Study on the training effect of sail training

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

Study on the Training Effect of Sail Training Professor Yoshiaki KUNIEDA 1 , Captain Naoya NAKAMURA 2 and Professor Koji MURAI 3

1 Tokyo University of Marine Science and Technology, ykunie0@kaiyodai.ac.jp

2-1-6 Etchujima, koto-ku, Tokyo, 135-8533, Japan

2 National Institute for Sea Training

3 Kobe University

Abstract It is thought that not only the sail training does the improvement in the knowledge and skills

of vessel operation have an effect, but also it has an effect in the improvement in emotional competence, such as leadership, control, and communications skills We created the questionnaire for the self-assessment of a trainee’s feelings and actions and investigated the emotional competence of the trainee using the results An investigation was conducted before and after sailing vessel and motor ship trainings

on trainees at a university The investigation was also performed on the trainees of a technical college before and after motor ship training The questionnaire consists 80 items, including nine questions measuring the competence of eight kinds of emotions such as “Self-control.” As a result of the investigation, improvement regarding leadership is remarkable among the eight items of competence,

and the significant difference was shown by p < 0.01 as a result of the t-test Although six items, except

“Thinking of others,” were improving, a predominant difference was not found In contrast, in motor ship training, which boarded continuingly, although leadership improved, it is p > 0.05, and the significant difference was not accepted Moreover, although six items, except “Thinking of others,” were improving, predominant differences were not found Moreover, in motor ship training, seven items for the technical college trainees who boarded simultaneously with the university trainees, except

“Thinking of others,” were improving The significant difference was shown by four items, which are leadership, situation awareness, ability to be active, and the ability to manage stress Furthermore, in the investigation of sailing vessel training, the improvement in competence was investigated according to each group For the group that had an improvement in the competence of six groups, a significant difference was shown by four items

The following can be hypothesized based on these results:

(1) The effect of sailing vessel training is greater than motor ship training However, since the motor ship training followed the sailing vessel training, motor ship training may have had little room for improvement

(2) In the same motor ship training, the technical college students (aged 20-21 years) had a greater improvement in capability than the university students (aged 22 years and over)

(3) The improvement of competence was not found in “Thinking of others” in the sailing vessel training

or the motor ship training And also the improvement of competence was not found in “Thinking of others” in the university students and the technical college students It is guessed that it is more severely self-assessed when the competence of “Thinking of others” improves

(4) There is a clear difference in the improvement in of the competence of a group

Keywords: Sailing vessel training, motor ship training, university student, technical college student,

training effect, significant difference

1 Introduction

It is thought that not only an improvement in the knowledge and skill of vessel operation has an effect, but also the sail training has an effect on the improvement in emotional competence such as leadership, self-control, and communications skills We investigated the trainee’s Emotional Intelligence Quotient (EQ) competency and showed that seven items of the EQ competency, such as “Leadership,” were improved by the sailing vessel training [1] Moreover, it was shown that sailing vessel training improves creativity, and qualitative analyses of trainee’s essays were also performed [2, 3] Lastly, we investigated

the before and after sailing vessel and motor ship trainings of the university trainees and trainees of the technical college

2 Investigating Emotional Competence

The sail training vessel Kaiwo Maru accepted 64 trainees in April 2015 from three schools: Tokyo University of Marine Science and Technology, Kobe University, and the Marine Technical College, and

it carried out the training voyage on ocean-going voyage From Tokyo University of Marine Science and Technology and Kobe University, 35 trainees performed the training voyage, which included an ocean-going voyage on the motor training ship Ginga Maru during July 2015 We conducted a self-assessment questionnaire survey about their emotional competence with the 35 trainees who performed motor ship training on Ginga Maru and 64 trainees who performed sailing vessel training on Kaiwo Maru Moreover, in motor ship training during July, the same self-assessment in was carried out 43 Technical College trainees who had trained simultaneously The composition of the trainees for investigation is shown in Table 1

Table 1 Composition of the trainees for investigation

Tokyo University

of Marine Science and Technology

Kobe University Marine Technical

College

Technical College

Sailing vessel

training

training

( ): The number of female The questionnaire consisted of 80 items, including nine questions that measured the competence of the following eight kinds of emotions: (1) Self-control, (2) Leadership, (3) Situation awareness, (4) Communication, (5) Ability to be active, (6) Ability to manage stress, (7) Thinking of others, (8) Teamwork The respondents rated their answers on a 4-points scale where 4 = It is well applied, 3 = It

is applied a little, 2 = It is not applied a little, 1 = It is not applied at all

3 Result and Discussion

3.1 Comparison of sailing vessel training with motor ship training

Fig 1 shows the results of the self-assessment survey conducted before and after the sailing vessel trainings Although there is almost no change in most of the competences before and after each voyage,

leadership has a difference of 3.39 points on an average The result of the t-test was p < 0.01; it was a

significant difference On the contrary, the result of the self-assessment survey performed before and after the motor ship training, which continued after the sailing vessel training, is shown in Fig 2 Although it is almost the same as the result of sailing vessel training and leadership was going up

slightly, they were p > 0.05 and a result without a significant difference in the t-test Moreover, although

both sailing vessel training and motor ship training were improving seven items except “Thinking of others,” a significant difference was not seen anywhere other than in the “Leadership” in the sailing vessel training

While more detailed investigation is required, we suppose the cause for the improvement in relation to

“Leadership” and sailing vessel training is that trainees naturally obtain these competences by the necessity of leadership at the time of sail handling command and the necessity of cooperation and leadership at the time of setting sail and making fast sail However, in motor ship training, instructions

for leadership and teamwork carried out As the result, though improvement in in the related competences is found, they have not reached a significant difference

Fig 3 and Fig 4 show changes in “Ability to be active,” “Leadership,” “Thinking of others,” and

“Teamwork.” A horizontal axis shows time, and the period for sailing vessel training is 0 - 2.3 months About 0.7 months is a period of holiday, and 3 - 5.3 months is the period for motor ship training A vertical axis shows an average score (a maximum of 36 points)

From the Fig 3, the fourth time shows more improvement than the first time in the competence of

“Ability to be active” and “Leadership.” On the other hand, from Fig 4, the fourth time shows a decline

in comparison with the first time in the competence of “Thinking of others,” and “teamwork.” Moreover,

as for the competence of “Thinking of others,” contrary to other competences, the improvement in some

is found during the holiday The effect of the sailing vessel training and motor ship training is shown for each competence, excluding “Thinking of others” from these results It is surmised that it is the result

Figure 1 Comparing competences before

and after sailing vessel training

Figure 2 Comparing competences before and after motor ship training

Figure 3 Change of “Ability of active”

and “Leadership”

Figure 4 Change of “Thinking of the others”

and “Teamwork”

of becoming self-disciplined and evaluating oneself severely by training about “Thinking of others” from our experience

3.2 The Difference in the Training Effect According to Group

In the sailing vessel training and the motor ship training, navigational duty, and maintenance training are mandatory for every group Therefore, changes in the competence of each group in sailing vessel

training were investigated The p value as a result of the t-test of each group is shown in Table 2, and

the comparisons of the before and after sailing vessel training of group No.2 and group No.4 are shown

in Fig 5 and Fig 6, respectively There is a clear difference for every group Compared with other groups, group No.2 has no significant difference among the items; the cause for the lack of difference

is unknown However, two persons who provided the same reply to all questions belong to group No.2

It may have been influential to the atmosphere of the group but these two persons were excluded from the analysis Moreover, in the essay at the end of the training, a negative comment was indicated about

30 % of the time For example, “I was not able to climb the mast till the end of training, and I felt mortified,” “Since the heart might be shaken privately, I was not able to have training calmly,” “I did not have any friends and it was mentally painful.” We were unable to clearly detect the cause in the essays although the improvement of the competences of group No.4 was remarkable

Table 2 The p value in the t-test according to group

Figure 5 Comparing competences before

and after sailing vessel training of Group

No.2

Figure 6 Comparing competences before and after sailing vessel training of Group

No.4

p < 0.05

p < 0.05

p < 0.05

3.3 Comparison of University Students and Technical College Students

The result of the t-test in the motor ship training of the university students and technical college students

is shown in Table 3 Comparing competences before and after motor ship training of the university students is shown in Fig 7, and comparing competences before and after motor ship training of the technical college students is shown in Fig 8 For university students, in the motor ship training following the sailing vessel training, a significant difference was not found in each investigation item mentioned earlier On the other hand, seven items, except “Thinking of others,” for the technical college trainee who had training on the motor ship with the university students showed improvement As a result of the

t-test, four items “Leadership,” “Situation awareness,” “Ability to be active,” and “Ability to manage

stress” were shown at p < 0.01, and a significant difference was found

Table 3 The p value in the t-test

(Comparison of a university and a technical college)

The following can be considered as the causes of the differences between a university student and a technical college student

(1) There was a difference in their ages: almost all technical college students were 20-years-old, but the university students were 22-years-old or older

(2) The university students took the motor ship training following the sailing vessel training On the other hand, the technical college students took motor ship training following the other motor ship

Figure 7 Comparing competences before

and after motor ship training of the

University Students

Figure 8 Comparing competences before and after motor ship training of the Technical College Students

p<0.01

p<0.01

p<0.01 p<0.01

training This may influence the difference between the competences of the university students and the technical college students

4 Summary

The questionnaire for the self-assessment was carried out before and after the sailing vessel training and the motor ship training, and the following results were obtained

(1) There was improvement after training for seven items, except “Thinking of others” out of the eight items of emotional competence In particular, “Leadership” improved remarkably

(2) The same investigation was conducted for the motor ship training, which followed the sailing vessel training, and it had the almost the same results However, “Leadership” did not show a significant difference

(3) Seven items of emotional competence, except “Thinking of others,” improved by the sailing vessel training, and declined during the holiday for about 20 days following that training Furthermore, it is improving by subsequent motor ship trainings However, the improvement in the competences in the motor ship training was lesser than that in the sailing vessel training

(4) Unlike other competences, “Thinking of others,” for both sailing vessel training and motor ship training shows decline Moreover, unlike other competences, it shows slight improvement over the holiday

(5) Although the university students were seen to show some improvement in the competences in the motor ship training that was carried out following the sailing vessel training, there was no significant difference On the contrary, an improvement indicating a significant difference in four items among the eight items in the motor ship training for the technical college students was found

We would like to investigate the factor for the improvement in the competence in the sailing vessel training further

References

[1] Yoshiaki Kunieda et al., “Study on the Advantages of Sailing Vessel Training –The effect about

improvement in creativity-,” Journal of National Institute for Sea Training, Vol 93, 2014, pp17―

24

[2] Yoshiaki Kunieda et al., “Study on the Sailing Vessel Training,” Journal of Japan Society of Ocean

Policy, Vol 4, 2014, pp139-145.

[3] Yoshiaki Kunieda et al., “Study on the Training Effect of the Sail Training,” Proceedings of the

IAMU AGA 16, Opatija, Croatia, 2015, pp167-172.

Enhancing the effectiveness of marine engine room simulator-based

training Salman Nazir (1) and Tae eun Kim (2)

(1)

Training and Assessment Research Group, Department of Maritime Technology and Innovation

University College of Southeast Norway, Email: Salman.nazir@hbv.no

(2)

Training and Assessment Research Group, Department of Maritime Technology and Innovation)

University College of Southeast Norway, Email: taiqi@me.com

Abstract Simulation technology – incorporated with high-fidelity machinery and immersive

environment – has been widely utilized in training programs to systematically develop, refine and enhance industrial operators´ professional skills and knowledge The effectiveness of simulators for skill acquisition are subject to adequate and scientific curriculum development, instructional support and continuous learning assessment Nevertheless, considerably less attention has been devoted to evaluate the effectiveness of the education/training methods engaged in simulation training, which indicated the needs to investigate the current methodologies with attempt to improve and enhance the effectiveness

of simulator-based training By taking an experimental approach, this study evaluates the current training methods used in marine Engine Room Simulators (ERS), whilst proposes specific changes that can be implemented to enhance the effectiveness of training method being used The result shows that the revised training method provides trainees with improved operative performance, which can be further developed and implemented as a means for ensuring proficiency

Keywords: Simulator-based training, engine room simulators, training/education method, performance

assessment, performance indicators, skill acquisition

1 Introduction

As a significant number of the ship engine room tasks are knowledge-basedactions (Kluge, 2014), to ensure competence, knowledge and skills of engine room operators prior to real-world practices is of paramount importance (Nazir, Colombo, & Manca, 2013; Salas & Burke, 2002) Many of the maritime accidents can often be traced to the flawed, inappropriate or inadequate control actions of human operators (Kim & Nazir, 2016) Simulator-based training, in a controlled and non-risk environment, can provide marine engineers an opportunity to learn, operate and practice with a variety of realistic situations that would be dangerous or unlikely to be simulated in real life (Colombo, Nazir, & Manca, 2014; Swezey, Owens, Bergondy, & Salas, 1998) A great effort has been devoted to advance the fidelity

of simulators to provide trainees a more immersive learning environment to deal with both normal and abnormal situations (Schlacht, Del Mastro & Nazir 2017) However, simulation technologies often being inserted into existing training programs without customizing or tailoring the courses in the light of learning theories to maximize the effectiveness of simulators towards achieving the training and education goals (Kluge, 2014)

The world of maritime education and training has received great attention and subsequent improvements since last decade Engine Room Simulator(ERS) training is a necessary component of any given marine engineer training course or bachelor program in this domain The use of simulator for engine room training/education is a common practice as it enables a realistic simulation of various types of machinery, equipment and scenarios (Cicek & Uchida, 2002) There are various types of ERSs available and being used in different universities/educational settings This study aims at improving the training methods used for ERS-based training in Norwegian maritime institution The ERS used in this study is K-Sim engine simulator produced by Kongsberg group as shown in Figure 1 (a, b, c and d)