E

SUB-COMMITTEE ON HUMAN ELEMENT, HTW 5/3/5/Add.1

TRAINING AND WATCHKEEPING 13 April 2018
5th session Original: ENGLISH
Agenda item 3

VALIDATED MODEL TRAINING COURSES

Draft new model course on Crisis management and human behaviour training

Note by the Secretariat

SUMMARY

Executive summary: This document provides the draft new model course on Crisis
management and human behaviour training

Strategic direction, if 1
applicable:

Output: 1.3

Action to be taken: Paragraph 2

Related document: HTW 5/3/5

General

1 The draft new model course on Crisis management and human behaviour training
referred to in document HTW 5/3/5 is set out in the annex.

Action requested of the Sub-Committee

2 The Sub-Committee is invited to consider the draft new model course on Crisis
management and human behaviour training, as set out in the annex, together with the report
of the Review Group, as set out in document HTW 5/3/5, and take action, as appropriate.

***

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ANNEX

DRAFT NEW IMO MODEL COURSE ON PASSENGER SHIP CRISIS MANAGEMENT AND
HUMAN BEHAVIOUR TRAINING

Model Course X.XX

COURSE ON PASSENGER SHIP

CRISIS MANAGEMENT AND HUMAN
BEHAVIOR TRAINING

2018 Edition

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ACKNOWLEDGEMENTS

This course on Passenger ship crisis management and human behaviour training was
developed by Maritime Industry Authority, Philippines.

IMO wishes to express its sincere appreciation to the Maritime Industry Authority, Philippines
for their provision of expert assistance and co-operation to the development of this model
course.

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Foreword

[To be inserted by the Secretariat]

KITACK LIM
Secretary-General

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Contents

Introduction 5

Part A: Course Framework 7

Part B: General Outline 11

Part C: Detailed Outline 15

Part D: Instructor Manual 23

Part E: Evaluation and Assessment 53

Appendix – Implementation of IMO Courses

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Introduction

 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.

It is not the intention of the model course programme to present instructors with a rigid
"teaching package" which they are expected to "follow blindly". Nor is it the intention to
substitute the instructor's presence with audio-visual or "programmed" material. As in all
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 written for this mode 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. Information, comments and suggestions should be sent 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
syllabus, taking into account the information on the entry standards specified in the course
framework. The actual level of knowledge and skills and the prior technical education of the
trainees 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. Instructors should also identify any
academic knowledge, skills or technical training which the trainees may not have acquired prior
to undertaking the course.

By analyzing the detailed syllabus and the academic knowledge required to allow training in
the technical area, instructors could develop an appropriate pre-entry course or, alternatively,
insert the elements of academic knowledge required to support the technical training elements
concerned at appropriate points within the technical course.

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

Within the course plan, the course developers have indicated an assessment of the time that
could be allotted to each learning area. However, it must be appreciated that these allocations
assume that the trainees have fully met all the course entry requirements. Instructors should
therefore review these assessments carefully and may need to re-allocate, as necessary the
time required to achieve each specific learning objective.

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 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 in, the lesson plans may simply consist of the detailed syllabus with
keywords or other reminders added to assist instructors in the presentation of the material.

 Presentation

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

 Implementation

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 "Guidance on the Implementation of IMO Model Courses," deals with this aspect in some
detail.

In certain cases, the requirements for some 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.

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Part A: Course Framework

 Scope

This model course aims to meet the mandatory minimum requirements for the training of
personnel in crisis management during emergency situations onboard 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 to provide trainees with guidance and information to gain knowledge,
understanding and proficiency (KUP) required to achieve the learning objectives to
demonstrate their competence in Passengers ship crisis management and human behavior
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;

 optimize the use of resources;
 control response to emergencies;
 control passengers and other personnel during emergency situations; and
 establish and maintain effective communications.

 Entry standard

Entry to the course is open to masters, chief engineer officers, chief mates, second engineer
officers and any person designated on the muster list as having responsibility for the safety
passengers in emergency situations on board passenger ships.

 Course certificate

On successful completion of the requirements of the course, documentary evidence shall be

issued certifying a holder's acquisition of the mandatory minimum requirements and
competence as prescribed in STCW regulation V/2, paragraph 8.

 Course intake limitation

The maximum number of trainees attending each session will depend on the availability of
instructors, equipment and facilities available for conducting the training. The number should
not, at any time, exceed that which will allow sufficient opportunity for each trainee to have
adequate practical instruction in procedures for the proper use of systems and equipment.

 Staff requirements

The following are the minimum qualifications recommended for instructors delivering this
course, based on the STCW Code.

The instructor in charge should:

.1 have experience on the procedures established for the ships for embarking and
disembarking passengers; and

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.2 instructor and assessors should be qualified to provide direct services to passengers

in passenger spaces and have appropriate training in instructional techniques and
assessment methods (section A-I/6 of the STCW Code).

 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 column 4 of the table, and the Intended learning outcomes stipulated in the detailed teaching
syllabus and the assessment tasks enumerated in the assessment plan.

 Teaching Facilities and Equipment

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

Aspects of the practical training required by the regulations are considered ship specific.
Therefore, whilst the theory could be conducted virtually or in a classroom or lecture room
ashore, practical training may need to be held on board a ship or at an appropriate shore-side
facility to ensure that those being trained become proficient in handling situations onboard the
ship on which they will 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 will be needed, e.g. hand held radios and telephones
although messengers may also be used.

 Teaching aids (A)

A1 Instructor's Manual
A2 Visual Presentation
A3 Charts/Diagrams
 Generic Passenger/ROPAX Crew Emergency Plan
 Generic Passenger/ROPAX SMS
A4 Film Clips
 MV Sewol (or similar incident)
A5 Exercise Sheets
 Stability and Trim calculation
 Crisis management role playing exercise sheets
- Fire / Explosion
- Collision
- Grounding
- Flooding
- Black out
 The range of emergency scenarios should include all of the following:
- Injured personnel
- Multiple casualties
- Missing personnel

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- 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
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 International Convention on Standards of Training, Certification and Watchkeeping

for Seafarers (STCW), 1978, as amended

R2 International 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 International Safety Management (ISM) Code with guidelines for its implementation

 Textbooks and other references (T)

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

 Bibliography (B)

B1 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 of Some Well Known

Disasters No.8. Easingwold: Emergency Planning College.

B3 Emergency Planning College. (latest edition).Lessons Learned from Crowd-related

Disasters No.4. Easingwold: Emergency Planning College.

B4 Emergency Planning College. (latest edition). Conference: Problems Associated with

Large Scale Evacuations No. 5. Easingwold: Home Office Emergency Planning
College.

B5 Emergency Planning College. (latest edition). Crisis in a Complex Society No.7.

Easingwold: Home Office Emergency Planning College.

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B6 Flin, R. H. (latest edition). Sitting in the Hot Seat: Leaders and Teams for Critical
Incident Management. Chichester: Wiley.

B7 OPITO Approved Standard Major Emergency Management Initial Response Training

OPITO Standard Code: 7228 Revision 1.

B8 Poole, T., & Springett, P. (2012). Understanding human behaviour in emergencies.

A manual for the cruise and ferry sector. Rev.3.Hampshire, England: Odyssey
Training Ltd.

B9 Scanlon, J. (latest edition). Disaster Preparedness: Some Myths and Misconceptions

No. 6. Easingwold: Emergency Planni.ng College

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Part B: General Outline

 Course Outline

The course comprises lectures, demonstrations and simulator exercises. The outline below
identifies the main areas of the course and the approximate 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 Theoretical Demonstration/
Practical work
Course Introduction 0.5 -

1. Organize shipboard emergency procedures 0.5 1.0

1.1 Elements of shipboard emergency procedures

1.1.1 General design and layout of the ship

1.1.2 Safety regulations
1.1.3 Emergency plans and procedures
1. The importance of principles for the development of ship-
specific emergency procedures including:
1.2.1 The need for pre-planning and drills of
shipboard emergency procedures
1.2.2 The need for all personnel to be aware of and
adherence to pre-planned emergency
procedures as carefully as possible in the
event of an emergency situation

2. Optimize the use of resources 0.5

2.1 Ability to optimize the use of resources, taking into

account:
2.1.1 The possibility that resources available in
an emergency may be limited
2.1.2 The need to make full use of personnel
and equipment immediately available and,
if necessary, to improvise
2.2 Ability to organize realistic drills to maintain a state
of readiness, taking into account lessons learnt from
previous accidents involving passenger ships;
debriefing after drills

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3. Control response to emergencies 1.0 5.0

3.1 Ability to make initial assessment and effective

response to emergency situations in accordance
with established emergency procedures
Leadership skills
3.2 Ability to lead and direct others in emergency
situations, including the need:
3.1.1 To set an example during emergency
situations
3.1.2 To focus decision making, given the need
to act quickly in an emergency
3.1.3 To motivate, encourage and reassure
passengers and other personnel
Stress handling
3.3 Ability to identify the development of symptoms of
excessive personnel stress and other members of
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 follow
procedures
4. Control passengers and other personnel during 3.0 -
emergency situations

Human behaviour and responses

4.1 Ability to control passengers and other personnel in

emergency situations, including:
4.1.1 Awareness of general reaction patterns of
passengers and other personnel in
emergency situations, including the
possibility that:
4.1.1.1 Generally it takes some time
before people accept the fact that
there is an emergency situation
4.1.1.2 Some people may panic and not
behave with a normal level of
rationality, that their ability to
comprehend may be impaired and
they may not be as responsive to
instructions as in non-emergency
situations
4.1.2 Awareness that passengers and other
personnel may, inter alia:
4.1.2.1 Start looking for relatives, friends
and/or their belongings as a first

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reaction when something goes

wrong
4.1.2.2 Seek safety in their cabins or in
other places on board where they
think that they can escape danger
4.1.2.3 Tend to move to the upper side
when the ship is listing
4.1.3 Appreciation of the possible problem of
panic resulting from separating families

5. Establish and maintain effective communications 1.0 -

5.1 Ability to establish and maintain effective

communications, including:
5.1.1 Clear and concise instructions and
reports
5.1.2 Exchange of information with, and
feedback from, passengers and other
personnel
5.2 Relevant information to passengers and other
personnel during an emergency situation
5.2.1 Language or languages appropriate to the
principal nationalities of passengers and
other personnel carried on the particular
route
5.2.2 Possible need to communicate during an
emergency by some other means, such as
by demonstration, or by hand signals or
calling attention to the location of
instructions, muster stations, life-saving
devices or evacuation routes, when oral
communication is impractical
5.2.3 Language in which emergency
announcements may be broadcast during an
emergency or drill to convey critical
guidance to passengers and to facilitate
crew members in assisting passengers

Sub-total Hours 6.5 6.0

Total Training Hours 12.5

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

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 Course timetable

Period Day 1 Day 2

1st
Course Introduction 3. Control response to emergencies
(Cont.)
(2 Hrs) 1. Organize shipboard emergency
procedures
2nd
2. Optimize the use of emergency 3. Control response to emergencies
response resources (Cont.)
(2 Hrs)

LUNCH BREAK LUNCH BREAK

3rd
2. Optimize the use of emergency 4. Control passengers and other
response resources (Cont.) personnel during emergency
(2 Hrs)
situations
3. Control response to emergencies
4th
3. Control response to emergencies 4. Control passengers and other
(Cont.) personnel during emergency
(2 Hrs)
situations (Cont.)
5. Establish and maintain effective
communications

Note: Care should be taken when indicating the total hours for the model course and each
subject presented in a model 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 provider.

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Part C: Detailed Outline

The detailed teaching syllabus indicates the contents of the course and appropriate references
and teaching aids.

 Learning objectives

The detailed teaching syllabus has been written in learning objective format 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:

 The depth of understanding of a subject and the degree of familiarization with a

subject on the part of the trainee; and

 What capabilities the trainee should really have and be able to demonstrate.

Instructors are encouraged to impart learning in an "objective-related" manner instead of a

"material-related" manner. In this context, all 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 for the
Detailed Teaching Syllabus can be classified in three "dimensions":

 C (cognitive)
 A (affective)
 P (psycho-motor)

 References and teaching aids

In order 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 wish 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
Sc. Section

The following are examples of the use of references:

"R1-Reg V/2" refers to regulation V/2 of the International Convention on Standards of Training,
Certification and Watchkeeping for Seafarers, STCW Convention, 1978 as amended.

"A1" refers to the instructor manual in Part D of this model course.

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IMO Textbooks Teaching

Knowledge, understanding and proficiency
Reference Bibliography Aid

R1- Reg
V/2, para A2-A4
Course Introduction 8,
Sc A-V/2,
para 4
R2, R4 A2- A3
1. Organize shipboard emergency procedures
1.1 Elements of shipboard emergency procedures
1.1.1 General design and layout of the ship
.1 describe the general design and layout of the
ship
1.1.2 Safety regulations
.1 review safety regulations related to shipboard
emergency situation
1.1.3 Emergency plans and procedures
.1 describe the contents of the shipboard
emergency plans and their corresponding
procedures
.2 explain the instructions and procedures
contained in emergency plans
1.2 The importance of principles for the development of
ship-specific emergency procedures
1.2.1 The need for pre-planning and drills of
shipboard emergency procedures
.1 explain the importance of pre-planning and
drills of shipboard emergency
.2 plan drills of different emergency scenarios
in accordance with the shipboard emergency
procedures
1.2.2 The need for personnel to be aware of and
adherence to pre-planned emergency
procedures as carefully as possible in the
event of an emergency situation
.1 explain the need for personnel to be aware
and adherence to pre-planned emergency
procedures
.2 evaluate the potentials of slow and rapid
escalation of an emergency including their
consequences

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IMO Textbooks Teaching

Knowledge, understanding and proficiency
Reference Bibliography Aid

R2 B7 A2, A3
2. Optimize the use of resources
2.1 Ability to optimize the use of resources, taking into
account
2.1.1 The possibility that resources available in an
emergency be limited
.1 determine the capabilities and limitations of
available resources (i.e. human resources,
equipment and procedures) in responding to
emergency
2.1.2 The need to make full use of personnel and
equipment immediately available and, if
necessary, to improvise
.1 determine the ability of personnel to take
over incase other team members are
incapacitated or missing
.2 apply short-term strategies in case some
equipment are not available or
malfunctions
2.2 Ability to organize realistic drills to maintain a state of
readiness, taking into account lessons learnt from
previous accidents involving passenger ships;
debriefing after drills
.1 execute realistic drills in accordance to the
planned emergency response
.2 seek external emergency response teams
to assist in dealing with the emergency
situation
.3 conduct debriefings after the drill to discuss
points for improvements

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IMO Textbooks Teaching

Knowledge, understanding and proficiency
Reference Bibliography Aid

R2 B7 A2, A3,A5
3. Control response to emergencies
3.1 Ability to make initial assessment and effective
response to emergency situations in accordance with
established emergency procedures
.1 assess and respond to the emergency situation
Leadership skills
3.2 Ability to lead and direct others in emergency
situation
3.2.1 To set an example during emergency
situations
.1 acquire full situational awareness
.2 demonstrate grace under pressure in face of
the challenging situations
.3 consider suggestions/ideas from other team
members
3.2.2 To 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 To motivate, encourage and reassure
passengers and other personnel
1. maintain effective communications by
broadcasting relevant information
Stress handling
3.3 Ability to identify the development of symptoms of
excessive personnel stress and other members of the
ship's emergency team
1. determine the symptoms of excessive personal
stress and those of other members of 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 follow
procedures
1. determine the effects of stress generated by
emergency situations
2. manage excessive personal stress and those of
other members of the ship's emergency
situations

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IMO Textbooks Teaching

Knowledge, understanding and proficiency
Reference Bibliography Aid

4. Control passengers and other personnel during

emergency situations

Human behaviour and responses

4.1 Ability to control passengers and other personnel in B8 sec.2 A2

emergency situations, including: p. 17-26
B8 sec.2 A2
4.1.1 General reaction patterns of passengers and
p.17-26
other personnel in emergency situations
4.1.1.1 Generally it takes some time before
people accept the fact that there is an
emergency situation
.1 describe the general reaction patterns of
passengers and other personnel during
the different phases of the emergency
.2 describe the source of information that
the reaction of passengers and personnel
could be based
.3 provide actions to be taken to make
warnings and instructions effective
emergency
4.1.1.2 Some people may panic and not behave
with a normal level of rationality, that their
ability to comprehend may be impaired
and they may not be as responsive to
instructions as in non-emergency
situations
.1 analyze the factors that influence the
reaction of passengers and other
personnel during emergency
B8 sec.3 A2
p.27-35
B10 sec.4
p.36-54

4.

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IMO Textbooks Teaching

Knowledge, understanding and proficiency
Reference Bibliography Aid

B8 sec.3 A2
4.1.2 Awareness of passengers and other
p.27-35
personnel personnel's actions during
B10 sec.4
emergency
p.36-54
.1 describe the actions that the passengers
and other personnel might do when the
emergency is confirmed
.2 describe the impact of the physical and
psychological aspects of the emergency
to the passengers and other personnel
.3 explain how stress affects the reaction of
the passengers and other personnel
during emergency
.4 analyze the different behavioral response
of passengers and other personnel
during the impact phase of the
emergency
4.1.2.1 Start looking for relatives, friends and/or
their belongings as a first reaction when
something goes wrong
.1 explain that search parties are assigned
to ensure that all areas are evacuated
4.1.2.2 Seek safety in their cabins or in other
places on board where they think that
they can escape danger
.1 explain that in emergency situations all
passengers and other personnel should
proceed to the muster stations
4.1.2.3 Tend to move to the upper side 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 danger of sliding down from
the upper side to the lower side of the
ship

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IMO Textbooks Teaching

Knowledge, understanding and proficiency
Reference Bibliography Aid

B8 sec.5 A2
4.1.3 Appreciation of the possible problem of panic
p.55-77
resulting from separating families
.1 describe the different assumption about B8 sec.6
human behavior that might hinder the p.78-90
evacuation phase of passengers and
personnel in times of emergency
.2 explain the following categories of human
behavioral response during evacuation
phase:
• inaction
• fear-flight
• panic
• non-panic responses
• altruism and affiliation
.3 analyze the behavior response of passengers
and other personnel during recoil phase of the
emergency

R4 Para A2, A6
5. Establish and maintain effective communications
3.8-3.11
5.1 Establish and maintain effective communications p.3,
5.1.1 Clear and concise instructions and reports
.1 use elementary language in giving clear
and concise instructions and reports in
communicating basic instructions to
passengers
5.1.2 Exchange of information with, and feedback
from, passengers and other personnel
.1 explain the importance of using closed-
loop communication style
5.2 Relevant information to passengers and other
personnel during an emergency situation
5.2.1 Language or languages appropriate to the
principal nationalities of passengers and other
personnel carried on the particular route
.1 identify the language or languages
appropriate to the principal nationalities of
the passengers

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IMO Textbooks Teaching

Knowledge, understanding and proficiency
Reference Bibliography Aid

5.2.2 Possible need to communicate during an

emergency by some other means, such as by
demonstration, or by hand signals or calling
attention to the location of instructions, muster
stations, life-saving devices or evacuation
routes, when oral communication is impractical
.1 identify other means of communication
with passengers during emergency when
oral communication is impractical
.2 communicate to passengers the safety
instructions using other means of
communication
5.2.3 Language in which emergency announcements
may be broadcast during an emergency or drill
to convey critical guidance to passengers and
to facilitate crew members in assisting
passengers
.1 identify the languages that can be used in
broadcasting announcements during
emergency
.2 broadcast emergency announcement in
accordance with a given scenario

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Part D: Instructor Manual

 Introduction

The instructor manual and its guidance notes provide highlights and summary of the topics
that are to be presented. A corresponding instructor's guide (I.G.) 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 wherein the subject
area is divided into five (5) major headings. However, a brief description on the course
introduction is also included:

1. organize shipboard emergency procedures;

2. optimize the use of emergency response resources;

3. control response to emergencies;

4. control passengers and other personnel during emergency situations; and

5. establish and maintain effective communications.

In preparing the instructor 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 the formative assessment are consistent and aligned
with each other. Likewise proper preparation of all necessary teaching aids/instructional
materials is essential prior to the conduct of the course in order to attain successfully the
training of the course.

The timetable provides guidance on the time allocation for each main topic of a specific training
day.

 Guidance notes for lectures and practical activities

COURSE INTRODUCTION 0.5 hour

Past and recent accidents or disaster on board passenger ships

The tragic loss of the MS Herald of Free Enterprise, MS Scandinavian Star and MS Estonia
made the inclusion of parts in chapter V of the code in the 1995 amendment of the
STCW Convention.

Recent maritime disasters involving passenger ships, i.e. MV Costa Concordia (2012) and
MV Sewol (2014) demonstrate the importance of crisis management and human behavior
training. The scope of this training is centered on risk to:

a. personnel;
b. the vessel;
c. the environment; and
d. the operation.

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Training requirement governed by the 1978 STCW Convention, as amended and flag
state regulations

This training is part of the mandatory minimum requirements for the training and qualification
of all masters and officers that are required to manage crisis situations on board in accordance
with table A-V/2-2 of the STCW Code relating to the minimum standard of competence in
passenger ship crisis management and human behavior.

1. ORGANIZE SHIPBOARD EMERGENCY PROCEDURES 1.5 hours

Elements of shipboard emergency procedures

The elements of shipboard emergency procedures cover what to do in the event of an

emergency situation. They can be broken down into the following components:

1. Discovery – first aid;

2. Containment – implementation of the Crew Emergency Plan (CEP);

3. Clean up – making the vessel safe; and

4. Incident investigation and reporting.

Each vessel/company should clear procedures and guidelines on how to deal with each of the
four parts of an emergency in the Safety Management System (SMS). It 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 to a potentially hazardous situation that left
untreated would turn into an emergency or crisis situation. For example a smouldering
cigarette thrown into a waste basket has the potential to become a full blown fire. If 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

Next to early discovery, containment is the most important phase of emergency response.
Early and efficient containment will normally stop an incident from 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;

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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 incident if left running.

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

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

Damage control

Damage control is the process of making an incident site safe. It can be conducted during the
containment phase or after if there are multiple incidents. The amount of damage control is
limited by the number of crew and or equipment available. Damage control may involve:

1. ballasting to maintain stability;

2. extinguishing a fire sufficiently to mitigate chances of reignition;

3. pumping out flooded spaces 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. containing and clean-up of spills.

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

Incident investigation and reporting

Incident investigation and reporting is a major 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 information 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 example, the Marine Accident Investigation 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 them British citizens.

General design and layout of the ship

The International Convention for the Safety of Life at Sea (SOLAS), 1974, is subject to a
continuous amendment process. This is mentioned because SOLAS is continually evolving
and Incident Management Teams should be aware of the latest changes.

SOLAS provides clear requirements on ship design, construction, Emergency Response

Equipment and Life-Saving Appliance (LSA).

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In essence, ships are constructed with "containment" in mind. As described earlier containing
and incident means survivability for the ship. How is this achieved? By constructing water tight
compartments, double bottoms and different class of fire/smoke doors.

Watertight compartments have doors leading in and out; these doors can be operated remotely
from the bridge, locally at the door itself (hydraulic) and from the emergency hand pump control
station. The idea is to stop water from passing through the compartment and creating stability
issues. It is a command decision to operate watertight doors. Personnel need to evacuate
quickly from a compartment or run the risk of being locked in. Another consideration to make
when operating water tight doors is that it restricts access for damage control purposes. So in
a flooding crisis management scenario, key things for the incident manager to think about are:

1. number of personnel in the affected compartment and evacuation;

2. stability and trim;

3. when and how to shut doors – access issues; and

4. bilge pumps and suctions.

Double bottoms were mandated for new build tankers to reduce the risk of environmental
contamination in the event of a collision or grounding. The idea being any damage to the hull
structure would contain flooding and oil spillage via the double bottom arrangement. So in a
crisis management collision / grounding scenario key things for the incident manager to think
about are:

1. stability and trim;

2. containment of cargo, ballast and bilge water;

3. SOPEP equipment and dispersants; and

4. notification to local authorities.

Fire continues to be the greatest risk to a vessel. Ships are mandated to have detection
systems and fixed fire suppression systems normally located in machinery/ electrical 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 Teams (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 importantly smoke boundaries that, if maintained well, will
contain smoke/gas to the affected area. If not managed well, smoke will spread and endanger
personnel. Lastly, zoning provides good information on where to set up boundary cooling
hoses to limit the radiated heat from a fire. So in a crisis management scenario involving fire,
the key things for the CCT to think about and employ as quickly as possible are be the
following:

1. identification of the source and size of fire;

2. identification of the zone/location;

3. identification and shutdown of ventilation (to the affected area at least) mechanical
and electrical isolation where needed;

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

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

6. setting up boundary cooling, where needed.

Major crisis types

Major crisis onboard vessels arise 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 major crisis. So, a major crisis can be one or multiple events that happen due
to an incident. These are but not limited to;

a. Fire/Explosion

b. Flooding

c. Collision

d. Grounding

e. Foundering

f. Blackout/mechanical failure

g. Toxic gas

h. Mass casualties

Safety regulations

There are two main publications that discuss maritime safety and emergency response,
however there a many references and codes for specific types of vessels you should make
yourself acquainted with these as required.

ISM

The International Safety Management (ISM) Code provides in part A (Implementation):

"8 Emergency preparedness

8.1 The company should identify potential emergency shipboard

situations, and establish procedures to respond to them.

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

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

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Safety of Life at Sea (SOLAS)

As mentioned previously, SOLAS provides all safety regulations for:

.1 Construction – structure, subdivision, and stability, machinery and electrical

installations

.2 Construction – fire protection, fire detection and fire extinction

.3 Life-saving appliances and arrangements

.4 Radiocommunications

.5 Safety of navigation

.6 Carriage of cargos and oil fuels

.7 Carriage of dangerous goods

.8 Nuclear ships

.9 Management for the safe operation of ships

.10 Safety measures for high-speed craft

.11 Special measures to enhance maritime safety

.12 Special measures to enhance maritime security

.13 Additional safety measures for bulk carriers

.14 Verification of compliance

.15 Safety measures for ships operating in polar waters

Emergency plans and procedures

Emergency plans or contingency plans

Emergency or contingency plans are documents that aid the crisis management team in
decision making during an emergency situation. 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 some
are at the gang way access points. They should consist of the following:

.1 Crew muster list plan;

.2 Crew emergency plan;

.3 Fire control plan;

.4 Life-saving appliances and escape route/evacuation plan;

.5 Damage control plan;

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.6 General arrangement plan; and

.7 Log book – used to record all management decisions and orders (may use digital
recorders).

Note to instructor:

The trainees should demonstrate knowledge and familiarity of the various symbology used on
the emergency 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 structural damage and continue the voyage.

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

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

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

.6 The fire causes a crewmember to be overcome by smoke; he trips and sustains a

broken leg.

.7 Because of the electrical blackout bilge pumps cannot be run and stability is greatly
affected.

.8 Should we abandon or stay and fight the situation?

The initial incident (collision) escalated into a full crisis situation, the crisis management team
needs to be able to deal with all emergencies and keep the vessel, passengers and crew safe.

Procedures

CEP procedures 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. if not safe to do so, check for casualties and seal the compartment by closing
fire doors or water tight doors; and

4. wait for emergency response team to arrive and brief the Fire Team Leader.

These are taught and practiced during Basic safety training and during drills onboard.

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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 on
air time;

.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 communicate with other parties and company.

As you can see these procedures require thinking, communication and response. It is
important that they are practiced 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 black out to the chief engineer and let him/her look
after 2nd priority that while the CCT deals with the fire 1st priority, whilst maintaining an overall
situational picture, including safe navigation. This is where crisis management get difficult
because no two crises will develop the same way, nor will peoples actions and reactions be
the same.

Notes to instructor:

 provide samples of crew muster list and crew emergency plan available as
references; and

 assign trainees to analyze the procedures.

2. OPTIMIZE THE USE OF RESOURCES 0.5 hours

Human Resources

During an emergency situation it is obvious that people react differently that they normally
would. There are two common psychological modes people go into in an emergency situation:

.1 flight – want to run away; and

.2 fight – want to tackle the problem head on.

On board a ship, the flight mode is a secondary option only to be taken when all options for
the fight mode are exhausted. So initially, 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

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tasks become; this applies to incident management as well. There are factors that the incident
manager should take into account when dealing with people in emergency situations, they are:

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 before any decision making can be
applied

Shifting and competing goals

During an escalation of incidents the priority must be given in the following order.

a. Passenger and personnel safety

b. Vessel safety

c. Environmental safety

d. Operational safety

This will help the Central Command Team to keep focus and be able to maintain a complete
set of priorities. It is also good practice to take a "time out" to check that situation is prioritized
and covered in detail.

Time stress

During 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 time has an impact on the CCT as they are checking off checklists and thinking 3 steps
ahead. Do not fall into the trap of demanding 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, passenger, vessel,
environment and operation. By doing this you will lessen the seriousness of consequence.

Multiple players (team factors)

This is a key factor in dealing with incidents 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 completing. All tasks and completions have to be recorded with
time annotation.

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Closed loop communication style

a. Make decision and frame orders

b. Make the order to a specific recipient

c. Have the order repeated by the recipient

d. Acknowledge confirmation or repeat process if not understood

Personal factors

Personal factors can determine the outcome of a crisis situation, unwanted behaviours include:

a. Anger

b. Sorrow

c. Apathy

d. Indecision

e. Confusion

f. Stress

g. Panic

Each of these behaviours will breakdown team work 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:

a. Fatigue

b. Workload

c. Communications and reporting

d. Competency

The principles 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
Incident/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/analogue 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.

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How to delegate

a. Define the task

b. Communicate the task requirements clearly

c. Ensure the person understands the task requirement (closed loop again)

d. Follow up in a timely manner on progress/completion

Note to instructor:

Use role play exercises to develop delegation skill.

Emergency response equipment and personnel

Life-saving 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. The use and training 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 readiness. How it is employed during a crisis
situation is up to the Central Command, this 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 drills and onboard training – makes the team familiar with specific
equipment and checks that all is operating as it should.

2. Ventilation 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 water tight 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.

4. Communication – Muster Station / Head count reports must be made quickly and
clearly as this will determine the next phases of the crisis management for example if
they don't tally up search and rescue will take equal priority with containment.
Situation reports provided regularly to crew and passengers reduces fear of the
unknown and instills a feeling 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 fire over, if it doesn't it makes the Fire Team's job
easier as it will slow down advancement. Always check that 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 breathing apparatus (SCBA) air, allows
hoses and life lines to be shorter, and provides a first aid post near the scene for faster
treatment.

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7. Electrical / mechanical isolation – Early shutdown and isolation of equipment will

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 (Scribe) to record the following;

a. Time;

b. Decisions/orders/instructions;

c. Situation reports; and

d. Reports to the Central Command.

Marking up/drawing on the general arrangement diagram and/or fire control plan including:

a. Incident location, affected systems;

b. Location of ERT team/SCBA air pressures and time on air/time out;

c. Available/non-available emergency response equipment; and

d. Atmosphere monitoring results.

Please remember these records will be vital later on during the accident / incident investigation
process.

9. Lifeboats and liferafts – One of the hardest decisions to be made is vessel

abandonment. This is an executive order that is based on the habitability of the vessel.
Things to take into account when making the decision to abandon the ship are;

a. Trim – up to 10o either way;

b. List – up to 20o;

c. Speed at which lifeboats and liferafts can be loaded with persons; and

d. Speed at which life boats and rafts can be launched.

3. CONTROL RESPONSE TO EMERGENCIES 6.0 hours

Emergencies require good leaders who 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. all are essential. Information can be very sparse in the early stages
however the mobilization of all personnel and resources must be started under a calm, decisive
leader. When the picture begins 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 some degree of consultation may be appropriate, but this is not the time to form
committees.

Persons will respond to well-motivated leaders as they will to motivated instructors. Energy
and enthusiasm generally tends to spread throughout the group; however any emergency will
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,

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tasks re allocated and extra support requested. Unless the leadership can be firm and
directional the teamwork and general response will 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.

a. report the location;

b. report the nature of the emergency; and
c. report if any casualties have been found.

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 upon any activation. Standard operating procedures state that when the alarm
is raised the OOW will sound the general/fire alarm and the crew will go to assigned muster
stations. It takes a few minutes for this to happen so by using this time get to the crisis center
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 all of which could not be listed. Here
is a practice scenario:

Emergency Situation: Reported Fire in the engine-room

.1 Incident – Fire
.2 What has been done so far – Fire alarm crew is mustering (check engine room is
evacuated.
.3 How do we contain it – check engine room is evacuated and sealed, shutdown
aircon 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

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the safe work area and ready to conduct a compartment entry. The process is essentially the
same.

1. Incident – Fire

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

3. How do we contain it – Order ERT "on air" (record pressures and time) enter 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 – If 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.

Leading and directing others in emergency situations by maintaining effective

communication

Effective communications in a crisis situation means keeping all crew and passengers
informed about what 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 that everything that can be done is being done to rectify the situation. The best
medium to use is the ships public address system.

The use of radios should be passed to the scribe, as they will be the ones writing down the
content of conversations with the ERT. The crisis manager should use the closed loop
communication system and provide instructions 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 communicating 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 which needs to be relayed to the crisis center the next instruction would
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 also other procedures can be
conducted, e.g. time out calculation, in a logical order.

Symptoms of excessive personal stress and those of other members of the ship's
emergency team

Traumatic incidents 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. Some 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 situation!

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Physical Cognitive Emotional Behavioural

Chest pain Confusion Anxiety Intense anger
Nightmares Withdrawal
Difficult breathing Guilt
Disorientation
Shock symptoms· Emotional outburst
Heightened or Grief
Fatigue Temporary loss or
lowered alertness Denial
Nausea/vomiting increase of appetite
Poor concentration
Dizziness Severe panic Excessive alcohol
Memory problems
(rare) consumption
Profuse sweating Poor problem
Rapid heart rate solving Fear/irritability Inability to rest,
Thirst Difficulty identifying Loss of pacing
familiar objects or emotional
Headaches Change in sexual
people control
functioning
Visual difficulties Depression
Clenching of jaw Sense of failure
Feeling
Non-specific aches
overwhelmed
and pains
Blaming others
or self

Table 1: Physical, cognitive, emotional and behavioural symptoms of the members of

the emergency team

There are symptoms of stress that may be experienced during or after a traumatic Incident.
Seek medical attention immediately if you experience chest pain, difficulty 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 personal stress and those of other members of the ship's emergency
situations

It 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;
 Take time outs in the crisis centre 5 minutes off to "decompress." Will alleviate stress
factors; and
 Practice relaxation techniques such as deep breathing, meditation, and gentle
stretching.

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4. CONTROL PASSENGERS AND OTHER PERSONNEL 3.0 hours

DURING EMERGENCY SITUATIONS

Human behaviour and responses

4.1.1 General reaction patterns of passengers and other personnel in normal and
emergency situations

Phase one – Warning

Note: Following are all excerpts from the book "Understanding Human Behaviour in
Emergencies" (B2)

In some emergencies there is little or no warning. Others develop over time, and alarms and
warnings exist to signal the existence of the incident and to provide information about the
emergency and any action to be taken.

Whilst peoples" behaviour cannot be predicted with 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 detect signs of an incident and are faced with the fact that a threatening
situation might exist 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.
If, in spite of this, 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.

If the warning phase is prolonged, and for some reason guidance and instruction are absent,
people will begin to experience a great deal of uncertainty and anxiety. Some will wait to see
what happens next – perhaps they can do little else - with 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 for early and clear information and instructions from officers and crew is
self-evident. If provided in an effective manner, it should help everyone through the next phase
of the emergency.

Influencing 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 of factors, including:

Factor 1 - Credibility of the sender

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

Factor 2 - Conveyance and content of the warning message

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 result.

Factor 3 - Age differences

Younger people may be more likely to respond to warnings than the elderly, who may be less
willing to move or to evacuate particular areas.

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Factor 4 - Immediate social situation

People on their own or with their peers or work groups, rather than in family groups, may be
slower to respond to warnings and more likely to deny danger exists.

Factor 5 - Presence of family or 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.

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 accept the
warning 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 decision making

Cue 1 - How other people behave.

People will look around at how other people are responding; if other people, especially crew,
are not taking it seriously, nor will 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 - The presence of specialized staff

The unexpected presence of senior officers or fire parties will 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 - Instructions by staff

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

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Maximizing effectiveness

It should never be assumed that everyone has heard and understood any previous
announcements nor that they will know how to react. To make warnings and instructions
effective they should:

 be given by appropriate people when information about an;

 emergency becomes specific 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;
 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
 do not include music or other unrelated information in the pauses between
transmission

4.1.2 Awareness of passengers and other personnel's action when the emergency is
confirmed

Phase two – Impact

Note: Following are all excerpts from the book "Understanding Human Behaviour in
Emergencies" (B2).

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 term "impact" can mean:

 the realization that an emergency situation really exists

 the time when disaster literally strikes, perhaps bringing with it injury or death

This phase, along with 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 will 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 them
- and if they feel they have the ability to cope with the demands that might be placed upon
them, and those close to them.

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During these phases, families and close friends want to be together. They rely heavily on each
other for advice, especially if warning 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 to 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 similar
experiences, knowledge of similar disasters, or are with their family or a group of close friends.
This group can be a valuable asset to officers and crew.

Others, the bulk of passengers, may accept that there is a problem, but either take no action
for some reason or other, or be slow to do so. If 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.

If, however, their lack of activity is because they are quite confident that the officers and crew
will 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 will handle it; and

- they will tell us what to do.

A small number, perhaps 15%, might engage in a wide range of inappropriate behaviours,
ranging from attempting to collect their belongings in the face of considerable adversity, to
sitting and weeping. Some 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, whenever and wherever possible, exemplary and
professional if the next phase of the emergency is to be dealt with 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 will take far, far longer than most officers
and crew will have anticipated.

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4.1.3 Appreciation of the possible problem of panic as a result of separated from

families

Phase three – Evacuation

Note: Following notes are all excerpts from the book "Understanding Human Behaviour in
Emergencies" (B2)

In very basic terms, this third phase of an emergency, evacuation, is about getting passengers
to stop whatever they are doing and move. We 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 with, anything which is unfamiliar and unexpected can in itself is alarming. In order to
reduce any rising anxiety, people may attempt to convince themselves that what they are
seeing and hearing is normal, and not in any way a sign that things are going wrong. This
apparently harmless and plausible explanation is often accepted for some 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 wrong.

Common assumptions

Some assumptions about human behaviour held by those responsible for the safe evacuation
of people in times of emergency, and which might hinder the evacuation process itself are that:

a. Individuals start to move as soon as they hear an alarm;

b. The motivation to escape underpins any movements people make or actions

they carry out;

c. Time taken to evacuate is dependent only on the time it takes to physically

move to, and through, an exit;

d. People are most likely to move towards the exit to which they are nearest;

e. People move as individuals, without considering others ("every man for

himself");

f. Fire exit signs help to ensure people find a route to safety;

g. People are unlikely to use a smoke filled escape route;

h. All the people present are equally capable of physically moving to an exit;
and

i. Peoples" 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 assumptions and research evidence about human
behaviour during the evacuation phase, but broadly speaking, behaviour can be described as
adaptive or non-adaptive.

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

Category 1 - Inaction

Sometimes referred to as freezing or negative panic, this is a stunned and bewildered

response to an unusual event or series of events such as would be found in
emergencies, particularly those of a serious nature.

Category 2 - Fear – flight

This is escape behaviour which is non-rational in that the normal decision-making

processes have been suspended, but nevertheless stops just short 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 some degree of thought, however inappropriate the
behaviour might seem to the onlooker.

As part of flight behaviour passengers will, for example, automatically move to the
high side of a listing vessel, even if this may not be the most appropriate response as
judged 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 serious 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, when people's desire to flee from
danger will be held in check by normal everyday "rules". At the Bradford Stadium
some people were unwilling to climb onto the pitch until police officers not only gave
them permission but also gave a direct order to do so.

Category 3 - Panic

It is a highly emotional, intense and non-adaptive behaviour which can further

endanger the lives or well-being of both the individual who is in a state of panic and
those around them.

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 some emergencies can lead
people, the media for example, to misinterpret or to 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. It is highly emotional and intense, and is brought about by
the presence of an immediate and severe threat. It can result in increasing the danger
for self and for others, rather than reducing it. For officers and crew, panic may
become a problem if:

- people think there is a threat, whether physical, psychological or both, which

is about to endanger them at any minute, so that escape is the only possible
action;

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- there is partial entrapment, with only one or a limited number of escape

routes available for use;

- there is a breakdown of the escape routes - they are blocked, jammed or

over-looked;

- time is getting short, and the opportunity to escape is passing; and

- there is a front-to-rear communication failure, with 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:

Individuals might panic if:

- people are, quite literally, isolated from each other or.

- the threat is so attention-getting that people do not notice or. and

- interact with others.

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 when:

- people may interpret events as dangerous, although what they see and hear
does not cause them to panic; and

- the actions of other people confirms their belief that the situation is
dangerous, and this can cause them to panic.

People may expect to see others panicking before taking situations seriously. If they
do witness sudden panic, it can be infectious and needs to be stopped by officers and
crew at source.

Panic can emerge in a slowly evolving crisis if:

- as well as the actions of other people, what is said and heard underlines the
seriousness of the situation; and

- little or no information is given by those in a position to know what is really

going on.

Information 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.

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Non-panic behaviours are responses which 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 feelings 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 all, 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 will be to
stay, and survive, together. Given this, they will make every effort to respond as one
unit, and if they are separated they will try to get back together, delaying escape until
all group members are present.

Phase four – Recoil

The recoil, or stop phase, is the last to be discussed in any detail. This phase can signal 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 cannot cause any
more damage, and people have, for example, been evacuated from areas of
immediate danger, possibly going so far as to abandon ship.

If 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 will get on with their lives, none the worse for their experience.

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If it was a serious event, then matters will probably be very different. Most people will have
realized the full extent of what happened to them. Perhaps they lost possessions. Possibly
they lost loved ones. Some, perhaps many, maybe affected to 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.

All of these signs and symptoms are representative of what 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.

If, however, the only option is to direct anger at a large organization, such as a shipping
company, the result can be quite different. 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 with arousal levels
remaining high, especially if there is continued uncertainty.

Whilst some 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
some may continue to be stunned by events.

Sooner or later, however, most people seek to regain control and put 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 will to survive, whether based on wanting to see loved ones again, or even for
some sort of revenge;

- a focusing on survival by actively assisting others as well as protecting oneself, giving

mutual aid and sharing advice;

- mental rehearsal of activities seen as beneficial and desirable;

- thinking about people who 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

otherwise hopeless situation, even for those not normally religious; and

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- mental and physical rest, which allows those involved to emerge refreshed and ready
to re-direct their energies at survival.

Children are particularly vulnerable 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 excitement about what is happening
around them, but no fear or anxiety; they may even want to go back into the
disaster area to have a look at what is happening and obviously must be
prevented from doing so.

- Over 14 years they will be more likely to show fear, and / or behave much
like the adult population.

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

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

- be firm but compassionate

- 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 may experience considerable tension and a feeling of urgency when coping
with passengers at muster stations or in survival craft. There may 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 what are, perhaps, new and
unexpected responsibilities;

- seeking to grasp the overall picture, not just small parts of it;

- developing a plan and keeping it simple;

- breaking down what needs to be done into small manageable tasks;

- setting clear and achievable objectives and priorities;

- avoiding the urge to do too much; and

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

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Evidence from interviews with survivors, and those who have successfully managed an
emergency, 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 establishing lines of authority, ensuring people know who is in charge and
that they are trained, and as such, are people in whom the passengers can have some
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, which people might not otherwise
volunteer, and putting them to good use, enabling individuals to benefit from being
involved in some form of activity;

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

- a simple method 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 will begin 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 as an

individual, with a name and family 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 some sort
of recovery, however, sensitive issues should not be explored too deeply; survivors
are not mentally ill but may simply 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.

If 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.

If some people volunteer help it should be accepted whenever possible, as rejection can be
damaging on a personal level and affect 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 will to get through this phase of the emergency.

5. ESTABLISH AND MAINTAIN EFFECTIVE COMMUNICATIONS 1.0 hour

Identifying language or languages appropriate to principal nationalities of the passengers is

very important in communicating with passengers either during normal or emergency
situations. Referring to the MV Estonia tragedy, it was reported that the working language
onboard 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
Estonian language which could not be understood by the Swedes. It is imperative for crew to
be able to communicate using methods that the can be understood by passengers.

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Elementary or basic English should be used in communicating basic instructions to passenger.

The idea is to convey the instructions to passengers in simplest form for them to easily follow.
According to guidelines for accessible maritime passenger transport published by Ireland'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 million people speak English around the world;
• more than 50 countries where English is either the official or primary language; and
• 3rd 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 through 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. When the sender gives a message, the receiver repeats this back. The
sender then confirms the message; thereby common is using the word "yes".

Figure 1 – Closed-Loop Communication Style

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Importance of using the closed-loop communication style to safety:

1. the sender would know that the message is fully understood by the receiver
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 illustrated instructions of how to

use personal-life saving appliances. The crew can communicate by demonstration, or hand
signals, or calling attention to the location of instructions, muster stations, life-saving devices
or evacuation routes when verbal communication is impractical.The use of standard symbols
can help passengers to quickly find key facilities such as bathrooms and emergency exits.
Consistent use of terminology or pictograms will help to communicate effectively with all
passengers.

There will be an instance that the complete safety instructions where provided to passengers
in their native language. The format in which information is provided is as critical as the
information itself. Information should be available in formats that are accessible to all
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".
It is good practice to ensure that the information provided is in clear print and plain language.
If the operator wish 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 different languages and some 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

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Figure 2 – Safety Signs and Symbols

The ability of the crew to broadcast emergency announcement during emergency or drill using
elementary English should be demonstrated. Practical activity in broadcasting emergency
announcement should be done by each trainee. Announcement should be done in simple and
concise manner. Accurate and clear information should be applied during the activity.

Here are the following exercises in broadcasting emergency announcements:

1. Announcement to passengers:
Ladies and gentlemen and children, this 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 assembly station will guide you to your lifeboat stations in a
crocodile queue, using the most direct route.
Remain calm and follow the instructions of the assembly station crew at all
times.

3. Announcement to passengers:
Ladies and gentlemen and children, please listen carefully. We have to keep
one single line as we move from the Assembly Station en route to the lifeboat
station. Keep one hand on the person in front of you and the other hand free
to hold onto available handrails.
Remain calm and follow the instructions of the assembly station crew at all
times.

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Stress management is key to emergency management. Successful stress management is built

on prevention and planning, a solid 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 implementation of any stress management plan requires
overcoming some obstacles and barriers, including priority setting, resource allocation,
organizational culture, and stigma.

 Practical activity framework

In order to put theory into practice, the course has substantial time for practical activities which
are allocated for each subject area.

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

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Part E: Evaluation and Assessment

 Introduction

This part of the course plan includes the discussions about what should be assessed and how
the information will be used. Taking into account that assessment is the process that measures
what trainees have learned, it is necessary that the assessment activities are aligned with
learning targets, specific standards, and with the instructions given. That is why the learning
outcomes in part C are herein provided as the basis for the assessment of trainee's progress,
development and learning of this course.

The effectiveness of any evaluation depends upon the accuracy of the description of what is
to be measured.

The learning objectives used in the detailed syllabus will provide a sound base for the
construction of suitable tests for evaluating participant progress. Even though this course is
not aimed at developing measurable skills the principles of a more formal evaluation are
included, as is standard for most 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 with 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 items, 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 practical skills, the test would involve
a practical demonstration by the participant making use of appropriate equipment, tools, etc.

The responses demanded may therefore consist of:

 the recall of facts or information, by viva-voce or objective tests;

 the practical demonstration of an attained skill;
 the oral or written description of procedures or activities;
 the identification and use of data from sketches, drawings, maps, charts, etc.;
 carrying out calculations to solve numerical problems; and
 the writing of an essay or report.

A written examination shall be administered in order to measure the acquired knowledge of

the trainees. The examinations shall be administered at the end of training in which a passing
mark is pre-requisite for the practical 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. Below is a sample.

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Thinking Skills
Time % of Teaching No. of Test
Contents
Allotment Time Items
Remember Understand Apply Analyze Evaluate Create

Course Introduction 0.5 - -

1. Organize shipboard emergency

procedures 2.5 16.13 1 1 1 1 5

2. Optimize the use of emergency

1.5 9.67 1 2 2
response resources

3. Control response to emergencies

7.5 48.39 5 5 4 14

4. Control passengers and other

personnel during emergency 3.0 19.35 3 2 3 8
situations

5. Establish and maintain effective

communications 1.0 6.46 1 1

Total 16.0 100% 2 11 8 8 1 30

On the other hand, a practical assessment shall be conducted to measure trainees' ability to demonstrate the following skills:

 organize shipboard emergency procedures;

 optimize the use of emergency response resources;
 control response to emergencies;
 control passengers and other personnel during emergency situations; and
 establish and maintain effective communications.

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Both methods of assessment used to measure the knowledge, skills and attitudes acquired by the trainees are reflected in the corresponding
Assessment Plan. This document details the overall assessment strategy which includes the following information:

 when the assessment is to take place;

 what assessment methods are to be employed;
 the marks/weighting for each assessment;
 who is responsible for conducting the assessment;
 what resources are needed; and
 conditions under which assessments are to be conducted.

Sample table of specification and assessment plan can be found on the following next pages.

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ASSESSMENT PLAN for

Passenger Ship Crisis Management and Human Behaviour Training

STCW Code Mandatory minimum requirements for training and qualifications of masters, officers, ratings Specification of minimum standard of competence in
Section A-V/2: and other personnel onboard Table A-V/2-2:
passenger ship crisis management training
Approved Training Instructor:
Passenger Ship Crisis Management and Human Behaviour Training Date Prepared:
Program:
Resources Needed Assessor: Approved by:
Classroom, fire station area, medical emergency response area, bridge simulator,
engine room simulator, alarm system or megaphone and UHF radios

Written Assessment Practical Assessment

Assessment Task

Organize shipboard Optimize the use Control Control Establish and

emergency of emergency response to passengers maintain Grading
procedures response emergencies and other effective Scheme
Topics
resources personnel communication
No. of Test Assessment Assessment Grading
Items Method Period Scheme during
emergency
situations

Assessment Criteria

Using emergency Execute a planned  Direct Actions of  Information

plans: drill simulating emergency crew members given to Success-
 Identify the multiple teams in contribute to passengers is fully
Course Introduction - Obtain symbology emergency accordance maintaining clear, simple, meeting all
at used on scenarios in with the accurate, and Assess-
Written various different locations established order and relevant using ment
1. Organize shipboard emergency Multiple Choice least control
4 exam is shipboard utilizing the: emergency plain Criteria in
procedures Questions,/ 75%
administered emergency procedures language the three
Identification,/ mark  ss
2. Organize the use of emergency at the end of plans  Use close  The use of Assess-
Enumeration,/ from
3 training  Engine Control
response resources Essay written  Identify the loop interpreters to ment
period locations of Room Team communicati communicate Tasks.
test.
the various  Fire Team on style in with non-
3. Control response to emergencies 13  Medical Team
emergency communicati English

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4. Control passengers and other stations ng with the speaking

personnel during emergency 8  Identify the various passengers
situations location the emergency  The use of
zone teams hand signals,
5. Establish and maintain effective boundaries of  Control a safety signs
1 the ship panicking and symbols
communications
 Plan a drill in member of and safety
response to a the placards in
simulated emergency lieu of verbal
Total 30 emergency team commu-
scenario nication

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Appendix – Implementation of IMO Courses

[To be inserted by the Secretariat]

___________

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