International Journal

on Marine Navigation

and Safety of Sea Transportation

Volume 2

Number 4

December 2008

423

Role and Importance of Simulator Instructor

A. Ali

Pakistan Marine Academy (PMA), Karachi, Pakistan

ABSTRACT: Traditional concept of seafarers’ training was based upon theoretical teaching in class room

followed by the practical training onboard ship. This concept underwent profound changes in 80s due

economic and practical reasons emanating from new face of the marine industry. Simulator based training had

obvious advantages of being economical, safe and redundant. But it had its own implications as well. How

perfect a simulator may be, it still was far away from real ship experiences. Instructor became more and more

important and he is actually responsible to connect up the simulator experience with real ship experiences

through his visualization and does not let the trainee get into a discourse or fall into a game mood. This study

examines how the importance of simulator instructor is on the rise and present tools available for the

qualification of the simulator instructors need to be augmented with new measures so as to ensure the quality

of the simulator based training of the seafarers.

1 INTRODCTION

Purpose of this research work was to evaluate and

highlight the importance of simulator instructors in

training of seafarers and achieving the desired results

of competency based training of STCW Convention.

During the course of research on the subject topic,

numerous questions were raised as under and efforts

were made to find out some worthwhile replies to

these questions:

− How does the history of the use of marine simu-

lators prove their effectiveness and their

expanding use for the training purposes in future

also?

− What are the future trends and requirements in

design and manufacturing of simulators, work in

progress world wide and problems being faced by

the manufacturers?

− What is the role importance of instructors

employed for conducting training using

simulators?

− As of today, what are the tools available to ensure

the quality of simulator instructors and how to

improve these tools?

1.1 Training value of simulators

Like other fields of training, use of simulation in the

marine industry is owing to the multiple factors

covering technological, financial and training needs

of the time. Training value of simulators is well

accepted as simulators are coming closer to the real

equipment. In fact, whole of the system fitted

onboard ship can also be installed as simulator in a

purpose built scenario. Conditions and environment

in a simulator can be repeated again and again to

improve the learning outcome of training, unlike

ships where all situations are new ones and no

repetition is available Simulation gives chance to

apply the theoretical concepts to demonstrate their

practicality. For example, operations in shallow

water effect area or modification of the

entering/leaving harbor route plan can be tested on

simulators. Multiple types of ships are available on

simulators for boarding and operation by the

trainees. They can actually feel the difference

between behavior of a medium size general cargo

ships and a Very Large Crude Carrier (VLCC).

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Much work has already been done on the

advantages and disadvantages on simulator based

training and its comparative value vis a vis real time

experiences. Now, the only discussion is when to

have and how to have the Simulator Based Training

(SBT) for the ship’s crew for better, efficient and

speedy ship’s operations.

1.2 Definitions

There is a need to refresh some the definitions

associated with Simulator Based Training (SBT).

Uniformity of the simulator based training means

that when same simulator exercise is run for multiple

trainees at different times, it has same training value

with respect to basic learning out comes. Reliability

is the consistency of the measurement procedure.

Reliable assessment has well defined conditions,

administrative procedures, performance measures,

standards and scoring scheme. Validity of the

assessment method is the characteristic of the

measurement, specifically the extent to which a

measure represents what was intended to be

measured. Finally, fidelity is the measure of the

accuracy and precision of the simulator equipment to

faithfully reproduce the ship’s behavior.

1.3 Relationships

Reliability of simulator based training means that

instructor was able to impart all the performance

standards to the trainees as he planned in the

exercise or were part of the training objectives.

Uniformity of the simulator based training means

that when same simulator exercise is run for multiple

trainees at different times, it has same training value

with respect to basic learning out comes. An exercise

on simulator can be very good, effective and reliable

but then the problem of uniformity is required to be

addressed. Best exercise is the one which has both,

reliability and uniformity in parallel.

Fidelity and validity are the two features which

depend on each other in simulation. There is a direct

relationship between fidelity and validity. Fidelity,

the inclusion of the real world elements, contributes

to validity. The omission of real world elements may

make the valid system performance on the simulator

impossible. It is not appropriate to consider the

provision of high fidelity a substitute for validation

of the system. However, there is generally more

confidence in a high-fidelity system than a low-

fidelity one. Fidelity adds to the validity of

simulation. In the past it may have added to the cost

considerably. This relationship has changed due to

recent micro-processor developments.

1.4 Simulator Based Training (SBT)

Simulator based training is steadily replacing the in-

service training of seafarers. STCW Convention also

gives weightage to the training conducted at a

simulator with experience of in-service training.

Over the time, simulator based training has started

having more face value and weightage. Training

needs to have validity and reliability both in parallel.

Now simulators can simulate a diverse range of

ship’s types, scenarios and situations which in actual

life may be rare to occur. This increases the validity

of the simulator training vis a vis in-service

experiences. Also with regards to reliability, simu-

lation can be very effective due positive control and

training environment in Maritime Education and

Training Institutes and Centers (METICs); whereas

in-service experience may have difficulty in

controlling training conditions and administrative

procedures.

It is well recognized fact now that simulator

based training has the potential of providing

knowledge which other wise could only be gained

through years of real world experiences. Realization

of this potential, however, depends upon the ability

of simulator training program to take into account

the special cognitive needs of the trainees and ability

of the instructor to properly provide the feedback to

the trainees.

2 SURVEYS ON SIMULATORS AND

INSTRUCTORS

Two surveys were conducted to find out some of the

facts and problems being faced by the instructors and

the trainees in the simulator based training.

2.1 Survey Report One – Simulators

Survey was designed to find out the training

experiences of the seafarers on simulators as trainees

and its relevance with subsequent job description.

World Maritime University (WMU) students of

varying background and sea service were used as

population for this survey. Some of the areas

highlighted in the responses are increasing

complexity of simulators, availability of all types of

simulators for training purposes, and ease of having

real time experiences on simulators.

2.2 Survey Report Two – Instructors

Survey was designed with the aim to get feedback

from METICs regarding the qualification and

experience of simulator instructors and associated

problems being faced. International Association of

425

Maritime Universities (IAMU) member institutes

and other METICs were surveyed. Some of the areas

highlighted in the responses are increased demands

on instructors capabilities, complexities of exercises,

and need of having qualified instructors for

simulator based training.

These remarks made by seafarers of diverse

background and METICs of varying nationalities are

indicative of universal importance of simulators and

instructors in conducting any training activity on a

simulator.

2.3 Relationship between Instructor and Trainee

There is always a particular relationship between an

instructor and his trainee. Traditionally, a teacher has

an overwhelming influence and effect on how the

training is conducted. Also, any weakness on part of

the instructor with respect to knowledge, confidence

and commitment will be noted by the trainees

and will adversely affect the learning outcome.

Development of attitudes and shaping the behavior

is one of the important elements of any education

and training activity and largely depends upon the

quality and characteristics of the instructor.

2.4 Training on Simulators

Training process on simulators has its own dynamics

and requirements. There are various stages and

elements of simulator training and an instructor

needs to be well conversant with these stages and

elements to be effective in training process. When

we see how the training exercise is actually run on

simulator, whole process of exercise can be divided

into briefing, simulator familiarization, conducting

& monitoring and debriefing. Professor Muirhead

(2003) has discussed these stages in his writings in

details and are widely accepted by the marine

professionals.

3 EFFORTS TO IMPROVE THE SIMULATOR

INSTRUCTOR

Taking into account the importance of the simulator

instructor in conducting the quality training on

simulators and achieving the desired results of

competency based training required by the STCW

Convention, there have been multiple efforts in the

industry for improving the qualification of the

simulator instructors.

3.1 World Maritime University

World Maritime University designed a Professional

Development Course (PDC) in 2004 with the aim to

impart instructional skills to maritime simulator

operators. This one week course was meant to assist

both experienced and new simulator instructors as

well as maritime lecturers to better understand the

application of the STCW95 convention in relation to

the training and assessment of seafarers on marine

simulators. The program was supported by the

simulation facilities and instructor staff of the

Maritime Institute William Barentz (MIWB),

Terschelling. A certificate of attendance was issued

by the university to the participants.

3.2 Train the Trainer Course

With the active involvement of the International

Maritime Organization (IMO) and regional

industry players, ‘Train the Trainer’ Course has

been conducted at the Integrated Simulation Centre

(ISC). This course was meant for improving the

expertise of the simulator instructors in conducting

the simulator based training. Participants were

Nautical and Engineering officers both from the

administration and METICs from South Asia, South

East Asia and Far East. Such a ‘Train the Trainer’

course was also conducted at Regional Maritime

Academy, Ghana with the assistance of the IMO.

Participants were from the African continent and aim

was to promote the simulator based training in the

less developed countries and improve the quality of

the simulator instructors.

3.3 IMO Model Course 6.09

Realizing the importance of instructors in achieving

the aim of quality training of the seafarers, IMO

Model Course 6.09 Training Course for Instructors

was developed to provide a framework for any

training imparted to an instructor of METICs. This

course is the first step for having quality simulator

instructors. By having a detailed analysis of this

model course, it can easily be realized through its

contents that its basic aim is to provide fundamental

instructional techniques to a maritime instructor and

no strong emphasis has been laid for use of

simulators and its associated problems.

4 CONCLUSIONS AND RECOMMENDATIONS

Based upon the discussions on the role and

importance of the simulator instructor in the

dissertation, multiple conclusions and recommenda-

tions were made by the researcher.

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4.1 Conclusions

Some of the conclusions drawn by the researcher are

as under:

1 Training value of the simulators has widely been

proven and accepted by the marine industry.

Simulator based training is cost-effective,

convenient and diverse in scenarios. Simulator

exercises can be designed, conducted and

controlled as per user requirements; these exercises

can be repeated with quality control and ships’

operational limits can be touched upon in risk free

environment. Simulators have made available the

multiple operating conditions anywhere, anytime

without time and space barriers as applicable to

onboard training process.

2 IMO Model Course 6.09 is meant for training of

the marine instructors. Its main emphasis is on

how to conduct the theoretical and class room

instruction. While giving details on how to use

boards, displays, training aids and handouts /

notes, this model course lays very less emphasis

on how to use simulators for effective training of

the seafarers.

3 Simulator instructor is much more than an

instructor. He is involved in skill based training

of adult learners and is responsible for Psycho

motor and perceptual skills while controlling the

practical thinking in parallel. He is fighting a war

on much more larger scale than any other

instructor.

4 Recognizing the importance of the simulator

instructor, STCW Convention desires him to be

‘appropriately’ qualified and experienced on the

simulator training; but no specific requirement

has been made to give some meaning to this

appropriately qualified term.

5 Some individual efforts were made to design

a suitable course for the simulator instructors.

World Maritime University (WMU) designed and

developed a Professional Development Course

(PDC) in 2004 with the aim to impart instructional

skills required for maritime simulator operators.

Also ‘Train the Trainers’ courses were conducted

at Integrated Simulation Centre (ISC), Singapore

and Regional Maritime Academy (RMA), Ghana

to train the simulator instructors of these regions.

4.2 Recommendations

Based upon the conclusions drawn during the

research work, it was recommended that:

1 Simulator based training should be made

mandatory at various levels of seafarers to

achieve the competency based training objective

of the STCW Convention. A ‘successive

approach’ can be adopted whereby simulators are

made mandatory one by one in stages but there is

strong need to move from position of 1995 when

only the Radar/ARPA simulator training was

made mandatory in the Convention.

2 There is a need for IMO Model Course for

Simulator Instructors. This course can act as

bench mark for the qualification of the simulator

instructors to appropriately qualify them as per

requirements of the Convention. Professional

Development Course (PDC) on the subject

reference and modified/added to suit the world

wide requirements of the simulator instructors.

3 Simulator Instructors employed in the METICs

for training of the seafarers should undergo

some formal training on use of simulation for

competency based training. This training package

for simulator instructors will better serve the

purpose if it is designed and promulgated through

IMO / STCW Convention. Only a qualified simu-

lator instructor can ensure quality training as per

the standards laid down in the Convention.

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