Conceptualizing a Simulator Training

Programme
Simulators are valuable multifaceted tools for developing individual and team
competence not only in performance of skill-based tasks but also in management of
tasks including management of emergency and crisis situations. In the maritime domain
STCW Code has introduced simulators as an integral part of training and assessment.

The simulators are an expensive resource in terms of value and time. Keeping this in
mind the simulator manufacturers have designed simulators that can be used for
different levels from support to operation and management level. Moreover there are
different simulators available for training in single task to multiple tasks to complex tasks
and it is also possible to integrate simulators based on functions or department.

Thus it becomes necessary that the use of simulators is optimized. The optimization is
possible by appropriately conceptualizing the simulator training and developing the
progressive simulation programme.

General Principle of Conceptualizing and

planning a Training Programme
The development of the simulator training programme shall be executed in two steps
namely, identifying learning objectives possible to be achieved using simulators and then
detailing the simulator programme.

Simulator based learning Objectives

The STCW competence tables clearly specify the Knowledge, Understanding and
Proficiency Methods for demonstrating competence and Criteria for evaluating
competences for each competency. Moreover, in the table, under methods for
demonstrating competence, Simulator is listed as one of the methods. All these
competencies must first be filtered and then they need to be mapped with class and type
of simulators using standards specified in section A-1/12 and guidance contained in
section B-1/12 of the STCW Code.
Competenc Knowledge, Methods for Criteria for evalua
e understanding and proficienc demonstratin
y g competence
Maintain a Thorough knowledge of Principles Assessment of The conduct, handover and relief
safe to be observed in keeping an evidence accepted principles and procedu
engineering engineering watch, including: obtained from
watch one or more of The frequency and extent o
1. duties associated with the following:
engineering equipment and
taking over and accepting a manufacturers’ recommend
watch 1. approved
principles and procedures,
in-service
observed in keeping an eng
2. routine duties experience
undertaken during a watch A proper record is maintain
2. approved
activities relating to the shi
3. maintenance of the training ship
machinery space logs and experience
the significance of the
readings taken 3. approved
simulator
4. duties associated with Training,
handing over a watch; where
Safety and emergency appropriate
procedures; change-over of
remote/ automatic to local 4. approved
control of all systems; Safety laboratory
precautions to be observed equipment
during a watch and immediate
actions to be taken in the event
training
of fire or accident, with particular
reference to oil systems
 Competence for Maintaining a Safe
Engineering Watch
An Example:
Function: Marine Engineering at the operational level
Competences addressed by machinery operation simulator for marine
engineering at the operational level

STCW-95 Competence Class A Class B Class C

(ENG) (ENG) (ENG)
reference
Table A-III/1.1 Maintain a safe engineering watch A B
Table A-III/1.3 Use internal communication systems A B
Table A-III/1.4 Operate main and auxiliary machinery and associated control A B C
systems
Table A-III/1.5 Operate fuel, lubrication, ballast and other pumping systems A B C
and associated control systems
Notes

Stage 2 Dealing with detailing the

Simulator Programme
Refer to IMO model courses where the detailed teaching syllabus with learning objectives
for the various functions and levels to be performed by the candidates is outlined. From
the learning objectives the task performances have to be drawn out such that the
practical performances to be demonstrated by the candidates are short listed. This can
be done by analysing the learning objectives for the performance related verbs such as
demonstrates, plans, applies, identifies, calculates, etc. Thus from the learning objectives
for the different level and for each function the tasks to be performed can be discerned.
From the list of tasks so determined, the performance elements specific to simulation
activity will be drawn as performance objectives.

Once the learning objectives for given simulation based competence have been
discerned then the simulator programme needs to be designed in detail. The process of
designing a simulator based training programme requires situational analysis, identifying
the performance objectives, selection of simulators and simulation exercise, organizing
and writing of content for programme and the evaluation mechanism.

Situational Analysis
The process of establishing facts and figures before developing the simulation
programme is related to the unit of competence, with regards to level of responsibility of
trainees, prior knowledge and skill possessed and required, cognitive elements and
individual traits possessed and to be developed.

The national guidelines in the form of notices, circulars, orders, and guidance notes are
issued and notified by the flag administration’s respective departments. Other drivers
within the maritime industry include the charterers, PSC, organizations such as BIMCO,
INTERTANKO, clients, etc.

The situational analysis can be developed for the different units of competence for each
function across different levels and category. The STCW competence tables and IMO
model courses shall be used as guide for the same.

Instructors must begin the development of a simulation-training programme with a need

assessment related to the trainee, competence and its context.

Setting of the level of Simulation

Simulation training if not appropriately conceptualized can lead to loss of confidence in
the trainee rather than building his/her confidence. The simulation training shall be
gradually planned with increasing complexity from familiarization, operational,
functional, team building to high-level decision making and then leading to high-level,
high-stress, decision making scenarios in crisis situations, etc.

Task is something an individual needs to do. It can be a small activity such as taking a
compass bearing of a terrestrial object, noting exhaust temperature of a main engine
unit or the task can be complex such as determining position or troubleshooting causes
of high exhaust temperature requiring the task to be broken into subtasks. Whereas
more complex tasks such as manoeuvring a vessel in a narrow channel or cold starting
the main engine will require that even the subtasks are broken into elements. The tasks
may be categorized as follows for setting up the level of simulation:

1. Familiarization: where the trainee is familiar with the equipment, layout,

procedures and routine tasks.
2. Operational: the task relates to the inputs/outputs and their relationships and is to
do with performance of a function. For example, ability to operate the RADAR
equipment, etc.
3. Functional: the task relates to the functions or activities performed by the system
without reference to which of the elements of the system perform those functions.
For example, use of RADAR for determining position or collision avoidance, etc.
4. Management task: relates to management of combination of more than one
system to perform a given job, e.g. situational awareness or position
determination after combining the RADAR outputs with the ECDIS.
5. Communication task: relates to effective communication between different human
resources to report, get feedback or to execute a task.
6. Emergency: the tasks performed in circumstances where there is variation or
deviation from expected scenario or situation.
7. Crisis: the tasks performed when the emergency situation has developed into a
crisis.

In addition to the above category of tasks, certain tasks are team based
and require honing of the individual traits such as communication,
personal relationships, team playing, influencing, negotiating, self-
learning, establishing trust, managing and leading, etc.
 The performance objectives need to be specified against a different range of contexts
and circumstances, e.g. from fair weather to rough weather, open sea to restricted
waters, normal temperatures to icy cold temperatures, normal to heavy load conditions,
etc.

Setting Level of Simulation

Function & Level Marine engineering at the operational level
Unit of Competence Maintain safe engineering watch
S.N. Competence Tasks Level of Simulation
Familiarization
Functional Management Communication
& Operational
1. Inspect machinery spaces before √ √
taking over a watch

2. Take over the engineering watch

√ √ √ √

3. Respond to alarms √ √ √ √
4. Maintenance of the machinery
space logs and the significance
√ √
of the readings taken
5.

watch the frequency and extent

ofmonitoring of √ √ √ √
engineering
equipment and systems
conforms to manufacturers’
recommendations and accepted
principles and procedures,
including Principles to be
observed in keeping an
engineering watch

Notes

Simulator Characteristics and Specification

The simulator characteristics and specifications shall be such as to provide a training
platform to produce functional and physical fidelity similar to the working environment
on board ship and is able to meet the training objectives. An example of brief
specifications for Engine- Room Simulator is given below:

The engine-room systems and equipment simulator shall be equipped with the
equipment and devices of a real ship engine automation monitoring and control system
to simulate the real operation environment on board. The subsystems shall be possible to
be operated by buttons and switches on the local control panels in the simulated engine-
room. The simulation models in real time mode shall be able to display various
parameters at the node points such as pressure, temperature, and flow rate. The
interfaces between the systems and interdependency shall be simulated. The simulator
shall be able to simulate the sound of the engine-room environment. The following
activities should be possible on the simulator related with taking over of an engineering
watch:

 Safe engineering watch keeping should be possible in the ECR and machinery
space of the simulator.
 The instructor should be able to alter parameter values to abnormal and alarm
levels.
 All trainee events and activities should be recorded. It should be possible to view
these at the instructor station.
 All alarms should be logged and it should be possible to print an alarm log which
provides the status and the time of the alarm condition, and the change from
alarm to normal condition. Trainees should be able to use the alarm log to analyse
engine-room parameters while taking and handing over a watch.
 It should be possible to compare the electronic logbook maintained by the
simulator to the logbook maintained by trainees.
 It should be possible to change Main engine and auxiliary machinery controls from
local to automatic/remote control, e.g.:

1. Pumps can be started from the mimic pipeline panel, main switch board and
pumps panel.
2. Main engine can be started from Bridge, Engine control room or from local
control.
3. In case of oil spill corrective action can be taken to stop any oil transfers or
associated pumps, which have led to the spill.

 Trainees should be able to check quantities and levels of the engine-

room service tanks.
 Trainees should be able to check engine-room bilge level, e.g.:
 High bilge well level alarm – This alarm could be injected by instructor to observe
trainee response of accepting alarm and taking corrective steps.
 Overflow of any fresh water tank could cause this alarm. Here trainees should be
able to transfer bilges and also find out the cause of filling bilges.
 Trainee should be able to keep safe engineering watch on the main and auxiliary
stations similar to the ones on board merchant vessels.
 It should be possible to check engine-room fresh water, heavy fuel oil, diesel oil,
lube oil and sludge tanks levels.
 Tanks should be provided with high- and low-level alarms.
 Examine the machinery local and remote controls.
 It should be possible to operate machinery remotely or on local control, e.g.:

1. It should be possible to start pumps from mimic pipeline panel, main switch
board, and pumps panel in the ECR.
2. It should be possible to start and operate main engine from bridge, engine
room or local control.
3. Examine the Emergency fire pump and Fire, bilge & G.S. pumps.
 4. It is possible to operate main and emergency fire pumps from mimic pipeline
panel, ECR, or Main switch board.

 Ensure that the relieving watch members are capable of performing their duties.
 Examine the engine-room log.
 Trainee must view logged down main and auxiliary machinery parameters.
 Trainee should be able to print out logbook on demand or with time frame or be
provided the same with start up conditions at the time of taking over watch:

1. Receive an oral report from the engineer officer in charge of the watch for the
period of watch keeping now completed.
2. Enter in the engine-room log any abnormal operational conditions noted during
inspection.
3. Trainee will examine the Alarm log and note the problems.
4. Accept, if satisfied, responsibility for the machinery space operation.

 Trainee can monitor main and auxiliary machinery data from the logbook and
machinery individual panel.
 Maintain the logbook.

Three Parameters of Organization of the

Simulation Course Plan
Organizing of the Simulation Course Plan

The next step is to organize the simulation course plan in terms of Course framework,
Course Outline, Detailed Teaching Syllabus, Instructor manual, Simulation Exercise
Samples and Exercise Templates.

Course Framework
The course framework shall contain the following:

 Scope of the course

 Course Objectives
 Entry Standards
 Course Certificate
 Course intake limitations
 Staff requirements
 Teaching Facilities and Equipment
 Teaching Aids
 References
 Textbooks
 Bibliography

Course Outline

The course outline shall summarily specify the subject areas and hours required for
teaching each subject area.

Detailed Teaching Syllabus

The detailed teaching syllabus shall be written in learning objective format. It should
specify what the student must do to demonstrate the specified knowledge or skills
achieved. The format shall also include the IMO/STCW reference, textbook, bibliography
and teaching aids, simulators required to cover each learning objective.
Instructor Manual

The manual reflects the views of the designers of the course on methodology and
programme structure that he considers relevant and important as guidance for the
instructor. However, the instructors may use their own methods and ideas for the
conduct of the course. With regards to the simulation programme it is important that the
instructor manual covers the following areas:

 Pre session briefing

 Simulator Exercises Designing exercises
 Exercise Scenarios
 Conducting of exercise
 Monitoring of exercise
 Debriefing
 Evaluation of programme
 Assessment of trainee and performance criteria

Designing the Simulation Exercise and Sample

After the performance objectives have been ascertained the instructor needs to design
the simulation exercise. The exercises should not be so complicated that the students
will have difficulty in carrying out their tasks and duties. The exercise should start with
simple activities, in which students can use simple elements such as valves, pumps, fluid
systems or tanks. Step by step they should proceed towards more complex activities. It is
better to have two short exercises than to have one long one to ensure that the learning
process is effective. The simulator is designed to provide training for normal to difficult
operation. It is important for the students to achieve a satisfactory level of competence
under normal conditions before proceeding to exercises in which faults have been
introduced.

The proper designing and rehearsing of the exercise is important to ensure that the
learning objectives are met and the simulation provides situations and conditions similar
to the ones actually faced on board ships. The process of designing simulation exercises
shall consist of:

1. Designing the simulation exercise

2. Choreographing the simulation in line with performance objectives
3. Rehearsing the simulation exercise
4. Writing the simulation exercise sheet

Exercise Samples

The Instructor must work from a written simulation worksheet to provide the necessary
documentation of what the trainees are to be trained to do. The exercise Sample shall
consist of the following elements:

1. Scenario type
2. Objectives
3. Simulator Status
4. Condition of Parameters
5. Instructions for the Trainee
6. Instructions for the Instructor
7. Trainee Evaluation Sheet
Sample Instructor Worksheet

Exercise No.:
Name Taking Over an Engineering Watch at Sea
Function Marine Engineering at Operational Level
Competence Maintain safe engineering watch
Unit
Task/ Inspect machinery spaces before taking over a watch
Objective
Scenario In the Mediterranean sea (Special area) after full away
Context Normal routine to abnormal main engine parameters and rough weather condition

Initial RFA, All Parameters Normal

condition
Duration One and Half Hours
Briefing
Course feedback form
Course Feedback Form Score Count
Question
1 2 3 4 5 Remarks
Session/Topic
GENERAL

Was the training of interest to you?

Your role

CURRICULUM

1. The training met my expectations.

2. I will be able to apply the knowledge learned.

3. The training objectives for each topic were identified

and followed.
4. The curriculum content was organized and easy to
follow.
5. The materials distributed were pertinent and useful.

SIMULATION
1. The Simulation Exercise was pertinent to the
learning Objective
2. The roles were appropriate to the exercise and
the Pre- briefing Session was useful for the
exercise.
3. The assessment criteria were appropriately
explained at the beginning of the exercise.
4. The conduct of the simulation exercise was
realistic and achieved the learning and
assessment objectives.
5. The debriefing session achieved its objective to
summarize the lessons learnt and reinforce the
learning objectives.
6. The simulation time was sufficient for
developing skills outlined in the learning
objectives.

Course Feedback Form Score Count

Question
Designing of sample Instructor Worksheet
Example: