121

1 INTRODUCTION

According to the reference [1], the number of the

vessel collision accidents in the roughly 30 years from

1991 to 2021 has almost halved from 1,214 to 525 in

Japan. Furthermore, the number of collisions

(including the number of single-collisions) which

remained at the 800 level from 2006 to 2010, has

decreased to the 600 level since 2011 as shown in

Figure 1. On the other hand, the trend in the number

of single-collisions over the 10 years from 2009 to 2019

is almost no change. In other words, it can be seen

that the number of collisions with other vessels is on

the decline.

In addition, more than 90% of the cause of

collisions have been human error such as

inappropriate lookout and non-compliance with

COLREGs (Convention on the International

Regulations for Preventing Collisions at Sea, 1972)

rules [2, 3]. We considered the decreasing trend in the

number of collisions was caused by a variety of

complex factors, including hardware aspects such as

navigation equipment and software aspects such as

education and training for OICNW. The 1978 STCW

Convention (The International Convention on

Standards of Training, Certification and

Watchkeeping for Seafarers, 1978) 2010 Manila

Amendment was completed enforcement on January

1, 2017, it is necessary to continue to observe the effect

of the newly stipulated the competence of BRM

(Bridge Resource Management) knowledge and skills

(It has begun to be required to educate and train the

ability of situational awareness.) [4], but we believed

that further measures to prevent the collisions are to

educate and train OICNW on the software side in the

near future. It is necessary to enhance the ability of

non-technical skills of OICNW to avoid collisions with

other vessels. However, the current education and

training for OICNW focused mainly on the

requirements for obtaining a mariners license (STCW

requirements such as basic knowledge for

Study on Education and Training Methods to Enhance

Non

-technical Skills of OICNW Using the Psychological

Test

. Saito

& T. Takemoto

Japan Agency of Maritime Education and Training for Seafarers, Hyogo, Japan

Tokyo University of Marine Science and Technology, Tokyo, Japan

ABSTRACT: First, we especially focused on Uchida-Kraepelin performance test (hereinafter, referred to as UK-

Test) in order to check the ability of non-technical skills of the officers in charge of a navigational watch

(hereinafter, referred to as OICNW). UK-Test is one of the psychological test for understanding the personality.

In this paper, we considered whether UK-Test is effective methods for OICNW in order to check the ability of

non-technical skills using UK-Test results and collision avoidance manoeuvre experiments results on the ship

handling simulator (hereinafter, referred to as the simulator). Specifically, we analysed the correlation between

UK-Test results and collision avoidance manoeuvre experiments results on the simulator. We also created the

collision avoidance scenario that required a lot of the ability of non-technical skills as OICNW, and evaluated

the ability of non-technical skills of OICNW.

http://www.transnav.e

the

International Journal

on Marine Navigation

and Safety of Sea Transportation

Volume 17

Number 1

March 2023

DOI: 10.12716/1001.17.01.

122

navigational skills, principles of navigational

equipment, specific factors that affect vessel

manoeuvring and so on.), which classified technical

skills.

In this study, we focused on "non-technical skills",

which are already being emphasized in the railway

industry (especially train drivers education and

training), and considered a new educational method

for OICNW to avoid collisions. We considered what

kind of the education and training should be

introduced to enhance the ability of non-technical

skills required for OICNW, how should evaluate the

ability of non-technical skills of OICNW, moreover

how should enhance the ability of non-technical skills

of OICNW in order to prevent the lack of non-

technical skills from leading to the collisions.

Figure 1. Changes in the Number of Collisions [1]

2 RELATIONSHIP BETWEEN COLLISIONS AND

NON-TECHNICAL SKILLS

We considered that the relationship between the

collisions and non-technical skills could be shown by

the CORLEGs rules [3] that did not be complied by

OICNW.

2.1 Non-technical skills

Non-technical skills are consisted of situational

awareness, decision-making, communication,

teamwork, leadership, stress management, and

control the fatigue [5]. The reference [6] stated that

"situational awareness skills" is the most important of

the seven categories that is consisted of non-technical

skills. Figure 2 [6] shows a flow chart of non-technical

skills when ordinary workers act. After workers are

aware of the situation and communicating with other

workers, the worker makes a decision to act [6].

Depend on the situation, there are cases in which the

worker makes a decision to act after be aware of the

situation without communication [6]. In any case, the

worker must be aware of the situation appropriately

to act something.

Therefore, we focused on the situation awareness

skills, decision making skills and communication

skills of OICNW as the worker’s non-technical skills

in this study.

Figure 2. Flow chart of workers’ non-technical skills [6]

2.2 OICNW's situational awareness skills and should

follow COLREGs rules

As shown in Figure 3, in a breakdown of non-

compliance with COLREGs rules [3] applied to

collisions in Japan which were enforced

administrative determinations by the Japan Marine

Accident Tribunal [7], rule2(a) “the ordinary practice

of seaman's management” accounted for about half of

the cases over the past more than 10 years. When

collisions cannot be avoided by the general rules (such

as rule 13~15 and 18) of COLREGs, it is left to the

OICNW's proper decision making (good seamanship)

[8].

Figure 3. COLREGs rules applied to collisions [3, 7]

3 UK-TEST

UK-Test which operated by Nisseiken Inc., is a genre

of the psychological test for understanding the

personality. UK-Test which marks the 100th

anniversary in 2023 from the beginning of its research

[9]. UK-Test is mainly used as the aptitude test in job

hunting by private companies at their own decisions.

3.1 Overview of UK-Test

UK-Test is an aptitude test/ personality inventory that

is optimal for measuring the Capability, behavioural

and personality traits of examinees with objective

indicators. UK-Test is a psychological test of a

123

performance test that does not use words. Therefore,

the UK-Test is not affected by own mother tongue or

culture, and can be used overseas in exactly the same

way as in Japan, operated in Japan and the other

ASIAN 14 countries [10].

On the other hand, UK-Test has been required

mandatory for train drivers by ministerial ordinances

of Japanese government [11]. It is not only rare that

the transportation operators are required mandatory

for licensing, but it is also rare that they are required

mandatory once every three years until the retire as

train drivers. The fact, that UK-Test has been used

mandatory for train drivers in Japan from 1956 to the

present, we can be considered it is the evidence as the

effective method for checking the ability of non-

technical skills.

UK-Test is a psychological test in which the

examinee performs a simple single-digit addition, and

based on the result, measures examinees’ capability

and behavioural and personality traits.

3.2 UK-Test procedures and interpretations

UK-Test is proceed by a simple single-digit addition is

performed by examinees every minute in a row as

shown in Figure 4 (A), a total of 116 figures from 3 to

9 are printed at random in each row on a sheet of

paper [10, 12]. Examinees do it for a total of 30

minutes (30 rows) after 2 minutes practice, 15 minutes

(15 rows) each in the first half and the second half

after 5 minutes breaks in between. Examinees are

instructed to change the row every minute. [12].

Figure 4. Sample of UK-Test procedures and interpretations

[10]

The interpretations of UK-Test are based on the

total amount of calculation (work amount in Figure 4

(B)), how the amount of calculation changes every

minute (working curve (UK curve) in Figure 4 (C)),

and incorrect answers in Figure 4 (D), the

characteristics of the examinee's capability,

behavioural and personality traits are

comprehensively measured. [10] UK-Test judges

examinees’ capability and behavioural and

personality traits as “Basic index” which can be seen

by the two axes in Figure 5 [13, 14]. The vertical axis

shows examinees’ capability by 5 steps from high

until low based on the work amount, the horizontal

axis shows examinees’ behavioural and personality

traits by 5steps from general until individual based on

the working curve. The examinees’ results are

classified by 5 x 5 matrix which divided into 2 main

groups (typical group and atypical group) and

subdivided into 5 groups as Figure 5. 5gruops are

classified as highly typical group, typical group, quasi

typical group, atypical group, and severe atypical

group.

A B

C D

Highly typical group

Typical group

Quasi typical group

Atypical group

Severe atypical group

Typical group

Atypical group

Capability

(Work amount)

Behavioural and personality traits

(Work amount)

Figure 5. Basic index of UK-Test [13, 14]

3.3 UK-Test results

We tested for 12 examinees. 12 examinees had been

included 8 students (Limited third mate's license

holders, age 20s) and 3 teachers (one teacher is a

master mariner holder, the other two are chief mate's

license holders, age 30~40s) of Marine Technical

College, a master of ocean-going vessels (master

mariner holder, age 50s) in add. The results were

shown in Figure 6. We had given to 12 examinees ID

as E01~E12. Typical group was counted 10 examinees,

on the other hand atypical group was counted only 2

examinees. The details were as below.

− Located in square 2A (highly typical group): E01

− Located in square 3A (highly typical group): E12

− Located in square 4A (typical group): E02

− Located in square 2B (typical group): E09

− Located in square 3B (typical group): E03, E04, E05,

E06, E07, E08

− Located in square 3C (quasi typical group): E10

− Located in square 3E (severe atypical group): E11

A B C D E

E02

E12

E03 E04 E05

E06 E07 E08

E10

E11

E01

E09

Figure 6. 12 examinees’ basic index results of UK-Test

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4 COLLISION AVOIDANCE MANOEUVRE

EXPERIMENTS ON THE SIMULATOR

We created the scenario for collision avoidance

manoeuvre on the simulator in order to evaluate the

non-technical skills (especially, we focused on

situational awareness, decision-making, and

communication). The simulator has equipped with

360 degrees visual view, CCTVs for recording inside

the bridge, and same navigational equipment as

genuine vessels such as GYRO compass repeater,

binoculars, RADAR, ECDIS, AIS, VHF, internal

telephone, whistle, and so on.

4.1 Overview of collision avoidance manoeuvre

experiments

The purpose of evaluation were whether OICNW are

able to aware changes in the surrounding navigational

situation by use appropriate navigational equipment,

communicate with external (other vessels) and

internal (call the master), and take action to avoid the

collision situation.

The experiments had been terminated in 15

minutes following 10 minutes pre-training time in

order to grasp the vessel manoeuvrability, dark

adaptation for visual lookout, and familiarize

navigational equipment. The 12 examinees were same

as UK-Test examinees.

4.2 Scenario of collision avoidance manoeuvre

experiments

Scenario outlines of collision avoidance manoeuvre

experiments were mentioned as Table 1. The

overview of a traffic situation was shown in Figure 7.

The other vessels movement is total 4 vessels (“A” ~

“D” in Figure 7, “A” is 499 GT small cargo vessel

without AIS signal, “B” is 8, 000 TEU container vessel

with AIS signal, “C” is high speed small pleasure craft

without AIS signal, and “D” is towing 2 barges with

AIS signal “a vessel restricted in her ability to

manoeuvre”) will get close to own vessel around 12

minutes after the start if OICNW do not take any

action. Own vessel is crossing situation against “A”,

head-on situation against “B”, overtaking situation

against “D”, and “C” is overtaking situation against

own vessel at the same time. Therefore, COLREGs

rule 2 (A) is apply in this situation instead of rule

13~18 [3], also the visibility will slowly get down until

0.5 NM at the potential collision point. We deployed

many fishing boats including slow speed pair

trawling with AIS signals, which would not get close

unless OICNW change course or speed.

All of the RADAR function value such as CPA /

TCPA, GAIN / SEA/ RAIN, range, other vessels vector

lengths, and so on, were set minimum in order to

evaluate OICNW are able to check the function value

and change the settings on RADAR depend on the

situation.

Table 1. Scenario outlines

Items Details

Duration of a voyage

0500-0515 ST

Voyage area Open sea (Lat. 15N, Long. 130E)

Own ship model PCC 6000 units

Watch level (crew in bridge)

Single OICNW with a helmsman

Steering mode Auto-pilot mode at the start

Visibility 8 NM

Speed of own ship 20 kt

Wind & wave North 10 m/s, North 5 m

Course line <000>

Figure 7. Scenario of collision avoidance manoeuvre

experiments

4.3 Results of collision avoidance manoeuvre experiments

All of 12 examinees successfully avoided collision

with other vessels, but 5 examinees had happened the

incidents less than 2 cables to any of vessels “A” ~

“D” due to delay be aware of the getting close

situation and take action to avoid collision. 5

examinees had followed the course line until arrived

the potential collision point. The other 7 examinees

had left from the course line widely, and steered port

side (passed the stern of vessel “D”), they passed

vessels “A” ~ “D” with safe distances whether they

had found vessels “A” ~ “D” or not. Especially,

nobody were aware of vessel “C” presence on the

RADAR (nobody acquired the vessel “C” by the

RADAR’s Target Tracking function) regarding

situational awareness.

Regarding decision making, all of 12 examinees

had changed steering mode from auto-pilot to hand

steering, also only 2 examinees had reduced speed

using own vessel engine without notice to ECR

(Engine Control Room) and captain. The other 10

examinees had not reduced speed, then they avoided

the collision situation by changing only own vessel’s

course.

Regarding communication, only 3 examinees had

turned on the navigational lights. Nobody contacted

the other vessels by using VHF, only 2 examinees

125

used fog signal by a whistle in restricted visibility

situation. Only 1 examinee had called the master in

order to notice vessel was in restricted visibility

situation (visibility was less than 3 NM).

5 CORRELATION BETWEEN UK-TEST AND THE

EXPERIMENTS RESULTS

We examined the correlation between results of UK-

Test and the experiments on the simulator. Results of

UK-Test and the experiments on the simulator were

shown in Table 2. First, typical group was the large

number (8 examinees) of UK-Test results. We found

80% of examinees were typical side group. The only 1

(ID: E11) examinee was severe atypical group of UK-

Test, but this examinee had not occurred any

incidents to other vessels in the experiments. On the

other hand, 2 examinees (ID: E01 and E12) were

highly typical group of UK-Test, E12 had not occurred

any incidents. However, E01 had occurred incidents

due to delay take collision avoidance action. And 3 of

8 UK-Test typical group examinees had occurred

incidents.

Therefore, we could not clarify if atypical group of

UK-Test tends to cause incidents directly for OICNW

due to the number of atypical group examinees was

too small. However, we considered typical group has

better non-technical skills than other groups, because

only typical group examinees (ID: E02, E03, and E05)

were able to use engine for reducing speed, turn on

navigational lights, switch on a fog signal, and call the

maser for notice the changing navigational situation.

Anyway, the facts that all examinees were finally

able to avoid a collision with other vessels by taking

collision avoidance action, are believed that licensed

education and training so far as technical skills were

not wrong way.

Table 2. Results of UK-Test and the experiments on the

simulator

ID UK-Test

Nav.

light

E01

highly typical Yes No

No Off Off No

E02 typical

Yes No

No Off On No

E03 typical No

No Yes On

On Yes

E04 typical Yes No No

Off Off No

E05 typical No

No Yes On On No

E06 typical

No No No Off

Off No

E07 typical Yes No No Off Off

E08

typical No No No

Off Off No

E09 typical No No

No Off Off No

E10

Quasi typical Yes No

No Off Off No

E11 Severe atypical

No No No Off Off No

E12 highly typical No No No

Off

Fog

signal

VHF

usage

Engine

usage

Incidents

Call

the

Master

6 CONCLUSIONS

We focused on UK-Test in order to consider whether

it is the effective method for checking the ability of

non-technical skills of OICNW. Finally, OICNW in

atypical group of UK-Test did not cause incidents

directly in this study. It is possible atypical groups

should not generally be considered a bad direction

regarding non-technical skills in the case of OICNW

unlike train drivers (In case of train drivers, if UK-Test

result is in atypical groups, railway companies tend to

prohibit to hire as drivers or drive trains due to past

statistics of high accident rates in Japan [15].). On the

other hand, we also found that we need to increase

the number of examinees in order to collect more

atypical group data.

However, no doubt UK-Test is effective method

for checking the ability of non-technical skills by the

history of the railways. Therefore, we will continue to

examine how should combine UK-Test and collision

avoidance manoeuvre exercises on the simulator as a

better education and training methods in order to

enhance the OICNW’s non-technical skills. We believe

that customized education and training for each

OICNW individually based on OICNW grasp own

non-technical skills level will be necessary in order to

minimize the number of collisions.

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