ability to optimize the use oí resources, taking into account

2.1.1 Possibility that resources available in an emergency may be limited

.1 determine the capabilities ancl limitations of available resources

(i.e. human resources, equipment ancl proceclures) in responcling
to an emergency

2.1.2 The need to make íull use oí personnel ancl equipment immecliately
avai lable and, ií necessary, to improvise

.1 determine the ability oí personnel to take over in case other team

members are incapacitated or missing

.2 apply short-term strategies in case sorne equipment is not

available or malfunctions

2.2 Abil ity to organize realistic dril Is to maintain a state of reacliness,

taking into account lessons learnecl from previous accidents involving
passenger ships; debriefing after clrills

2.2.1 Execute realistic drills in accorclance with the planned emergency

response

2.2.2 Seek externa! emergency response teams to assist in dealing with the
emergency situation

2.2.3 Conduct debriefings after the drill to discuss points for improvements
3 Control response to emergencies R2 87 A2, A3, AS

3 .1 Ability to make an initial assessment and provicle an efíective

response to emergency situations in accordance w ith established
emergency procedures

3.1.1 Assess and respond to the emergency situations

l.eadership ski/Is
3.2 Ability to lead ancl direct others in emergency situations, inclucling
the need to:

3.2.1 Set an example during emergency situations

.1 clemonstrate full situational awareness

.2 demonstrate the ability to remain calm unde r pressure in the face

of challenging situations

.3 consider suggestions/ideas from other team members

3.2.2 Focus decision-making, given the need to act quickly in an

emergency

.1 decide firmly based on established contingency and emergency

plans

3.2.3 Motívate, encourage and reassure passengers and ot her personnel

.1 maintain effective communications by broadcasting relevant

information

12 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIO UR TRAINING
 Part C: Oetailecl Outline

Knowledge, understanding and proficiency IMO Textbooks/ Teaching aid

reference Bibliography
Stress handling

3.3 Abi lity to identiíy the development o f symptoms oí excessive

personnel stress and those of other members of the ship's emergency
team

3.3.1 Determine the symptoms of excessive personnel stress and those oí

other members oí the ship's emergency team

3.4 Understanding that stress generated by emergency situations can

affect the performance of individuals and their ability to act on
instructions and íollow procedures

3.4.l Determine the eíiects of stress generated by emergency situations

3.4.2 Manage excessive personnel stress and that oí o ther members of the
ship's emergency situations
4 Control passengers and other personnel duríng emergency
sítuations

/-fuman behaviour and responses

4.1 Ability to control passengers and other personnel in emergency B8 sec.2 A2
situations, including: p. 17- 26

4.1.l Awareness oí general reaction patterns oí passengers and other

personnel in emergency situations:

.1 Generally it takes sorne time beíore people accept the fact that
there is an emergency situation
.1 describe the general reaction patterns of passengers and other
personnel during the diííerent phases oí the emergency

.2 describe the source oí iníormation on which the reaction oí

passengers and personnel could be based

.3 describe actions to be taken to make warnings ancl instructions

more effective

.2 Sorne people may panic and not behave with a normal leve! oí
rationality; their ability to comprehend may be impairecl and they
may not be as responsive to instructions as in non-emergency
situations
.l analyse the factors that influence the reaction oí passengers
and other personnel during an emergency

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 13
Passenger ship crisis management and human behaviour train ing

Knowledge, understanding and proficiency IMO Textbooks/ Teaching aid

reference Bibliography
4.1.2 Awareness of passengers ancl other personnel actions cluri ng 88 sec.3 A2
emergency p.27-35
810 sec.4
.1 describe t he possible actions of passengers ancl other personnel p.36-54
when the emergency is confirmecl

.2 describe the impact oi the physical and psychological aspects of

the emergency to the passengers and other personnel

.3 explai n how stress af fects the reaction of the passengers and other
personnel d uring emergency

.4 analyse t he difieren! behavioural responses oí passengers ancl

other personnel during the impact phase of the emergency

4.1. 2.1 Start looking ior relatives, friends and/or their belongings as a first
reaction when something goes wrong

.1 explain that search parties are assigned to ensure that ali areas are
evacuatecl

4.1.2.2 Seek safety in thei r cabins or in other places on board where they
think that they can escap e clanger

.1 explai n that in emergency situations ali passengers ancl other

personnel shoulcl proceecl to the muster stations

4.1.2.3 Tencl to move to the upper sicle when the ship is listing

.1 explain that the survival crafts may not be usable at the upper side
of the ship when listing

.2 explain the clanger of slicling clown from the upper sicle to the
lower side oí the ship
4.1.3 Appreciation o f the possible problem of panic resu lting from B8 sec.5 A2
separating families p.55-77
B8 sec.6
.1 describe the different assumptions about human behaviour that p.78- 90
might hincler the evacuation phase o f passengers and personnel in
times oí emergency

.2 explain the following categories of human behavioural response

during evacuation phase:

- inaction

- íear/flight

- panic

- non-panic responses

- altruism and afiiliation

.3 analyse the behavioural response oí passengers ancl other

personnel duri ng recoil phase oí the emergency

14 MODEL COURSE 1.42 PASSENGER SHIP CRI SIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING
 Part C: Detailecl Outline

Knowledge, understanding and proficiency IMO Textbooks/ Teaching aid

reference Bibliography
5 Establish and maintain effective communications R4 A2, A6
Para 3 .8-3.11
5.1 Ability to establish ancl maintain eíiective communications, including: p.3
5.1.1 Clear ancl concise instructions ancl reports

.1 use elementary language in giving clear ancl concise instructions

ancl reports in communicating basic i nstructions to passengers

5.1.2 Exchange oi information w ith, and feedback from, passengers and

other personnel

.1 explain the importance of using closecl-loop communication style

5.2 Ability to provide relevant iníormation to passengers ancl other

personnel cluring an emergency situation, taking into account:

5.2.1 Language or languages appropriate to the principal nationalities oí

passengers and other personnel carriecl on the particular route

.1 identi fy the language or languages appropriate to the principal

nationalities oí the passengers

5.2.2 Possible neecl to communicate cluring an emergency by sorne

other means, such as by clemonstration, or by hand signals or
callíng attention to the location of instructions, muster stations,
life-savíng clevices or evacuation routes, when oral communícation is
impractical

.1 iclenti fy other means oí communícation wíth passengers cluring an

emergenc y when oral communication is ímpractical

.2 communicate to passengers the safety instructions usíng other

mea ns oí communication

5.2.3 Language in w hích emergency announcements may be broaclcast

during an emergency o r drill to convey critica! guidance to
passengers and to facilitate crew members in assisting passengers

.1 iclentify the languages that can be usecl in broaclcastíng

announcements during an emergency

.2 broaclcast emergency announcement in accorclance with a given

scenarío

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING 15
Part D: Instructor Manual
lntroduction
The instructor manual and its guidance notes provide highlights and summary of the topics that are to be
presented. A corresponding instructor's guide or lesson plan has to be prepared by the instructor to show the
details of the delivery of each topic of the course specifying the teaching strategy and method to be used and
describing the learning activities of the trainees.
The guidance notes are presented in accordance with the course outline. lncluded is a brief description of the
course introduction followed by the subject area divided into five (5) major headings:
1 Organize shipboard emergency procedures
2 Optimize the use of resources
3 Control resp onse to emergencies
4 Control passengers and other personnel during emergency situations
5 Establish and maintain effective communications
In preparing the instructor's guide, the instructor has to study carefully the training outcomes in the course
framework and the learning outcomes in the course syllabus in order to ensure that the teaching-learning
activities as well as the formative assessment are consistent and aligned with each other. Likewise proper
preparation of ali necessary teaching aids/instructional materials is essential prior to the conduct of the course
in order to attain successfully the training of the course.

Guidance notes for lectures and practica! activities

Course introduction
The tragic loss of the MS Herald of Free Enterprise, MS Scandinavian Star and MS Estonia led to the
amendment of STCW chapter V of the code in 1995.
Recent maritime disasters involving p assenger ships, i.e. MS Costa Concordia (2012) and MS Sewol (2014)
demonstrate the importance of crisis management and human behaviour training. The scope of this training
is centred on risk to:
personnel;
vessel;
environment; and
operation.
The new training requirements of the STCW Convention are mandatory for the training and qualification of ali
masters and officers that are required to manage crisis situations on board in accordance w ith table A-V/2-2
of the STCW Code relating to the mínimum standard of competence in passenger ship crisis management and
human behaviour.

1 Organize shipboard emergency procedures

Elements of shipboard emergency procedures
The elements of shipboard emergency procedures that cover what to do in the event of an emergency situation
can be broken down into the following components:
1 Discovery - initial response;
2 Containment - implementation of th e Crew Emergency Plan (CEP);
3 Clean up - making the vessel safe; and
4 lncident investigation ancl reporling.

16 MODEL COURSE 1.42 PASSENGER SH IP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
 Part O: Instructor Manual

Each vessel/company should establish clear procedures and guidelines on how to deal w ith each of the four
parts of an emergency in the Safety Management System (SMS). lt is how well and quickly a crew can deal
with an emergency in its initial stages that will determine if a major crisis will develop.

Discovery
Discovery is the initial identification and reaction lo a potentially hazardous situation that left untreated would
turn into an emergency or crisis situation. Far example, a smouldering cigarette throw n into a waste basket has
the potential to become a full blow n fire. lf the person discovering the smouldering quickly douses the waste
basket with water the risk of fire is eliminated. Using the same example, if the waste basket caught fire and the
fire began to spread before being discovered, then fire detection systems would alert the bridge and shipboard
emergency procedures would be employed to contain and put out the fire.

Containment
N ex t to early discovery, containment is the most important phase of ernergency response. Early and efficient
containment w ill normally stop an incident frorn becoming an emergency/crisis situation. Shipboard systems
and design allow for containment of flooding and fire/smoke, which are the two worst hazards to be
encountered. Containment is the overall responsibility of the incident/crisis management team. Containment
is the systematic process of isolating an incident. Things that need to be taken into account are:

1 personnel containment - ensuring crew and passengers are in safe areas (muster points),
deploying emergency response team to safe working areas;

2 area containment - shutting watertight/fire/smoke doors;

3 environmental containment - shutting down ventilation, setting up smoke boundaries, deploying

SOPEP equipment, etc.; and

4 mechanical!electrical containment-shutting down and isolating equipment that has the potential
to escalate the inciden! if left running.

lf the incident cannot be contained, it is the responsibility of the Central Command Team (CCT) on the Bridge
to plan, evaluate, decide and conduct evacuation of the vessel before the crisis becomes unmanageable and
the ship sinks.

Regular practice and dril Is will develop teams to respond to and manage various incidents before they escalate
into crisis situations.

Dam age control

Damage control is conducted during the containmen t phase in order to try and prevent escalation oi the
incident. The amount of damage control is limited by the number of crew and or equipment available. Damage
control may involve:

1 maintaining stability;

2 extinguishing a fire sufficiently to mitigate chances of re-ignition;

3 purnping out flooded sp aces and shoring hull breaches;

4 ventilating and testing atmosphere - in smoke or toxic gas environments;

5 isolating broken pipe lines, checking cargo stowage; and

6 containment and clean-up of spills.

Again, regular practice and drills wi ll train teams to respond to and manage various incidents before they
escalate into crisis situations.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 17
 Passenger ship crisis management and human behaviour training

lncident investigation and reporting

lncident investigation and reporting is a rnajor part of the emergency response plan as it will identify root
causes of incidents and provide controls to ensure the incident will not be repeated. This inforrnation should be
disseminated across the industry to alert and advise others of the potential risk. In the event of a crisis situation,
independent bodies should conduct investigations. For exarnple, the Marine Accident lnvestigation Branch
(MAIB) was established in 1989 following the MS Herald of Free Enterprise disaster, wherein a passenger ferry
capsized off Zeebrugge, leading to the loss of 193 lives, many of thern British citizens.

General design and layout of the ship

The lnternational Convention for the Safety of Life at Sea (SOLAS), 1974, is subject to a continuous amendrnent
process. This is rnentioned because SOLAS is continually evolving and lncident M anagernent Teams should
be aware of the latest changes.

SOLAS provides clear requirernents on ship design, construction, Ernergency Response Equiprnent and
Lite-Saving Appliance (LSA).

In essence, ships are constructed w ith containment in rnind. As described earlier containment of an incident
means survivability for the ship. How is this achieved? By constructing watertight compartmenls, double
bottorns and different class of fire/srnoke doors.

Watertight compartments have doors leading in and out; depending on the type, these doors may be operated
rernoLely from the bridge, locally at the door iLself and frorn the central control station. The idea is to stop
water from passing through the cornpartrnent and creating stability issues. lt is a command decision to operate
watertight doors. Personnel need to evacuate quickly frorn a compartment or run the risk of being locked in.
Another consideration w hen operating watertight doors is that it restric ts access for darnage control purposes.
So in a flooding crisis rnanagement scenario, key things for Lhe inciden! manager to consider are:
1 number of personnel in the affected cornpartrnent and evacuation;
2 stability;

3 when and how to shut watertight doors - access issues; and

4 bilgepumps and suctions.

In a collision/grounding scenario key things for the incident manager to considerare:

1 stability;

2 containrnent of cargo, ball ast and bilge water;

3 SOPEP equiprnent and dispersants; and

4 no tification to local authorities.

Fire continues to be the greatest risk to a vessel. Ship s are mandated to have detection systems and fixed
fire suppression systems norrnally located in rnachinery/elec trical spaces. Vessels are divided into fire zones.
This enables the CCT to locate and monitor spread of a fire. Zoning is effective when deploying Emergency
Response Tearns (ERTs) and mechanical and electrical isolations, as equipment and safe working areas can
be identified quickly. One of the biggest killers in a fire is smoke or gas inhalation. The zoning concept works
well to identify access points and more irnportantly srnoke boundaries that, if rnaintained well, w ill contain
srnoke/gas to the affected area. lf not rnanaged well, smoke will spread and endanger personnel. Lastly, zoning
provides good inforrnation on where to set up boundary cooling hoses to limit the radiated heat from a fire. So
in a crisis rnanagement scenario involving fire, the key things for Lhe CCT to consider are:
1 identification of the source and size of fire;

2 identification of the zone/location;

3 identification and shutdown of ventilation (to the affecLed area at least) rnechan ical and elec trical
isolation where needed;

18 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING
 Parl O: lnslruclor ivlanual

4 identification of a safe working area and deployment of the ERT to it;

5 setting up smoke boundaries and isolation of the zone; and

6 setting up boundary cooling, where needed.

Major crisis types

Majar crisis on board vessels arises from individual incidents that have a flow on effect that ultimately affects
the stability and trim of the vessel or the habitability. No one crisis will be the same as the next. How the initial
incident is responded to and managed generally averts an escalation to a majar crisis. So, a major crisis can
be one or multiple events that happen due to an inciclent. These are, bul not limited to:
Fire/Explosion

Flooding
Collision

Grounding
Foundering

Blackout/mechanical failure
Toxic gas
Mass casualties

Piracy/Terrorist incident

Safety regulations
There are two main publications (ISM and SOLAS) that discuss maritime safety and emergency response;
however, there are many references and codes far specific types of vessel: trainees should make themselves
acquainted w ith these as required.

ISM
The lnternational Safety Managemenl (ISM} Code provides in part A (lmplementation):

"8 Emergency preparedness

8.1 The company should identify potential emergency shipboarcl situations, ancl establish
procedures to respond to them.

8.2 The company should establish programmes far drills and exercises to prepare for emergency
actions.

8.3 The safety management system shou ld provide for measures ensuring that the company's
organization can respond at any time to hazards, accidents and emergency situations
involving its ships."

Safety of Life at Sea (SOLAS)

As mentioned previously, SOLAS provides all safety regulations far:

1 Construction - structure, subdivision and stability, machinery and electrical installations

2 Construction - fire protection, fire detection and fire extinclion
3 Lifesaving appliances and arrangements
4 Radiocommunications
5 Safety of navigation
6 Carriage of cargoes and oil fuels

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAG EMENT ANO HUMAN BEHAVIOUR TRAINING 19
Passenger ship crisis management and human behaviour train ing .

7 Carriage of dangerous goods

8 N uclear ships

9 Management for the safe operation of ships

1 O Safety measures for high-speed craft

11 Special measures to enhance maritime safely

12 Special measures to enhance maritime security

13 Add itional safety measures for bulk carriers

14 Verification of compliance

15 Safety measures for ships operating in polar waters

Emergency plans and procedures

Emergency or contingency plans are documents that aid the cris is management team in decision-making
during an emergency siluation. They are required to be located at accessible points on the vessel and for
shore emergency response teams. Normally, these are on the bridge, engine control room, conspicuous areas
accessible by crew and passengers and sorne are at the gangway access points. They may consist of the
fol lowing:

1 Muster list and ernergency instructions;

2 Fire control plan;

3 Lifesaving appliances and escape route/evacuation plan;

4 Damage control plan;

5 General arrangement plan; and

6 Log book - used to record ali management decisions and orders (may use digital recorders).

Note to instructor
The trainees should demonstrate knowl edge and familiarity of the various symbology used on the ernergency
or contingency plans.

Escalation
To demonstrate how a crisis develops, let's follow a hypothetical scenario:
1 Two ships collide.

2 Ship A has minimal struc tural d amage and continues the voyage.

3 Ship B suffers structural damage and begins taking on water.

4 The water level rises and floods an HV electrical junction box, causing arcing.

5 The arcing causes a fire and blacks out the vessel.

6 The fire causes a crew rnember to be overcome by smoke; he trips and suslains a broken leg.

7 Because of the electrical blackout, bilge pumps canno t be run and stability is greatly affected.

8 Should we abandon or stay and fight the situation?

The initial incident (collision) escalated into a fu ll crisis situation; the crisis management team needs to be able
to deal w ith ali ernergencies and keep the vessel, passengers and crew safe.

20 M ODEL COU RSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
 Parl O: Instructor Manual

Procedures
Crew Emergency Procedures (CEP) are developed by the shipping company in accordance with the regulations
stipulated by SOLAS and ISM for the particular vessel. There are three types of procedures; the first, called
initial actions or first response or first aid, is what each crew member must do when discovering an incident.

For example when discovering a fire:

1 raise the alarm;
2 if safe to do so, fight the fire with a portable appliance;
3 ii not safe to do so, check for casualties and sea! the compartment by closing fire doors or
watertight doors; and
4 wait for emergency response team to arrive and brief the Fire Team Leader.

These are taught and practised during Basic safety training and during drills on board.

The next sets of procedures are for the Central Command Team and provide details on how to manage an
incident or multiple incidents. These are normally found in Company SMS documentations. Using the fire
example again:
1 receive muster station reports (head count);
2 determine if anybody is missing;
3 stop ventilation, shut dampers and doors, set up smoke boundary;
4 identify safe work area for emergency response team;
5 deploy emergency response team to safe work area;
6 deploy emergency response team to fight fire and search for casualties - record time spent on
operation;
7 determine emergency response team extraction time and backup plan if fire could not be
extinguished;
8 deploy First Aid Team to safe work area to manage casualties; and
9 comm unicate with other parties and company.

As you can see these procedures require thinking, communication and response. lt is importan t that they are
practised regularly. Now couple these with an escalating incident, e.g. a blackout and you can see where
prioritization and delegation come into crisis management. In this case it would be good to delegate the
blackout to the chief engineer and let him/ her look after second priority while the CCT deals with the fire
first priority, whilst maintaining an overall situational picture, including safe navigation. This is where crisis
management gets difficult because no two crises w ill develop the same way, nor will people's actions and
reactions be the same.

Notes to instructor:
provide samples of muster list and emergency instructions to be available as a reference; and
assign trainees to analyse the procedures.

2 Optimize the use of resources

Human resources
During an emergency situation it is obvious that people react differently than they normally would. There are
two common psychological modes people go into in an emergency situation:
1 flighl - want to run away; and
2 fight - want to tackle the problem head on.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 21
Passenger ship crisis management and human behaviour train ing

On board a ship, the flight mode is a secondary option only to be taken w hen all options for the fight mode
are exhausted. So initial ly, how do we develop the fight mode? This is quite easily done by practice and
more practice. Theory is the more we develop skill, the easier the tasks become; this applies to incident
management as well.
There are factors that the incident manager should take into account when dealing w ith people in emergency
situations:

Uncertainty, ambiguity or conflicting information

During the early stages of an incident, information needs to be gathered and assessed. Any ambiguous or
conflicting information needs to be clarified befare any decision-making can be applied.

Shifting and competing goals

During an escalation of incidents the priority must be given in the following order:
Passenger and personnel safety
Vessel safety
Environmental safety
Operational safety
This w ill hel p the Central Command Team to keep focus and be able to maintain a complete set of priorities.
lt is also good practice to take a "time out" to check that situation is prioritized and covered in detail.

Time stress
D uring an emergency situation time seems to slow down; it seems to take ages to get reports coming in.
Remember the ERT is following procedures so that they don' t become casualties, it takes time to round up
passengers; it takes time to do an electrical or mechanical isolation. This tim e has an impact on the CCT
as they are checking off checklists and thinking three steps ahead. Do nol fa ll into the tr;ip of dem;inding
information when there is none to give; train and trust your ERT to deliver timely reports.

Potential serious consequences

An incident is not the time to be considering consequences; the main focus is to concentrate on containing
the incident and ensuring the safety of personnel, passengers, vessel, environment and operation. By doing
this you w ill lessen the seriousness of consequence.

Mu/tiple players (team factors)

The team is a key factor in dealing w ith inci dents, and managing people is a key competence of the CCT Leader.
Why? Because language, culture and communication are vital in information flow. Panicked or stressed people
tend to revert to their mother tongue and each person is working with flight or fight psychological mode. So a
closed loop communication style is essential in incident management decisions. Also, team members should
be assigned tasks that they are competent and confident in com pleting. Ali tasks and completions have to be
recorded with time annotation.

Closed loop communication style

Make decision and frame orders
Make the order to a specific recipient
Have the order repeated by the recipient
Acknowledge confirmation or repeat process if not understood

Personal factors
Personal factors can determine the outcome of a crisis situation; unwanted behaviours include:
Anger
Sorrow
Apathy

22 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
 Parl O: Instructor Manual

lndecision
Confusion
Stress
Panic

Each of these behaviours w ill break down teamwork when it is most needed. The incident manager has to
keep his own emotions in check and also be observant of other incident team members. Other personal
factors that should be monitored are:
Fatigue
Workload

Communications and reporting

Competency

The principies of delegation

A passenger ship organizational structure is well set up for task delegation during an incident contained in the
Crew Emergency Plan. The Master is in overall command and is the lncident/Crisis Manager. The Chief Officer
is usually delegated to manage marine type incidents and the Chief Engineer delegated to manage technical
incidents. A Navigational Officer would be delegated for navigational safety and another Officer delegated for
communications during an incident. One other crew member should be delegated as the incident recorder
used in conjunction with a digital/ana logue voice recording system, if available.

How well task delegation works depends on training and competency. Therefore the more the Command
Control Team is exercised the better and more confident they will become.

How to de/egate

Define the task

Communicate the task requirements clearly

Ensure the person understands the task requirement (closed loop again)
Follow up in a timely manner on progress/completion

Note to instructor:
Use role play exerci ses to develop skill.

Emergency response equipment and personnel

Lifesaving appliances (LSA) and emergency response equipment are mandated by SOLAS. Nowadays,
maintenance and checking equipment are conducted through planned maintenance systems. A Permit to work/
isolation certificate is produced any time an emergency response equipment is taken out for maintenance.
Training in the use of equipment is mandated by the 1978 STCW Convention, as amended. This is to ensure
that equipment and personnel are always in a state of read iness. How it is employed during a crisis situation
is up to the Central Command, because no two incidents are the same and there will always be shifting
priorities. Below are nine tips for effective utilization of equipment and resources:
1 Regular dril/s and on-board training - makes the team familiar with specific equipment and
checks that all is operating as it should.

2 VenUlation and watertight integrity - shutting down ventilation/air-conditioning systems and

smoke dampers quickly will stop the spread of smoke and toxic gas. In cases of flooding
evacuation and shutting watertight doors adjacent to the affected area must be made quickly to
contain the ingress of water.

3 Speed - the fast response to a situation by the ERT usually limits escalation.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 23
 Passenger ship crisis management and human behaviour train ing

4 Communication - Muster station/Head count reports must be made quickly and clearly as this
w ill determine the next phases of the crisis management; for example, if they don't tally up,
search and rescue w ill take equal priority with containment. Situation reports provided regularly
to crew and passengers reduce fear of the unknown and instil confidence that the command is
in control of the situation

5 Use of fixed fire-fighting systems - Use of fixed fire suppression systems early in an incident will
generally knock the tire over; if it doesn't it w ill still make the Fire Team's job easier as it will slow
down advancem ent. Always check thal compartments have been evacuated before deploying a
fixed fire suppression system.

6 Safe working areas - Setting up and deploying the ERT to a safe working area as close to an
incident saves on self-contained b reathing apparatus (SCBA) air, allows hoses and life lines to be
shorter, and provides a first aid post near the scene for faster treatment.

7 Electricallmechanical isolation - Early shutdown and isolation of equipment w ill reduce load and
ensure the safety of personnel working in the area and safety of the equipment itself.

8 Record-keeping - A dedicated log keeper ($cribe) to record the following;

Ti me;
Deci si ons/orders/instru ction s;
Situation reports; and
Reports to the Central Command.

Marking up/drawing on the general arrangement d iagram an d/or fire control plan including:
lncident location, affected systems¡
Location of ERT team/SCBA air pressures and time on air/time out;
Available/non-available emergency response equipment; and
Atmosphere monitoring results.

Please remember these records w ill be v ital later on during the accident/inciden t investigation process.

3 Control response to emergencies

Emergencies requ ire good leaders w ho are not restricted to the master on the bridge but to support group
leaders, e.g. on-scene commander, engine room control, back-up parties, first aid, zone commanders, etc. are
all essential. lnformation can be very sparse in the early stages¡ however, the mobilization of all personnel and
resources must be started under a calm, decisive leader. W hen the picture b egins to form, as more information
is received, tasks can be allocated and forward planning can begin. Leadership style must be firm, decisive
and perhaps autocratic, and sorne degree of consultation may be appropriate, bu t thi s is not the time to form
comm ittees.

Persons wi ll respond to well-motivated leaders as they wi ll to motivated instruc to rs. Energy and en thusiasm
generally tends to spread throughout the group; however, any emergency wil l heighten stress levels. The heart
beats faster, the breathing rate is rapid and sweating increases. This must be identified as soon as possible so
that workloads can be lessened, tasks re-allocated and extra support requested. Unless the leadership can be
firm and d irectional the teamwork and general response w ill start to disintegrate.

Assessing and effectively responding to the emergency situation

Seafarers are taught how to deal with an emergency situation if they come across one.

The first thing is to raise the alarm.

report the location;

report the nature of the emergency; and

report whether any casualties have been found.

24 MODEL COURSE 1.42 PASSE NGER SHIP CRISIS MANAGEMENT ANO HUMAN BEH AVIO UR TRAINING
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These three things are vital to know and understand for the crisis manager to make an initial assessment of
the situation. Other forms of alerting to a potential emergency situation are smoke/flame and gas detectors,
flooding detectors and alarms. These should be monitored and investigated upan any activation. Standard
operating procedures state that when the alarm is raised the Officer of the Watch (OOW) will sound the
general/fire alarm and the crew w ill go to assigned muster stations. ll takes a few minutes for this to happen
so using this time to get to the crisis centre and take stock of what is happening is crucial to making an initial
assessment and developing your action plan.

Questions to ask yourself to make the initial assessment are:

1 What's the problem?

2 What has been done so far?

3 How do we contain it?

4 Which resources do I need to deploy?

5 Anybody hurt?

6 Who needs to be informed?

Once these questions have been answered you may then develop your plan of action as there are so many
variables to containment and damage control ali of which cou ld not be listed here. Here is a practice scenario:

Emergency Situation: Reported fire in the engine room

1 lncident - Fire.

2 What has been done so far? - Fire alarm crew is mustering (check engine room is evacuated).
3 1-low do we contain it? - Check engine room is evacuated and sealed, shut down airean and
ventilation, set up smoke boundary, deploy CO2 fire suppression system.

4 Which resources do I need to deploy? - Is the fire-party dressed and ready to move? Deploy to
engine control room (ECR) adjacent Class A compartment, and standby for entry.
5 Anybody hurt? - YES: deploy first aid team to ECR; NO: first aid team standby.

6 Who needs to be informed? - Crisis management team makes a situation report, informs the
company of the problem for support and authorities for assistance.

These first aid responses will contain the incident, minimize damage and ensure safety of personnel and the
vessel. The next stage, damage control, is conducted when the ERT is at the safe work arca and ready to
conducta compartment entry. The process is essentially the same.
1 lncident - Fire.

2 What has been done so far? - ERT is in place, containment has been conducted.

3 1-low do we contain it? - Order ERT "on air" (record pressures and time), en ter engine room
using hoses, search for casualties and extinguish the fire. Wait for "Fire Out" report from the
team leader. Once the fire is out the compartment needs to be ventilated and gas tested prior
to normal entry. Have one fire team member standby as flash sentry, work over the fire seat to
ensure complete extinguishment.

4 Which resources do I need to deploy? - lf fire cannot be extinguished immediately consider

a support fire-fighting team (heat and exhaustion) and extra SCBA bottles/SCBA filling. Once
reported gas free, deploy engineering team to make a damage assessment and ETR.

5 Anybody hurt? - YES: deploy first aid team to ECR; NO: first aid team standby.

6 Who needs to be informed? - Crisis management team makes a situation report, informs the
company of the problem for support and authorities for assistance.

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Passenger ship crisis management and human behaviour training

Leading and directing others in emergency situations by maintaining effective communications

Effective communications in a crisis situation means keeping ali crew and passengers informed about w hat is
happening. This is achieved by giving Situation Reports (SITREPS) no less than every 15 minutes. People are
going to fear the worst and it settles them down knowing th at everything that can be done is being done to
rectify the situation. The best medium to use is the ship's public address system.

The use of radios should be passed to the scribe, as they will be the ones w riting down the content of
conversations w ith the ERT. The crisis manager should use the closed loop communication system and
provide instruc tions to the radio operator; they should repeat back the instruction before transmitting it; when
repeated back the message must be acknowledged by the crisis manager. The trick in comm unicating crisis
management information is to keep it short and clear. For example, "pass to the fire team on air standby to
enter XYZ compartment". When the Fire team leader hears "on air" he knows that he has to provide time and
pressures and calculate time out, w hich needs to be relayed to the crisis centre. The next instruction wou ld be
"Pass to the fire team enter XYZ compartment". As you can see there are two clear short instructions which
are easy to communicate and follow. Other procedures can also be conducted, e.g. time out calculation, in
a logical order.

Symptoms of excessive personnel stress and that of other members of the ship's emergency team
Traumatic inciden ts can produce unusually strong emotional reactions that may interfere with your ability to
function at the scene or later. You may experience any of the physical, cognitive, emotional or behavioural
symptoms listed below in table 1. Sorne people experience emotional aftershocks weeks or months after they
have passed through a traumatic event. Others may experience these reactions while still at the scene, where
they must stay clearly focused on constantly changing hazards to maintain their own safety and to rescue
injured victims. Remember that strong emotions are normal reactions to an abnormal si tuation!

Physical Cognitive Emotional Behavioural

Chest pain Confusion, nightmares, Anxiety 1ntense anger
disorientation, heightened
D ifficulty breathing, shock or lowered alertness, poor Guilt W ithdrawal
symptoms, fatigue, nausea/vomiting, concentration, memory
dizziness Grief Emotional outburst
problems, poor problem
solving Denial Temporary loss or
Profuse sweating, rapid heart rate
i ncrease of appetite
Difficulty identifying Severe panic (rare)
Thirst
familiar objects or people Excessive alcohol
Headaches Fear/irritability, loss of emotional consumption
control, depression, sense oí
Visual difficulties, clenching of jaw failure, feeling overwhelmed, Restlessness
blaming others or self
Non-specific aches and pains

Table 1: Physícal, cognítive, emotional ancl behavíoural symptoms of the members of the emergency team
There are symptoms of stress that may be experienced either during and/or after a traumatic incident. Seek
medica! attention immediately if you experience chest pain, difficu lty breathing, severe pain or symptoms of
shock (shallow breathing, rapid or weak pulse, nausea, shivering, pale and moist skin, mental confusion and
dilated pupils).

Manage excessive personnel stress and that of other members of the ship's emergency situations
lt is normal to experience stress during a disaster operation, but remember that stress can be identified and
managed. You are the most important player in controlling your own stress. There are many steps you can take
to help minimize stress during a crisis.
Adhere to established safety policies and procedures;
Encourage and support co-workers;
Recognize that "not having enough to do'' or "waiting" are expected parts of disaster mental
health response;

26 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING
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Take time out in the crisis centre to relax. Will alleviate stress factors; and

Practise relaxation techniques such as deep breathing, meditation and gentle stretching.

4 Control passengers and other personnel during emergency situations

Human behaviour and responses
General reaction patterns of passengers and other personnef in normal and em ergency situations
Phase one - Warning
Note: The following are ali excerpts from the book Understanding human behaviour in emergencies (B8)

In sorne emergencies there is li ttle orno warn ing. Others develop over time, and alarms and warnings exist
to signa! the existence of the incident and to provide information about the emergency and any action to be
taken.

Whilst people's behav iour cannot be predicted w ith any degree of accuracy, researchers have developed
an acceptance model which seems to indicate reluctance on the part of many people to accept that an
emergency situation exists, certainly in the very early stages.

Even when people delect signs of an incident and are faced w ith the fact that a threatening situation might
ex ist they are, especially if in groups, reluctant to accept those signs as threatening. Social inhibitions are
strong at this stage, and can result in a slow initial response. lf, in spite of th is, a group does decide to check
things out, their first act is likely to be to discuss it amongst themselves - and it is here that valuable time can
be lost.

lf the warning phase is prolonged, and for sorne reason guidance and instruction are absent, people will begin
to experience a great deal of uncertainty and anxiety. Sorne will wait to see what happens next- perhaps they
can do little else - w ith inaction being the end result. At the other end of the scale, uncertainty, tension and
fear may rise and might become intense enough for people and groups to begin to panic.

Given this, the need far early and clear information and instructions from officers and crew is self-evident. lf
prov ided in an effective manner, it should help everyone through the next phase of the emergency.

Jnfluencing factors
When an alarm or warning has been given, whether a passenger will hear it, appreciate it for what it is,
understand the message, take it seriously and act appropriately will depend on a number oí factors, including:

Factor 1 - Credibility of the sender

Any obvious signs of authority, expertise and experience give credibility to the warn ing; people are more likely
to believe someone who would be expected to have the most exact information about the si tuation.

Factor 2 - Conveyance and content of the warning m essage

How the message is delivered and by whom; obvious signs of authority give a message credibility; ambiguity
must be avoided, or confusion and/or denial can be the resu lt.

Factor 3 - Age differences

Younger people may be more likely to respond to warnings than the elderl y, who may be less w illing to move
orto evacuate particular arcas.

Factor 4 - fmmediate social situation

People on their own or w ith their peers ar work groups, rather than in fami ly groups, may be slower to
respond to warnings and more likely to deny danger exists.

Factor 5 - Presen ce of family ar friends

Families and groups of friends tend to take warnings more seriously than other groups; they try to stay together,
relying on each other for advice.

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Factor 6 - Observations
People look around them and try to interpret other people's behaviour in an attempt to obtain information
about the nature and seriousness of the situation.

Factor 7 - Place
In public places, such as restaurants, people tend to have more difficulty in interpreting the situation as
potentially dangerous, and it may be more difficult to get them to accepl the warn ing and prepare to act.

Factor 8 - Point of time the warning is given

At night it is more difficult to rouse people; moderate levels of heat and smoke levels alone are not reliable in
waking people; to be effective, alarms need to be 20 decibels louder than the background noise.

Factor 9 - Experience
The possibility of an adaptive response - of people heeding warnings straight away - is increased if they have
either had a recent or similar emergency experience, or have heard of one.

Aids to d ecision-making
Cue 1 - How other people behave
People wi ll look around at how other people are responding; if other people, especially crew, are not taking
it seriously, nor w ill they.

Cue 2 - What other people say

People need to process information given by officers and crew; they often do this in small groups, especially
family, peer groups or those of equal social status.

Cue 3 - Presence of specialized staff

The unexpected presence of senior officers or fire parties wi ll shape passengers' views of the current situation.

Cue 4 - Changes in the environment

Even if not directly caused by the emergency, changes, such as engines slowing down, influence passengers.

Cue 5 - Physical products and evidence of a problem

People look for heat, noise or smoke; smoke alone has proved to be an ambiguous cue, and people might fail
to respond if it is the only one.

Cue 6 - lnstructions by staff

The actual physical presence of staff issuing guidance and directions prompts most people to take warnings
seriously.

Maximizing effectiveness
lt should never be assumed that everyone has heard and understood any previous announcements nor that
they wi ll know how to react. To make warnings and instructions effective they should:
be given by appropriate people when information about an emergency becomes speci fi c enough
to be of value;
be made by those perceived as trustworthy, and in a way as to inspire confidence;

be specific in content, giving out only information known to be, or likely to be, correct;
define clearly what is expected and when;
neither under-estimate nor over-estimate the danger;
suggest appropriate courses of action;
be made as personal as possible;

28 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING
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be in a language understandable to the recipients;

be repeated frequently with short periods in between;

never refer to catastrophes of the same type; and

not include music or other unrelated information in the pauses between transmission.

Awareness of passengers and other personnel actions when the emergency is confirmed
Phase two - lmpact
Note: The following are all excerpts from the book Understanding human behaviour in emergencies (B8).

The second phase of an emergency is called the impact phase and by this time, as the name implies, the
warning signs and alarms have been seen, heard and accepted and it is understood that the threat is real. The
terrn impact can mean:

the realization that an emergency situation really exists;

the time when disaster literally strikes, perhaps bringing w ith it injury or death.

This phase, along w ith the warning phase, requires people to detect changes in their environment, collect
relevant information, interpret and evaluate it and then make decisions as to what needs to be done. Even if
people are given the same information and warnings, their understanding of the situation will differ, as wil l
their responses once they have accepted the warnings.

Their responses, therefore, will be strongly influenced by how they have interpreted the situation they are
in - whether, for example, they believe a disaster is about to overwhelm thern - and if they feel they have the
ability to cope w ith the demands that might be placed upon them, and those close to them.

During these phases, families and close friends want to be together. They rely heavily on each other for advice,
especially if warn ing sources are uncertain and the impact, when it comes, is sudden. They should, whenever
possible, be brought and kept together.

Having reached some estimation of threat, there may be a decision lo act and/or to warn others. As a rough
guide only, if left to their own devices about 25% can be relied on to act rationally. Such adaptive responses
are more likely if the individuals have had recent sim ilar experiences, knowledge of similar disasters, orare
w ith their family ora group of close friends. This group can be a valuable asset to officers and crew.

Others, the bulk of passengers, rnay accept that there is a probl em, but either take no action for some reason
or other, or be slow to do so. lf it is fear or uncertainty which is underlying the inactivity, they may be
experiencing thoughts such as:

this is not going to work;

it is too late now;

no one can help; and

there is no point even trying.

lf, however, their lack of activity is because they are quite confiden t that the officers and crew w ill deal with
the situation and at the same time give them the instruction and guidance they need, then they are more likely
to be thinking such things as:

it will be all right;

we will stay here;

the crew wil l handle it; and

they will tell us what to do.

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Passenger ship crisis management and human behaviour train ing

A small number, perhaps 15%, might engage in a wide range of inappropriate behaviours, ranging from
attempting to col lect their belongings in the face of considerable adversity, to sitting and weeping. Sorne might
panic, although few are likely to breakdown in such a dramatic fashion.
In attempting to shape how people behave, it will be obvious to officers and crew that the role of communication
throughout is vital, and that it must be clear and informative.
Likewise, their own behaviour must be, w henever and w herever possible, exemplary and professional if the
next phase of the em ergency is to be dealt w ith adequately, for even if matters have been handled well up to
now, getting large numbers of people from one location to another is not always easy- and it almost certainly
w ill take far, far longer than m ost officers and crew w ill have antic ipated.

Appreciation of the possible problem of panic as a resu/t of separation from families

Phase three - Evacuation
Note: The following notes are excerpts from the book Understanding human behaviour in emergencies (88).
In very basic terms, this third phase of an emergency, evacuation, is about getting passengers to sto p whatever
they are doing and move. W e know that they must first become aware that a threat exists, the so-called
warning phase.
Next, they must accept it - the impact phase. We also know that it is well established that people differ in
their ability to take in information during these first two phases, and to decide on a course of action and carry
it through.
To start w ith, anything w hich is unfamiliar and unexpected can in itself be alarming. In order to reduce any
rising anxiety, people may attempt to convince themselves that what they are seeing and hearing is normal,
an d not in any way a sign that things are going wrong. Th is apparently harrnless and plausible explanation is
often accepted for sorne considerable time, in spite of all the evidence to the contrary. People tend to see and
hear what they want to - they do not want to have to accept that things are going w rong.

Common assumptions
Sorne assumptions about human behaviour held by those responsible for the safe evacuation of people in
times of ernergency, and w hich might hinder the evacuation process itself are that:
lndividuals start to move as soon as they hear an alarm;
The rnotivation to escape underpins any movements people make or actions they carry out;
Time taken to evacuate is dependent only on the time it takes to physically move to, and through,
an exit;
People are most likely to move towards the exit to which they are nearest;
People move as individuals, without considering others ("every man for himself'' );
Fire exit signs help to ensure people find a route to safety;
People are unlikely to use a srnoke filled escape route;
Ali the people presentare equally capable of physically movi ng toan exit; and
People1s safety cannot be guaranteed since they are very likely to panic.

Categories of human behavioural response during evacuation phase

So far we have considered a number of assurnptions and research evidence about human behaviour during
the evacuation phase, but broadly speaking, behaviour can be described as adaptive or non-adaptive.

Adaptive behavio ur is usually rational and can assist survival, whilst non-adaptive behaviour is usually irrational
and can hinder survival.

Category 1 - lnaction
Sometimes referred to as freezing or negative panic, th is is a stunned and bewildered response toan unusual
event o r series of events such as would be found in emergencies, particularly those of a serious nature.

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Category 2 - Fearlflight
This is escape behaviour which is non-rational in that the normal decision-making processes have been
suspended, but nevertheless stops just shorl of panic.
These behaviours are the automatic responses to danger when levels of arousal are high and the drive to
survive is strong. They are not classed as panic, in that they remain social and retain sorne degree of thought,
however inappropriate the behaviour might seem to the onlooker.
As parl of flight behaviour passengers wi ll, for example, automatically move to the high side of a listing vessel,
even if this may not be the most appropriate response as j udged by an experienced crew member leading the
evacuation.
They might try to go to their cabins to pack or get something even if, to the casual observer, this is a dangerous
activity given the potentially seri ous nature of the incident.
Others may try to flee in any direction, often the one which first occurs to them. There are times, however,
as at the Bradford Stadium fire, w hen people's desire to flee from danger wil l be held in check by normal
everyday "rules". At the Bradford Stadium sorne people were unwilling to climb onto the pitch until police
officers not only gave them permission but also gave a direct arder to do so.

Category 3 - Panic
lt is a highly emotional, intense and non-adaptive behaviour which can further endanger the lives or well-being
of bolh the individual who is in a stale of panic and those around thern.
As noted before, the concept of panic is a powerful and inaccurate one. Part of the problem is that the chaos
which can be witnessed during sorne emergencies can lead people, the media for exarnple, to misinterpret or
lo call any sort of flight behaviour panic.
Panic is behaviour that is characterized by self-preservation at all costs, including a breakdown of group ties.
lt is highly emotional and intense, and is brought about by the presence of an immediate and severe threat. lt
can result in increasing the danger for self and for others, rather than reducing it. for officers and crew, panic
may becorne a problem if:
people think there is a threat, w hether physical, psychological or both, which is about to
endanger them at any minute, so that escape is the only possible action;
there is p artial entrapment, with only one or a lim ited number of escape routes available for use;
there is a breakdown of the escape routes - they are blocked, jammed or overlooked;
time is getting short, and the opportunity to escape is passing; and
there is a front-to-rear communication failure, w ith people at the back of a crowd pressing
forward and causing those at the front to be smothered, crushed or trampled.
In addition to this, panic becomes even more complicated when individuals and groups are looked at in more
detail:
lndividuals might pan ic if:
people are, quite literally, isolated from each other;
the threat is so attention-getting that people do nol notice;
Ensuring people are not isolated from others should, if possible, be an important objective for officers and
crew.
Group panic can occur in a sudden crisis w hen:
people interpret events as dangerous, although w hat they see and hear does not cause them to
panic; and
the actions of other people confirrn their belief that the situation is dangerous, and this can cause
them to panic.

People may expec t to see others p anicking before taking situations seriously. lf they do w itness sudden panic,
it can be infectious and needs to be stopped by officers and c rew at source.

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 Passenger ship crisis management and human behaviour training

Panic can emerge in a slowly evolving crisis if:

as well as the actions of o!her people, what is said and heard underlines the seriousness of the
situation; and

l ittle orno information is given by those in a position to know what is really going on.

lnformation from appropriate authorities, especially in a slowly evolving situation, is vital if this form of panic
is to be prevented from occurring in the first place.

Category 4 - Non-panic responses

These are the behaviours vital to survival and include information gathering, decision-making and preparation
for escape.

Non-panic behaviours are responses w hich are adaptive - in other words they are both rational and vital to
survival.

They include:
an acceptance of the situation;

use of the available information;

control of stress reaction;

taking action to minimize the danger and warn others;

acting constructively for self and others; and
evacuation of self and others.

Category 5 -Altruism and affiliation

These are the protective behaviours which are helpful to individuals and groups, and which can assist survival.

These are behaviours intended to assist others to survive and to escape. Even in a stressful environment people
often respond to the emergency in a rational and altruistic manner. The more instinctive, or panic reactions,
are not the norm.

So, despite feel ings of fear and helplessness, people often act appropriately to protect themselves and others.
This is especially the case for the so-called primary groups - family and close friends - with whom people
have emotional or social ties. Most, although not ali, of the altruistic behaviour tends to be directed towards
these groups.

In fact the threat makes these bonds stronger, and the aim of a family unit w ill be to stay, and survive, together.
Given this, they wi ll make every effort to respond as one unit, and if they are separated they w ill try to get
back together, delaying escape until ali group members are present. ·

Phase four - Recoil

The recoil or stop phase is the last to be discussed in any detail. This phase can signa! a number of things,
including:

a growing realization that a possible crisis situation has not materialized, that crew members can
stand down from muster stations and return to normal duties, and passengers can safely resume
their former activities - the emergency is over; and

a full blown crisis has occurred, but the factors which gave rise to it ca nnot cause any more
damage, and people have, for example, been evacuated from areas of immediate danger,
possibly going so far as to abandon ship.

lf the emergency was not serious, everything should return to normal, without too many difficulties. Officers,
crew and passengers should resume their shipboard activities or, if they have left the vessel, the majority w ill
get on w ith their lives, none the worse for their experience.

32 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
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lf it was a serious event, then matters will probably be very different. Most people w ill have realized the ful l
extenl of what happened to them. Perhaps they lost possessions. Possibly they lost loved ones. Sorne, perhaps
many, maybe affected lo the point of experiencing flashbacks - remembering the events with such clarity that
it is like re-living them. Others may be affected to the point of showing signs of psychiatric illness including
depression, anxiety, nightmares and a wide range of disorders.
Ali of these signs and symptoms are representative of whal has become known as post-traumatic stress
disorder.
Anger and despair is not uncommon and one of the difficulties experienced by survivors is how to deal with
these feelings. Venting anger on a particular person is one way of dealing with these feelings, and this can be
quite an effective release.
lf, however, the only option is to direct anger ata large organization, such as a shipping company, the result
can be quite difieren!. In this case, any feelings of hostility will have no clear target and there will be little
chance of relief, so that a survivor's frustration may remain with them for a very long time indeed.

Behavioural responses - Passengers

As time goes by, the stress of the situation may continue to take its toll w ith arousal levels remaining high,
especially if there is continued uncertainly.
Whilst sorne people will take stock of any destruction and loss, realize they have faced death and injury, and
begin to work towards getting through the next period, for others anxiety levels may carry on rising. Emotional
release begins as people realize what has happened, although sorne may continue to be stunned by events.
Sooner or later, however, most people seek to regain control and pul their energies into surviving and
comforting others.
What seems to be most helpful during this period is:
decisive, firm yet compassionate leadership which keeps morale up, lessens anger and mobilizes
hope;
the maintenance of control, including the search for information and a need to make sense of
the situation;
the wi ll to survive, whether based on wanting to see loved ones again, or even for sorne sort of
revenge;
a focusing on survival by actively assisting others as wel l as protecting oneself, giving mutual aid
and sharing advice;
mental rehearsal of activities seen as beneficia! and desirable;
thinking about people w ho are important figures - such as husbands, wives and children;
prayer, which is a release, a source of reassurance and a means of appeal in an otherw ise
hopeless situation, even for those not normally religious; and
mental and physical resl, wh ich allows those involved to emerge refreshed and ready to re-direct
their energies at survival.
Children are particularly vu lnerable at this time. Younger people have limited life experiences and these affect
how they see the disaster, and its aftermath. For them, disasters can brutally undermine the idealism and trust
in adults that is often found in this age group. In general:
Up to 8-9 years they tend to mirror the responses of their parents, whether fearful or calm;
interestingly, if parents are absent they often seem to show little or no fear.
Between 9-14 years they often show exci tement about what is happening around them, but no
fear or anxiety; they may even want to go back inlo the disaster arca to have a look at what is
happening and obviously must be prevented from doing so.
Over 14 years they wi ll be more likely to show fear, and/or behave much like the adult population.

On balance, then, it seems thal young children wil l reflect any calmness exhibited by adults, whilst the older
children wil l be restrained and supported by it.

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Passenger ship crisis management ancl human behaviour lraining

What is self-evident is that here, justas much as al any other point during the emergency, decisive and strong
leadership is required. In summary it should:

be firm but cornpassionate

keep up morale, lessen anger and counteract hopelessness

emphasize any good aspects of the situation rather than concentrating on the bad aspects

Behavioural responses - Officers and Crew

Officers and crew rnay experien ce considerable tension and a feeling of urgency w hen coping with passengers
at muster stations or in survival craft. There rn ay be a temptation to do something or anything, however
pointless, just for the sake of it.

This feeling can be controlled by:

trying not to become overwhelmed by events and w hat are, perhaps, new and unexpec ted
responsibilities;

seeking to grasp the overall pic ture, not just small parts of it;

developing a plan and keeping it simple;

breaking down what needs to be done into small rnanageable tasks;

setting clear and achievable objectives and priorities;

avoiding the urge to do too rnuch; and

accepting that one cannot be all things to all people at all times.

Evidence from interviews with survivors, and those w ho have successfully managed an ernergency, indicates
that they had a natural tendency to do these things both for themselves and for others.

In addition to this, one simple but powerful tool is to establish a roll call, which is:

a way of establi shing lines of authority, ensuring people know who is in charge and that they are
trained, and as such, are people in w hom the passengers can have sorne degree of confidence;

a means of identifying those capable of action, enabling them to be assigned to help those in
need and perhaps on the point of collapse;

a method of identifying skills and knowledge, wh ich people might not otherwise volunteer, and
putting them to good use, enabling individuals to benefit from being involved in sorne form of
activity;

a rneans of identifying and recording injuries, both obvious and suspected, identifying treatment
and deciding who will administer care;

a simple rnethod of establishing the mental state of each person - if they can only remember
their name they may be in more need of help than someone who can remember more, and they
w ill b egin to recover more quickly if given something to do - even talking about themselves;

a form of reassurance to the person, for once they begin to be recognized asan individual, w ith
a name and fam ily history, they tend to stop thinking of themselves simply as a victim;

a means of giving relief, for talking to someone is often the first vital step to sorne sort of recovery;
however, sensitive issues should not be explored too deeply; survivors are not mentally ill but
may sirnply be stunned by events; and

a chance to let people perform what might be their first independent action since the emergency
began - even if it is simply giving their names to a crew member.

34 MODEL COURSE 1.42 PASSENGER SHJP CRISIS MANAGEMENT AND HUMAN BEHAVJOUR TRAINING
 Part O: Instructor tvlanual

lf this period of waiting continues, roll calls should be repeated from time to time to monitor events and to
act as a form of reassurance until rescue takes place, ensuring that psychological as well as physiological
problems are addressed.
lf sorne people volunteer help it should be accepted whenever possible, as rejection can be damaging on
a personal level and affecl the general atmosphere. Further, periods of enforced inactivity make people feel
that their skills are of no use, leading them to focus on their own plight, possibly undermining their w ill to get
through this phase of the emergency.

5 Establish and maintain effective communications

ldentifying language or languages appropriate to the principal nationalities of passengers is very important in
communicating with passengers either during normal or emergency situations. Referring to the MS Estonia
tragedy, it was reported thal the working language on board was Estonian but English was compulsory
for all persons in positions involving work contact with passengers. However, during the emergency, the
announcement was made in the Estonian language wh ich could not be understood by the Swedes. lt is
imperative for crew to be able to communicate using methods that can be understood by passengers.
Elementary or basic English should be used in communicating basic instructions to passengers. The idea is to
convey the instructions to passengers in the simplest form for them to easily follow. According to guidelines
for accessible maritime passenger transport published by lreland's Department of Transport and the National
Disability Authority, information should be complete but concise and to the point. Too much information is
difficult for people to retain.
Using elementary English is important for the following reasons:
higher chance that it could be easily understood;
375 mi Ilion people speak English around the world;
more than 50 countries where English is ei ther the official or primary language; and
third most common primary language in the world.
To make communications audible, use appropriate:
Tone - speaking in professional yet friendly manner.
Pace - speak slowly to sound more in control than when you rush th rough the sentences.
Volume - loud voice but in low pitch tone.
Diction - form the words clearly.

Closed loop communication is a communication technique used to avoid misunderstandings.

For example:
Sender: "Report to muster station 12"
Receiver: "Report to muster station 12"
Sender: "Affirmative"

lmportance to safety of using the closed loop commu11icatio11 style:

1 the sender would know that the message has been accurately received before executing the
instructions; and
2 helps to avoid misunderstanding and misinterpretation of the messages.
One common example of using an elementary English is to illustrate instructions of how to use personal
lifesaving appliances. The crew can communicate by demonstration, or hand signals, or calling attention to the
location of instructions, muster stations, lifesaving devices or evacuation routes when verbal communication
is impractical. The use of standard symbols can help passengers to quickly find key facilities such as muster
stations and emergency exits. Consistent use of terminology or pictograms wil I help to communicate effectively
with all passengers.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING 35
Passenger ship crisis management and human behaviour training

There may be instances where the complete safety instructions are provided to passengers in their native
language. The formal in which information is provided is as critica! as the information itself. lnformation
should be available in formats that are accessible to ali passengers. In many cases this will involve providing
the information in an alternative format, such as large print, audio/video (on tape, disk or in electronic format),
Braille or 'easy-to-read'. lt is good practice to ensure that the information provided is in clear print and plain
language. lf the operator wishes to provide information in more than one language, separate information
leaflets in each language are better than a single multi-language leaflet.
Passengers may come from different cultures with diiferent languages and sorne may come from non-English
speaking countries. What would you do if you have hearing-impaired or non-English speaking passengers in
a group?

Alternative means:
Assign interpreters
crew
fellow passengers
Use hand signals
Point to posters, safety signs & symbols

+•••
EXIT
Figure 1 - Safety signs and symbols
ID
The abil ity of the crew to broadcast an emergency announcement during emergency or dri l! using elementary
English should be demonstrated. Prac ti ca! activity in broadcasting an emergency annou ncement should be
done by each trainee. A nnouncements should be done in simple and concise manner. Accurate and clear
information should be broadcast during the activity.
Here are sorne exercises in broadcasting emergency announcements:

1 Announcement to passengers:
Ladies and gentlemen and ch ildren, this is your muster station leader. May I have your attention
please? We will now demonstrate how to put on the lifejacket properly. Please listen and watch
carefully.

2 Announcement to passengers:
Ladies and gentlemen and children, may I have your attention please. The crew at the muster station
wi ll guide you to you r embarkation stations in a crocodi le queue, using the most direct route.
Remain calm and follow the instructions of the muster station crew at all times.

36 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
 Part O: Instructor Manual

3 Announcement to passengers:
Ladies ánd gentlemen and children, please listen carefully. We have to keep one single lineas we
move from lhe muster station en route to the embarkation station. Keep one hand on the person in
front of you and the other hand free to hold onto available handrails.
Rernain calm and follow the instructions of the muster station crew at all times.

Stress management is key to emergency management. Successful stress rnanagement is built on prevention
and planning, a sol id understanding of roles and responsibilities, support for colleagues, good self-care, and
seeking help when needed.

Crisis response professionals may be repeatedly exposed to unique stressors during the course of their work.
Successful irnplementation of any stress management plan requires overcoming sorne obstacles and barriers,
including priority setting, resource allocation, organizational cu lture and stigma.

Practica/ activity framework

In order to put theory into practice, the course has substantial time for practica! activities w hich are allocated
for each subject area.

The class can now role play with one person in charge, who reacts to a given scenario, whi le the others
act as passengers. Sorne of these passengers shoulq be given specific tasks such as being concerned about
missing relatives, continue to ask the leader questions, deviate frorn route, attempt to use lifts, act as injured
passengers and/or person needing special attention. Public address announcements should be practised and
obstructions can be placed in corridors. A short debrief after each exercise involving the w hole group will
ensure that all points have been covered a;1d the intended learning outcomes have been achieved.

MODEL COURSE 1.42 PASSENGER SH IP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAININ G 37
Part E: Evaluation and Assessment
lntroduction
This part of the course plan includes the discussions about w hat sho uld be assessed and how the information
will be used. Taking into account that assessment is the process that measures w hat trainees have learned, it
is necessary that the assessment activities are aligned w ith learn ing targets, specific standards, and with the
instructions given. That is w hy the learning outcornes in Part C: Detailed Outline are provided as the basis for
the assessment of trainee's progress, developmen t and learning of this course.

The effectiveness of any evaluatio n depends upon the accuracy of the descriptio n of what is to be measured.

The learn ing objectives used in the detailed syllabus wi ll provide a sound base for the construction of suitable
tests for evaluating participant progress. Even though this course is not airned at developing measurable skills
the principies of a more formal evaluation are included, as is standard for m ost IMO model courses.

Assessment method
The methods chosen to carry out an evaluation will depend upon what the participant is expected to achieve
in terms of knowing, comprehending and applying the course content.

The methods used can range from a simple question-and -answer discussion w ith the participants (either
individually or as a group), to prepared tests requiring the selection of correct or best responses from given
alternatives, the correct matching of given item s, the supply of short answers or the supply of more extensive
written responses to prepared questions.

Where the course content is aimed at the acquisition of practica! skills, the test would involve a practica!
demonstration by the participant rnaking use of appropriate equipment, tools, etc.

The responses demanded may therefore consist of:

recall of facts or info rmation, by viva-voce or objective tests;
practica! demonstration of an attained skil l;
oral or w ritten description of procedures or activities;
identification and use of data from sketches, drawings, maps, charts, etc.;
ca rrying out calcu lations to solve numerical problems; and
writing o f an essay o r repo rt.

A written examination shall be administered in o rder to measure the acquired knowledge of the trainees. The
exarninations shall be administered at the end of training in which a pass mark is prerequisite for the practica!
assessment.

To ensure representation of all topics covered in an objective type of test and to measure the desired level of
thinking skills, the test items to be constructed should be based on a table of specification TOS.

Below is a sample TOS and the number of hours indicated is to b e used as a guide ONLY.

38 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
$. Sample of a table o( specification
oo
m
,--
Time % of Teaching Thinking skills No. of test
n Contents
oe allotment time Remember Understand Apply Analyse Evaluate Create items
Al
Vl
Course introduction - -
m
1 Organize shipboard emergency 16.13 1 1 1 1 5
~ procedures
N

~
V>
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m
z
C)
3 Control response to emergencies 48.39 5 5 4 14
m 4 Control passengers and other
;,o 19.35 3 2 3 8
V> personnel during emergency
::r: situations
"'=
n 5 Establish and maintain effective 6.46 1 1
2:: communications
!!?
V>
Total 16 100% 2 11 8
s: 8 1 30

z►
► On the other hand, a practica! assessment shall be conducted to measure trainees' ability to demonstrale the following skills:
,.,,
C)

s:
,.,, organize shipboard emergency procedurcs;
z
...¡ optimize the use of resources¡
z► control response to emergencies;
o
::r: control passengers and other personnel during emergency situations; and
e
s: establish and maintain effective communications.
z► Both methods of assessment used to measure the knowledgc, ski lls and altitudes acquired by the trainees are reflected in the corresponding assessment Ji
~
e::,
,.,, plan. This document details the overall assessment strategy, wh ich includes the following information: ~
::r: n,
~ when assessment is to take place;
~
o
e
what assessmcnt methods are to be employed; e:
llJ
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marks/weighting for each assessment; º::,
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conditions under which assessments are to be conducted.
w fl)
I.D Sample of an assessment plan can be found on the following pages. ;:;.
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o Sample of an assessment plan -e
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s:
oo STCWCode Mandatory mínimum requirements for training and qualiíications of Table A-V/2-2: Specification of mínimum standard o f competence in
ro
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Section A-V/2: masters, officers, ratings and other personnel on board passenger ship crisis management training
m
r-
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Passenger Ship Crisis Management and Human Behaviour Training Instructor: Date prepared:
n -6"
oe programme: ("1

V,
;;o Resources needed Classroom, fire station area, medica/ emergency response area, Assessor: Approved by: ¡;;·
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No.
Organize passengers
of Assessment Assessment Grading Optimize Establ ish and Grading
;;,:::,
shipboard and other
(/)
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m the use of personnel
items emergency to emergencies effective
resources during
~ procedures communications
N emergency
~
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situations
..,.,
V, Course I ntroduction - Assessment criteria
z
~
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1 O rganize 4 Using Execu te a - Direct Actions - lnformation Successfully
shipboarcl emergency planned drill emergency of crew given to meeting all
,o
V, emergency plans: simulating teams in members passengers is assessment
:e p rocedures - ldentify the multiple accordance contribute to c lear, simple, criteria in
-,:,
2 Optimize the use symbology emergency w ith the maintaining accurate, the four
~ 3
usecl on scenarios established orcler and ancl relevant assessment
~ of resources
V,
various in different emergency control using p b in tasks
vi 3 Control response 13 locations proceclures language
shipboard
~ to emergencies utilizing the:
emergency - Use close loop - The use of
z► 4 Control 8 M ultiple W ritten Obtain p lans - Engine communication interpreters to
►
~ passengers ancl choice exam is at least - control style in communicatc
,,., other personnel questions/ aclministered 75% ma rk
ldentify the
room comm un icating with
~ locations of
..,., cluring emergency ldentification/ at the end from the various team with the various non-English
z
~
situations Enumeration/ of training written emergency - Fire team emergeney speaking
Essay period test. stations teams passengers
z► -
- Medica!
- Control a - The use oí
o 5 Establish and 1 ldentify the team
panicking
:e maintain effective location hancl signals,
e commun ications the zone member oí the safety signs
~ boundaries emergency and symbols
z► oí the ship team and safety ~
~
placareis in
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- Plan a clri II in
lieu oí verbal :':'
:e Total 30 response to n,
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Guidance on the
implementation of
IMO model courses
Contents
Page
Part 1 Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Part 2 Notes on leaching techniques . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . 51

Part 3 Curriculum development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Annex Al Preparation checkl ist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Annex A2 Example of a model course syllabus in a subjecl area . . . . . . . . . . . . . . . . . . . . . . . . 57

Annex A3 Example of a lesson p lan for annex A2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING 45
Part 1: Preparation
1 lntroduction
1.1 The success of any enterprise depends heavily on sound and effective preparations.

1.2 Although the IMO model course package has been made as comprehensive as possible, it is
nonetheless vital that sufficient time and resources are devoted to preparation. Preparation not only involves
matters concerning administration or organization, but also includes the preparation of any course notes,
drawings, sketches, overhead· transparencies, etc., which may be necessary.

2 General considerations
2.1 The course package should be studied carefully; in particular, the course syl labus and associated
material must be attentively and thoroughly studied. This is vital if a clear understanding is to be obtained of
what is required, in terms of resources necessary to successfully implement the course.

2 .2 A checklist, such as that set out in annex Al , should be used throughout all stages of preparation to
ensure that ali necessary actions and activities are being carried out in good time and in an effective manner.
The checklist allows the status of the preparation procedures to be monitored, and helps in identifying the
remedia! actions necessary to meet deadlines. lt w ill be necessary to hold meetings of ali those concerned in
presenting the course from time to time in order to assess the status of the preparation and troubleshoot any
difficulties.

2.3 The course syllabus should be discussed with the teaching staff who are to present the course, and
their views received on the particular parts they are to present. A study of the syllabus will determine whether
the incoming trainees need preparatory work to meet the entry standard. The detailed teaching syllabus is
constructed in training outcome format. Each specific outcome states precisely what the trainee must do to
show that the outcome has been achieved. An example of a model course syllabus is given in annex A2. Part
3 deals w ith currícu lum development and explains how a syllabus is constructed and used.

2.4 The teaching staff who are to present the course should construct notes or lesson plans to achieve
these outcomes. A sample lesson plan for one of the arcas of the sample syllabus is provided in annex A3.

2.5 lt is important that the staff w ho present the course convey, to the person in charge of the course, their
assessment of the course as it progresses.

3 Specific considerations
3.1 Scope of course
In reviewing the scope of the cou rse, the instructor should determine whether it needs any adjustment in order
to meet additional local or national requirements (see Part 3).

3.2 Course objective

.1 The course objective, as stated in the course material, should be very carefully considered so
that its meaning is fully understood. Does the course objective require expansion to encompass
any additional task that national or local requirements w ill impose upon those who successfully
complete the course? Conversely, are there elements included which are not validated by
national industry requ irements?

.2 lt is important that any subsequent assessment made of the course should include a review of
the course objectives.

3.3 Entry standards

.1 lf the entry standard will not be met by your intended trainee intake, those entering the course
should first be required to complete an upgrading course to raise them to the stated entry level.
Alternatively, those parts of the course affected could be augmented by inserting course material
which will cover the knowledge required.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING 47
Passenger ship crisis management and human behaviour training

.2 lf the entry standard will be exceeded by your planned trainee intake, you may wish to abridge
or omit those parts of the course the teaching of whic h wou ld be unnecessary, or which could
be dealt with as revision .
.3 Study the course material w ith the above questions in mind and with a view to assessing whether
or not it will be necessary for the trainees to carry out preparatory work prior to joining the
course. Preparatory material for the trainees can range from refresher notes, selected topics from
textbooks and reading of selected technical papers, through to formal courses of instruction.
lt may be necessary to use a combination of preparatory work and the model course material
in modified form. lt must be emphasized that where the model course material involves an
international requirement, such as a regulation of the lnternational Convention on Standards
of Training, Certification and Watchkeeping (STCW) 1978, as amended, the standard must not
be relaxed; in many instances, the intention of the Convention is to require review, revision or
increased depth of knowledge by candidates undergoing training for higher certificates.

3.4 Course certificate, diploma or document

Where a certificate, diploma or document is to be issued to trainees who successfully complete the course,
ensure that this is available and properly worded and that the industry and ali authorities concerned are fully
aware of its purpose and intent.

3.5 Course intake limitations

.1 The course designers have recommended limitations regarding the numbers of trainees who
may participate in the course. As far as possible, these limitations should not be exceeded;
otherwise, the quality of the course will be diluted.
.2 lt may be necessary to make arrangements for accommodating the trainees and providing facilities
for food and transportation. These aspects must be considered atan early stage of the preparations.

3.6 Staff requirements

.1 lt is important that an experienced person, preferably someone with experience in course and
curriculum development, is given the responsibility of implementing the course.
.2 Such a person is often termed a course coordinator or course director. Other staff, such as
lccturers, instructors, laboratory tcchnicians, workshop instructors, etc., w ill be necded to
implement the course effectively. Staff involved in presenting the course will need to be properly
briefed about the course work they w ill be dealing w ith, and a system must be set up for
checking the material they may be required to prepare. To do this, it wil l be essential to make
a thorough study of the syllabus and apportion the parts of the course work according to the
abilities of the staff called upon to present the work.
.3 The person responsible for implementing the course should consider monitoring the quality
of teaching in such arcas as variety and form of approach, relationship with trainees, and
communicative and interactive skills; where necessary, this person should also provide
appropriate counselling and support.

3.7 Teaching facilities and equipment

.1 Rooms and other services
lt is important to make reservations as soon as is practicable for the use of lecture rooms,
laboratories, workshops and other spaces.
.2 Equipment
Arrangements must be made at an early stage for the use of equipment needed in the spaces
mentioned in 3.7.1 to support and carry through the work of the course. Far example:
writing boards and materials
apparatus in laboratories for any associated demonstrations and experiments

48 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING
 Cuidance on the implementalion of IMO model courses

machinery and related equipment in workshops

equipment and materials in other spaces (e.g. for dernonstrating firefighting, personal
surv ival, etc.)

3.8 Teaching aids

Any training aids specified as being essential to the course should be constructed, or checked for availability
and working order.

3.9 Audiovisual aids

Audiovisual aids (AYA) may be recommended in order to reinforce the learning process in sorne parts of the
course. Such recommendations will be identified in Part A of the rnodel course. The following points should
be borne in mind:

.1 Overhead projectors
Check through any illustrations provided in the course for producing overhead projector (OHP)
transparencies, and arrange them in order of presentation. To produce transparencies, a supply
of transparency sheets is required; the illustrations can be transferred to these via photocopying.
Alternatively, transparencies can be produced by w riting or drawing on the sheet. Coloured pens
are useful for emphasizing salient points. Ensure that spare projector lamps (bulbs) are available.
.2 5/ide projectors
lf you order slides indicated in the course framework, check through them and arrange them
in order of presentation. Slides are usually produced from photographic negatives. lf further
slides are considered necessary and cannot be produced locally, OHP transparencies should be
resorted to.
.3 Cine projector
lf films are to be used, check their cornpatibility with the projector (i.e. 16 mm, 35 mm, sound,
etc.). The films must be test-run to ensure there are no breakages .
.4 Video equipment
lt is essential to check the type of video tape to be used. The two types commonly used are
VHS and Betamax. Although special machines exist which can play either format, the majority
of machines play only one or the other type. Note that V HS and Betamax are not compatible;
the correct machine type is required to match the tape. Check also that the TV raster format used
in the tapes (i.e. number of lines, frames/second, scanning order, etc.) is appropriate to the TV
equipment available. (Specialist advice may have to be sought on this aspect.) AII video tapes
should be test-run prior to their use o n the cou rse.
.5 Compuler equipment
lf computer-based aids are used, check their compatibility with the projector and the available
software .
.6 Cenera/ note
The electricity supply must be checked for correct voltage, and every precaution must be taken
to ensure that the equipment operates properly and safely. lt is irnportant to use a proper screen
which is correctly positioned; it may be necessary to exclude daylight in sorne cases. A check
must be made to ensure that appropriate screens o r blinds are available. Ali material to be
presented should be test-run to eliminate any possible troubles, arranged in the correct sequence
in which it is to be shown, and properly identified and cross-referenced in the course timetable
and lesson plans where appropriate.

3.10 /MO references

The content of the course, and therefore its standard, reflects the requirements of ali the relevant IMO
international conventions and the provisions of other instruments as indicated in the model course. The
relevant publications can be obtained from the Publication Service of IMO, and should be available, at least to

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING 49
Passenger ship crisis management and human behaviour training

those involved in presenting the course, if the indicated extracts are not included in a compendium supplied
w ith the course.

3.11 Textbooks
The detailed syllabus may refer to a particular textbook or textbooks. lt is essential that these books are
available to each student taking the course. lf supplies of textbooks are lim ited, a copy should be loaned to
each student, who wil l return ít at the end of the course. Again, sorne courses are provided with a compendíum
which includes ali or part of the trainíng material required to support the course.

3.12 Bibliography
Any useful supplementary source material is identified by the course designers and listed in the model course.
This list should be supplied to the participants so that they are aware where additíonal information can be
obtained, and at least two copies of each book or publication should be available for reference in the training
institute library.

3.13 Timetable
Model courses are developed providing a recommended range in duration of time for lectures, demonstrations,
laboratories or simulator exercises and assessment. No formal tímetable is included in model courses.
lnstructors should develop their own timetable depending on:
.1 the leve! of ski lis of trainees;
.2 the numbers to be trained;
.3 the number of instructors;
.4 simulator facilities and equipment available, and
.5 normal practices at the training establishment.

50 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
Part 2: Notes on teaching technique
1 Preparation
1.1 ldentify the section of the syllabus which is to be dealt with.

1.2 Read and study thoroughly ali the syllabus elements.

1.3 Obtain the necessary textbooks or reference papers which cover the training area to be presented.

1.4 ldentify the equipment which will be needed, together with support staff necessary for its operation.

1.5 lt is essential to use a /esson plan, which can provide a simplified format for coordinating lecture notes
and supporting activities. The lesson plan breaks the material down into identifiable steps, making use of brief
statements, possibly with keywords added, and indicating suitable allocations of time for each step. The use
of audiovisual material should be indexed at the correct point in the lecture with an appropriate allowance of
time. The audiovisual material should be test-run prior to its being used in the lecture. An example of a lesson
plan is shown in annex A3.

1.6 The syllabus is structured in training outcome formal and it is thereby relatively straight forward to
assess each trainee's grasp of the subject matter presented during the lecture. Such assessment may take
the form of further discussion, oral questions, written tests or selection-type tests, such as multiple-choice
questions, based on the objectives used in the syllabus. Selection-type tests and short-answer tests can provide
an objective assessment independent of any bias on the part of the assessor. For certification purposes,
assessors should be appropriately qualified for the particular type of training or assessment.

REMEMBER - POOR PREPARATION IS ASURE WAY TO LOSE THE INTEREST OF A GROUP

1.7 Check the rooms to be used before the lecture is delivered. Make sure that all the equipment and
apparatus are ready for use and that any support staff are also prepared and ready. 1n particular, check that all
blackboards are clean and that a supply of writing and cleaning materials is readily available.

2 Delivery
2.1 Always face the p eople you are talking to; never talk with your back to the group.

2.2 Talk clearly and sufficiently loudly to reach everyone.

2.3 M aintain eye contact with the whole group as a way of securing their interest and maintaining it (i.e.
do not look continuously at one particular person, nor al a point in space).

2.4 People are ali different, and they behave and react in different ways. An important function of an
instructor is to maintain interest and interaction between members of a group.

2.5 Sorne points or statements are more importan! than others and should therefore be emphasized. To
ensure that such points or statements are remembered, they must be restated a number of times, preferably in
different words.

2.6 lf a blackboard is to be used, any writing on it must be clear and large enough for everyone to see.
Use colour to emphasize important points, particularly in sketches.

2.7 lt is only possible to maintain a high level of interest for a relatively short period of time; therefore,
break the lecture up into different periods of activity to keep interest at its highest leve!. Speaking, writing,
sketching, use of audiovisual material, questions, and discussions can ali be used to accomplish this. When a
group is writing or sketching, walk amongst the group, looking at their work, and provide comment or advice
to individual members of the group when necessary.

2.8 When holding a discussion, do not allow individual members of the group to monopolize the activ ity,
but ensure that ali members have a chance to express opinions or ideas.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 51
Passenger ship crisis management and human behaviour training

2.9 lf addressing questions lo a group, do not ask them collectively; otherwise, the same person may reply
each time. lnstead, address the questions to individuals in turn, so that everyone is invi ted to participate.

2 .10 lt is important to be guided by the syllabus content and not to be tempted to introduce material which
may be too advanced, or may contribute little to the course objective. There is often competition between
instructors to achieve a level which is too advanced. Also, instructors often strongly resist attempts to reduce
the level to that required by a syllabus.

2.11 Finally, effective preparation makes a major contribution to the success of a lecture. Things often
go wrong; preparedness and good planning will contribute to putting things right. Poor teaching cannot
be improved by good accommodation or advanced equipment, but good teaching can overcome any
disadvantages that poor accommodation and lack of equipment can present.

52 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINI NG
Part 3: Curriculum development
1 Curriculum
The dictionary defines curriculum as a regular course of study, while syllabus is defined as a concise slatemenl
of the subjects forming a course of study. Thus, in general terms, a curriculum is simply a course, w hile a
syllabus can be thought of as a list (traditionally, a list of lhings to be taught).

2 Course content
The subjects which are needed to form a training course, and the precise skills and depth of knowledge
required in the various subjects, can only be determined through an in-depth assessment of the job functions
w hich the course participants are to be trained to perform (job analysis). This analysis determines the training
needs, hence the purpose of the course (course objective). After ascertaining this, it is possible to define the
scope of the course.

(Note: Determination of whether or not the course objective has been achieved may quite possibly entail
assessment, over a period of time, of the on-the-job performance of those completing the course. However,
the detailed learning objectives are quite specific and immediately assessable.)

3 Job analysis
A job analysis can only be properly carried out by a group whose members are rep resentative of the
organizations and bodies involved in the area of work to be covered by the course. The validation of results,
via review with persons currently employed in the job concerned, is essential if undertraining and overtraining
are to be avoided.

4 Course plan
Following definition of the course objective and scope, a course plan or outline can be drawn up. The
potential students for the course (the trainee target group) must then be identified, the entry standard to the
course decided and the prerequisites defined.

5 Syllabus
The final step in the process is the preparation of the detailed syllabus with associated timescales; the
identification of those parts of textbooks and technical papers w hich cover the training areas to a sufficient
degree to meet, but not exceed, each learning objective; and the drawing up of a bibliography of additional
material for supplementary reading.

6 Syllabus content
The material contained in a syllabus is not static; technology is continuously undergoing change and there must
therefore be a means for reviewing course material in order to eliminate what is redundant and introduce new
material reflecting current practice. As defined above, a syllabus can be thought of as a list and, traditionally,
there have always been an examination syllabus and a teaching sy/labus; these indicate, respectively, the
subject matter contained in an examinatio n paper, and the subject matter a teacher is to use in preparing
lessons or lectures.

7 Training outcomes
7.1 The prime communication difficulty presented by any syllabus is how to convey the depth of
knowledge required. A syllabus is usually constructed as a series of training outcomes to help resolve this
difficulty.

7.2 Thus, curriculum development makes use of training outcomes to ensure that a common minimum
level and breadth of attainment is achieved by ali the trainees follow ing the same course, irrespective of the
training institution (i.e. teaching/lecturing staff).

7.3 Training outcomes are trainee-oriented, in that they describe an end resul t which is to be achieved by
the trainee as a result of a learning process.

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 53
Passenger ship crisis management and human behaviour train ing

7.4 In rnany cases, the learning process is linked to a skill or work activity and, to demonstrate properly
the attainment of the objective, the trainee response may have to be based on practica! application or use, or
on work experience.

7.5 The training outcorne, although aimed principally at the tra inee to ensure achievement of a specific
learning step, also provides a framework for the teacher or instructor upon w hich lessons or lectures can be
constructed.

7.6 A training o utcome is specific and describes precisely what a trainee must do to demonstrate his
knowledge, understanding or skill as an end product of a learning process.

7.7 The learning process is the knowledge acquisition or ski// clevelopment that takes place during a
course. The outcome of the process is an acquired knowledge, unclerstancling, ski//; but these terms alone are
not sufficiently precise for describing a training outcome.

7.8 Verbs, such as ca/cu/ates, defines, explains, lists, so/ves and states, must be used w hen constructing a
specific training outcome, so as to define precisely w hat the trainee w ill be enabled to do.

7.9 In the IMO model course project, the aim is to provide a series of model courses to assist instructors
in developing countries to enhance or update the rnaritime training they provide, and to allow a common
mínimum standard to be achieved throughout the world. The use of training outcornes is a tangible way of
achieving this desired aim.

7.10 As an example, a syllabus in training-outcome format far the subject of ship construction appears in
annex A2. This is a standard way of structuring this kind of syllabus. Although, in this case, an outcome for
each area has been identified - and could be used in an assessment procedure - this stage is often dropped
to obtain a more compact syllabus structure.

8 Assessment
Training outcomes describe an outcome which is to be achieved by the trainee. Of equal importance is
the fact that such an achievement can be measured OBJECTIVELY through an evaluation which will not be
influenced by the personal opinions and j udgements of the examiner. Objective testing or evaluation provides
a sound base on which to make reliable judgements concerning the levels of understanding and knowledge
achieved, thus allowing an effective evaluation to be made of the progress of trainees in a course.

54 MODEL COURSE 1.42 PASSENGER SH IP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
51
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 Cuidance on the implementation of IMO model courses

Annex A2 - Example of a model course syllabus in a subject area

Subject area: Ship construction

Prerequisite: Have a broad underslanding of shipyard practice

General aims: H ave knowledge of materials used in shipbuilding, specification of shipbuild ing steel and
process of approval

Textbooks: No specific textbook has been used to construct the syllabus, but the instructor would be
assisted in preparation of lecture notes by referring to suitable books on ship construction,
such as Ship Construction by Eyres (T1 2) and Merchant Ship Construction by Taylor (T58)

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 57
Passenger ship crisis management and human behaviour training

Course outline

Knowledge, understanding and proficiency Total hours for Total hours for
each topic each subject area
of Required
perfo rmance
Competence :
3.1 Control trim, stability and stress
3.1.1 Fundamental principies o f ship construction, trim and stability
.1 Shipbuilding materials
.2 Weld ing
.3 Bulkheads
.4 Watertight and weathertight doors
.5 Corrosion and its prevention
.6 Surveys and dry-docking
.7 Stability

58 MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT ANO HUMAN BEHAVIOUR TRAINING
 Cuidance on the implementalion of IMO model courses

Part C3: Detailed Outline

lntroduction
The detailed outline is presented as a series of learning objectives. The objective, therefore, describes what the
trainee must do to demonstrate that the specified knowledge or skill has been lransferred.

Thus each training outcorne is supported by a number of related performance elements in which the trainee
is required to be proficient. The teaching syllabus shows the Required performance expected of the trainee in
the tables that follow.

In arder to assist the instructor, references are shown to indicate IMO references and publications, textbooks
and teaching aids that instructors may wish to use in preparing and presenting their lessons.

The material listed in the course framework has been used to structure the detailed training syllabus; in
particular:
Teaching aids (indicated by A)
IMO references (indicated by R), and
Textbooks (indicated by T)

will provide valuable information lo instructors.

Explanation of information contained in the syllabus tables

The inforrnation on each table is systernatically organized in the following way. The line at the head of the
table describes the FUNCTION with which the training is concerned. A function means a group of tasks,
duties and responsibilities as specified in the STCW Code. lt describes related activi ties which make up a
professional discipline or traditional departrnental responsibility on board.

The header of the first column denotes the COMPETENCE concerned. Each function comprises a number of
COMPETENCES. Each cornpetence is uniquely and consistently numbered on this model course.

In this fun ction the competence is Control Trim, Stability and Stress. lt is numbered 3.1, that is the first
competence in Function 3. The term "competence" should be understood as the application of knowledge,
understanding, proficiency, skills, experience for an individual to perforrn a task, duty or responsibility on
board in a safe, efficient and timely manner.

Shown next is the required TRAINING OUTCOME. The training outcomes are the areas of knowledge,
understanding and proficiency in which the trainee must be able to demonstrate knowledge and understanding.
Each COMPETEN CE comprises a number of training outcomes. For example, the above competen ce comprises
three training outcomes. The first is concerned w ith FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION,
TRIM AND STABILITY. Each training outcome is uniquely and consistently numbered in this model course.
That concerned w ith fundamental principies of ship construction, trim and stability is uniquely numbered
3.1.1. For clarity, training outcomes are printed in black type on grey, for exarnple TRAINING OUTCOME.

Finally, each training outcome embodies a variable number of Required performances - as evidence of
competence. The instruction, training and learning should lead to the trainee meeting the specified Required
performance. For the training outcome concerned with the fundamental principies of ship construction, trim
and stability there are three areas of performance. These are:
3.1.1.1 Shipbuilding materials
3.1.1.2 Welding
3.1.1 .3 Bulkheads
Following each numbered area of Required performance there is a list of activities that the trainee should
complete and which collectively specify the standard of competence that the trainee must meet. These are
for the guidance of teachers and instructors in designing lessons, lectures, tests and exercises for use in the

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 59
Passenger ship crisis management ancl human behaviour training

teaching process. For example, under the topic 3.1.1.1, to meet the Required performance, the trainee should
be able to:
state that steels are alloys of iron, with properties dependent upon the type and amount of
alloying materials used
state that the specification of shipbuilding steels are laid clown by classification societies
state that shipbuilding steel is testee! and graded by classification society surveyors w ho stamp
it w ith approved marks

and so on.

IMO references (Rx) are listed in the column to the right-hand side. Teaching aids (Ax), videos (Vx) and
textbooks (Tx) relevant to the training outcome and Required performance are placed immediately following
the TRA INING OUTCOME title.

lt is not intended that lessons are organized to follow the sequence of Required performances listed in the
Tables. The Syllabus Tables are organized to match with the competence in the STCW Code, table A -11/2.
Lessons and teaching should fol low college practices. lt is not necessary, for example, for shipbuilding materials
to be studied before stability. What is necessary is that ali of the material is covered and that teaching is
effective to allow trainees to meet the standard of the Required performance.

60 M ODEL COURSE 1.42 PASSENGER SHJP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING
 Cuidance on the implementation of IMO model courses

FUNCTION 3: CO NTROLLING THE OPERATION O F THE SHIP ANO CARE FOR

PERSONS O N BOARD AT THE MANAGEMENT LEV EL
COMPETENCE 3.1 Control trim, stability and stress IMO reference
Competence :
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP
CONSTRUCTION, TRIM ANO STABILITY
Textbooks: Tll, T12, T35, T58, T69
Teaching aids: A1, A4, V5, V6, V7
Required performance:
1.1 Shipbuilding materials (3 hours)
states that steels are alloys of iron, with properties clepenclent upon the type
R1
and amounts of alloying materials used
- states that the specifications of shipbuilding steels are laicl clown by
classification societies
- states that shipbuilding steel is testecl and graded by classification surveyors,
w ho stamp it with approvecl marks
- explains that mild steel, graded A - E, is used for most parts of the ship
- states w hy higher tensile steel m ay be used in areas of high stress, such as the
sheer strake
- explains that the use of higher tensile steel in place of mild steel resu lts in
saving of weight for the same strength
- explains what is meant by:
- tensile strength
- cluctility
- hardness
- toughness
defines strain as extension divided by original length
sketches a stress-strain curve for mild steel
explains
- yield point
- ultimate tensile stress
- modulus of elasticity
explains that toughness is related to the tendency to brittle fracture
explains that stress fracture may be initiated by a small crack or notch in a
plate
states that cold conditions increase the chances of brittle fracture
states w hy mild steel is unsui table for the very low temperatures involved in
the containment of liquefied gases
lists examples w here castings or forgings are usecl in ship construction
explains the advan tages of the use of aluminium alloys in the construction of
superstructures
states that aluminium alloys are tested and graclecl by classification society
surveyors
explains how strength is preserved in aluminium superstructures in the event
of fire
describes the special precautions against corrosion that are needed w here
aluminium alloy is connected to steelwork

MODEL COURSE 1.42 PASSENGER SHIP CRISIS MANAGEMENT AND HUMAN BEHAVIOUR TRAINING 61
~I Annex A3 - Example of a lesson plan for annex A2 7j
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