International Journal

on Marine Navigation

and Safety of Sea Transportation

Volume 4

Number 3

September 2010

345

1 INTRODUCTION

The stakeholders’ satisfaction is considered as the

critical investigation of the experiences and views of

sets of people who have vested interests in the prod-

ucts and services delivered by an organization

(Brooks, Milne, and Johansson, 2002). Furthermore,

it was asserted that stakeholder research provides

one important set of measures of organizational per-

formance. It encompasses the experiences and per-

ceptions of groups of people who have vested inter-

ests in the services delivered by the organization –

customers, employees, strategic partners, and spe-

cial-interest groups. ‘Stakeholder satisfaction’ is of-

ten used to represent the views of these groups, and

a common approach to its measurement is to focus

on the concept of ‘satisfaction’ either as an exoge-

nous variable or as a construct based on various at-

tributes of satisfaction. It is in this premise that

stakeholders’ satisfaction was considered as one of

the processes of assessing/feedbacking regarding the

extent of skills and competencies demonstrated by

the marine engineering cadets of Maritime Universi-

ty (JBLFMU-Molo, Iloilo City), Philippines. Hence,

this research was conducted.

2 STATEMENT OF THE PROBLEM

This investigation aimed to determine the level of

satisfaction among stakeholders- - crew managers,

personnel managers, training directors based in the

different places of Manila, Philippines.

Specifically, the following questions were ad-

vanced:

1 What is the stakeholders’ level of satisfaction of

the performance of marine engineering cadets

employed in the different shipping companies in

terms of the following areas:

a) communication,

b) professionalism and trustworthiness,

Stakeholder Satisfaction: Research Evaluation

of Marine Engineering Cadets’ Performance at

Maritime University, Philippines

R.A. Alimen, M. Gayo Jr. & V.B. Jaleco

John B. Lacson Foundation Maritime University-Molo, Iloilo City, Philippines

ABSTRACT: This study was conducted to determine the level of stakeholder satisfaction and gather qualita-

tive views and ideas among twenty five (25) company partners - - crew managers, personnel managers, train-

ing directors of the different shipping companies based in Manila, Philippines. These company-partners are

directly involved in the evaluation of performance of marine engineering cadets, specifically of the Marine

Engineering Department, John B. Lacson Foundation Maritime University-Molo, Iloilo City. The Perfor-

mance Prism (PP) Theory was used in this study as theoretical framework to measure stakeholder satisfaction

of different company partners. This is an innovative performance measurement and performance management

framework of the second generation. Employing quantitative-qualitative method of analyzing the obtained

data, the study entailed three phases, namely: (1) survey personally administered by the researchers, (2) the

personal interview with the stakeholders, and (3) analysis of the results of the survey using descriptive statis-

tical methods such as the mean, frequency count, and percentage. The information gathered through the inter-

views was used to validate the results by quantitative data analysis. The data-gathering instrument was the

“Stakeholder Satisfaction Survey.” Quantitative results revealed that the stakeholder satisfaction level was

“moderately high” among marine engineering cadets in terms of communication, professionalism and trust-

worthiness, communication, discipline, loyalty, consistency of performance, leadership skills, honesty, indus-

try, social responsibility, and initiative to be satisfactory. The different comments, remarks, suggestions, and

responses derived from the interviews were used also in the study as qualitative data to enhance and validate

the quantitative data. Furthermore, the qualitative views of the respondents were used to suggest some im-

provements and innovations in the learning process at Marine Engineering Department of Maritime Universi-

ty (JBLFMU-Molo, Iloilo City), Philippines.

346

c) discipline,

d) loyalty,

e) consistency of performance,

f) leadership skills,

g) honesty,

h) industry,

i) social responsibility,

j) initiative?

2 What suggestions do stakeholders have for per-

formance improvements?

3 THEORETICAL AND CONCEPTUAL

FRAMEWORKS

The present investigation was anchored on the theo-

ry entitled Stakeholder in the Evaluation of Organi-

zational Performance (Chennell, 2000; Bayle, 2001;

Brooks, Milne, and Johansson, 2002). It was further

anchored on the theory known as the Performance

Prism (PP). Cranfield University originated the utili-

zation of the Performance Prism (PP) as an innova-

tive performance measurement and performance

management framework of the second generation

(http://www.12manage.com/methods_performance_

prism.html). As such, reciprocity is practiced by this

strategy. In addition, this theoretical framework has

five important facets: stakeholder satisfaction,

stakeholder contribution, strategies, processes, and

capabilities. It must be noted that these five facets

are interlinked but may be distinct. Figure 1 below is

the “Performance Prism” (PP).

Figure 1. The performance prism (Cranfield University,

http://www.12mange.com/methods_performance_prism.html).

Figure 2. The expanded performance prism (Cranfield Univer-

sity).

Moreover, the underlying theoretical framework

of the workability of the Performance Prism (PP) is

the belief that for organizations aspiring to be suc-

cessful in the long term must have a clear picture of

who their stakeholders are and what they want

(Brooks, Milne, and Johansson, 2002; Fletcher,

Guthrie, Steane, Roos, and Pike, 2003). Consider the

expanded model of the Performance Prism in Figure

2. This figure was used leading to the design of con-

ceptual framework of this study.

Figure 2 clearly indicates in essence the interrela-

tionships among the facets in the Performance Prism

(PP). The proponents of this framework suggest that

for a performance to possess quality, the process

should start not from the strategies but from the

stakeholders and basically on what they want.

In a similar manner, the theoretical framework of

the Performance Prism (PP) has found its way on

how this study has been conceptualized. Figure 3

shows the conceptual framework for this present in-

vestigation. The research framework was modified

from the Figure 1 Performance Prism (PP) and Fig-

ure 2 (The Expanded Performance Prism) as deemed

by the researchers with three phases.

•

Stakeholder Satisfaction

• Strategies

• Processes

• Capabilities

The Five Facets of the Performance Prism

Strategies

Capabilities

Processes

Stakeholder

satisfaction

Strategic

direction

Solutions

develop-

Stakeholder

demand

Satisfaction

delivery

347

Figure 3. The conceptual framework of the present study.

The conceptual framework shows the different

phases involved in order to determine stakeholder

satisfaction. The different phases are further ex-

plained in the methodology.

4 METHOD

This study employed the quantitative-qualitative

method of analysing the obtained data from the dif-

ferent company-partners of JBLFMU. The three (3)

phases were the following:

1 survey personally administered by the research-

ers, the stakeholders were asked to rate the level

of satisfaction using the scales of one to ten on

required competencies exhibited by the marine

engineering cadets.

2 personal interviews with the stakeholders (crew

and personnel managers, training officers, and

HRD heads of different company-partners) were

conducted, the researchers believed that through

the interviews, several suggestions were generat-

ed leading to the data that needed in establishing

stakeholder satisfaction. In this regard the inter-

view was utilised as one of the qualitative meth-

ods to further explain the stakeholders’ satisfac-

tion and suggestions. Interviews are “highly

appropriate in studying process because depicting

process requires detailed description” (Patton,

1990).

3 analysing the results of the survey using descrip-

tive statistical method such as mean, frequency

count, and percentage. The mean, frequency, and

percentage were used to determine the level of

stakeholders’ satisfaction and grouping of each

category. The information gathered through the

interviews was used to validate the results of

quantitative data.

5 DATA-GATHERING INSTRUMENT

The data-gathering instrument in this research was

the “Stakeholder Satisfaction Survey” which con-

sisted of the following areas of competencies:

a) communication,

b) professionalism and trustworthiness,

c) discipline,

d) loyalty,

e) consistency of performance,

f) leadership skills,

g) honesty,

h) industry,

i) social responsibility,

j) initiative.

These areas were applied to the different levels

of seafarers such as: engine ratings (electricians, fit-

ters, oilers, and wipers) and engine cadets. The data-

gathering instrument had rating scales of 1 to 10,

which were arranged in ascending manner by the re-

searchers. This data-gathering instrument was

adopted from the “Stakeholders’ Satisfaction Survey

Scale” used by the Research Department of

JBLFMU-Molo, Iloilo City, Philippines. The in-

strument was modified by the researchers for the

purpose of this study, pilot-tested, and validated by

the Members of Research Committee of Marine En-

gineering Department who were expert in maritime

education, research, instrumentation, psychology,

and statistics.

The following were the scales and descriptions of

the data-gathering instrument used in this study:

Scale Description

8.21-10.0 High

6.41-8.20 Moderately High

4.61-6.40 Neutral

2.81-4.60 Moderately Low

1.00-2.80 Low

6 PRODECURE

The research team determined the level of stake-

holder satisfaction. Upon the approval of the admin-

istrator of JBLFMU-Molo, Iloilo City, Philippines,

the members of the team administered the validated

instruments to the respondents of the different ship-

ping companies at Manila, Philippines last summer

of 2008. The researchers stayed in Manila during the

Stakeholder

satisfaction

Phase 3

Phase 2

Phase 1

348

distribution and gathering of data. The different

places of Manila, Philippines that the researchers

identified that had the shipping companies were:

1 Taft Avenue, Malate, Manila,

2 Ermita Center, Manila,

3 Roxas Boulevard, Malate, Manila,

4 U.N. Avenue, Ermita, Manila, and

5 Makati City, Metro Manila

These were the venues where these companies

situated. The researchers collected the necessary da-

ta with the use of the instrument “Stakeholder Satis-

faction Survey.” The qualitative data were gathered

using interview process through open-ended ques-

tions.

The researchers went to the different shipping

companies and requested the crew managers, per-

sonnel managers, training directors, and training of-

ficers to determine the level of stakeholder satisfac-

tion by encircling the appropriate scales reflected in

the data-gathering instruments. The respondents also

listed down the comments and suggestions necessary

to improve the education and training of the students

while at the university as suggested by Kaplan and

Norton (1996). These respondents were subjected al-

so to interviews to gather the qualitative data needed

for this study (Patton, 1990; Savage, Nix, White-

head, and Blair, 1991). After collecting, retrieving,

and gathering the accomplished data-gathering in-

struments, the researchers used appropriate statisti-

cal tools to analyze the quantitative data, while the

qualitative data were separated and analyzed by de-

termining the common thoughts, ideas, and com-

ments of the respondents towards the goals of stake-

holder satisfaction (Mitchell, angle, and Wood,

1997). The ideas, comments, and suggestions of the

respondents were grouped and presented in tables as

shown in the results’ section of this study.

7 RESPONDENTS OF THE STUDY

The respondents of this study were Greek, Japanese,

Norwegian, Singaporean, Italian, German, and

American. There were 25 respondents interviewed

for this study. The distribution of the respondents

was 1 president, 4 general managers, 2 directors, 1

deputy general manager, 1 junior executive assistant,

1 OIC, 7 crewing/manning managers, 1 administra-

tive officer, 3 training managers/officers, 1 operation

manager, 2 recruitment managers/officers, 1 cadet

program manager.

8 RESULTS

The results of this study were presented into two

sections. The first section dealt with the level of

stakeholder satisfaction and the next section dis-

cussed the suggestions given by the stakeholders in

order to improve the performance of marine engi-

neering cadets in terms of knowledge, skills, and at-

titudes (KSA).

The results of stakeholder satisfaction were

‘moderately high’ on the performance output of the

marine engineering cadets when classified according

to different areas. The interpretation and data analy-

sis are based on the scales and descriptions of this

study which previously discussed from the data-

gathering instrument section. The following are the

results of the study:

a) communication skills was “moderately high”

with the mean score of 7.1,

b) trustworthiness was “moderately high” with the

mean score of 7.1,

c) discipline was “moderately high” with the mean

score of 7.2,

d) loyalty was “moderately high” with mean score

of 7.3,

e) consistency of performance was “moderately

high” with mean score of 7.0 ,

f) leadership skills was “moderately high” with the

mean score of 7.0,

g) honesty was “moderately high” with mean score

of 7.2,

h) industry was “moderately high” with mean score

of 7.3,

i) social responsibility was “moderately high” with

mean score of 7.1, and

j) initiative was finally “moderately high” with the

mean score of 7.1.

Based on the different areas of competencies, the

stakeholders indicated that the graduates employed

in their companies performed to their satisfaction.

The results employed the scale levels of 1.0 to 11.0

with the descriptions ranging from ‘low’ to ‘high,’

the stakeholder satisfaction level is “moderately

high.”

The “moderately high” level of stakeholder satis-

faction indicates the quality of training impacted

from the educational institution. The results also

imply the realization of the thrust of the University

to provide competent and qualified graduates to the

global maritime world. Undoubtedly, the University

should also consider the availability of alternates or

substitutes from other countries like China, India,

and Pakistan in case the shipping/manning compa-

nies are not well satisfied with the performance of

the graduates. The University needs to monitor their

competitiveness in order to further improve the

stakeholders’ level of satisfaction as well as to re-

main competitive as a major supplier of seafarers in

the global maritime market. Interview results were

processed and the “moderately high” level of satis-

faction was further reinforced by the statements de-

349

rived from it. Based on the responses derived from

the interview questions, the stakeholders’ view the

cadets’ performance of Marine Engineering Depart-

ment of JBLFMU-Molo, Iloilo City, Philippines was

perceived to be satisfactory. Table 1 includes the re-

sponses to the interview questions. Note that the re-

sponses were edited for the purpose of this study.

Table 1. Answers to the Interview Questions with Reference to

Stakeholder Satisfaction

__________________________________________________

“JBLFMU-Molo Graduates – as I personally observed and as

what people have said -- have strong determination, hard work-

ing, never surrender for whatever difficulties they were facing

onboard.”

“They know how to deal and can easily adopt with the attitude

of their shipmate or even of foreign nationalities.”

“We, at the manning agency appreciate their good perfor-

mance, they exert more effort in order to survive, and they

show that they are capable of the work given to them.

JBLFMU-Molo Graduates, Mabuhay.”

“Keep up the good work, we are looking forward to visiting

JBLFMU-Molo in the future.”

“Lastly we are glad to hear about the unstoppable and continu-

ous development in terms of education/trainings as well as the

high quality of faculty and staff. We are also exerting our effort

to promote JBLFMU-Molo to become well known around the

globe.”

“The education and training of JBLFMU-Molo graduates who

are employed in our company are outstanding, they have the

necessary knowledge and skills needed, especially the fresh

graduates. They are disciplined, which reflect the kind of train-

ing they received in school. We even employ JBLFMU-Molo

graduates who are walk-in applicants in our Manpower Devel-

opment and Cadetship Programs.”

“We trust the educational system of JBLFMU-Molo.”

“The graduates of JBLFMU-Molo are competent to do the

tasks that have been given to them.”

“The education and training of JBLFMU-Molo graduates are to

be proud of, we are very satisfied with their performance.”

“Put to the mind of your men, that education is their wealth.

Above all, always praise God.”

“More power to the foundation you created”

“Keep up the good work”

“Because had worked for 7 years in Ancora Company, I have

met many engineers and cadets. I have to say that the majority

of them are satisfactory. They have good characters, willing-

ness to work with others, and hard workers.

Never have a problem with some of them. The cadets that I

have met are clever, good educated, and willing to do the work

assigned to them.”

“JBLFMU graduate has good character, hard worker, willing to

learn.”

__________________________________________________

Based on the responses to the second problem

posed by this investigation, “what suggestions do

stakeholders have for performance improvements?”

Three common suggestions/recommendations

emerged: there is a need to enhance the three areas:

Value formation, general education courses like

Math and English, and Skills and Trainings. Figure 4

shows the results.

Figure 4. Stakeholder’s suggestions for performance improve-

ment

This figure shows the three areas that have to be

looked into by the institution. From the responses,

Skills and Trainings ranked first priority with 43%

of the total responses; Value formation ranked se-

cond with 36 % of the total responses, and General

Education subjects with 21 % of the total responses.

University has to reconsider certain measures and re-

forms to improve these areas.

The Table 2 reflects the different answers of the

marine engineering cadets during the interviews

conducted by the researchers. These were presented

in this study as qualitative data and used to enhance

the quantitative results of this study.

Table 2. Answers to the interview questions with reference to

stakeholder suggestions on the institution’s performance im-

provement

__________________________________________________

“The graduates ‘ loyalty is observed to be a declining

trend. Some have a demanding attitude problem.”

“The attitude is not showing respect, (walang po at opo).”

“Although we believe that JBLFMU-Molo strives to give

excellent education and training to their graduates, still there

are some areas which need concern. Obviously, on top is their

poor knowledge in Math. Lately we have been hearing of poor

discipline among cadets. There were complaints of arrogance

while onboard and even when dealing with office staff during

vacation while reporting to the office: Thus, these graduates

(1) need to improve on their discipline, (2) ensure clear under-

standing of the principle of internal combustion engine,

(3)improve their mathematics, (4)teach and give exercises on

training actual ships piping diagram and electrical schematic

diagram, and (5)ensure their clear understanding of theory and

principle of separation of fluids.”

“Graduates need to study hard and have patience.”

“Give all responsibilities to all graduates of JBLFMU-Molo

for giving taking licensure exam”

“I have nothing to suggest only some of them need more

experience. “Mathematics difficulty needs to be addressed.”

“English difficulty must be looked into.”

__________________________________________________

Value

formation

36%

General

subjects

education

Skills and

trainings

43%

350

The present study also discovered that, despite

stakeholders’ satisfaction of the JBLFMU graduates’

performance on board, they have advanced some

comments, remarks, suggestions, and recommenda-

tions on the kind of training that the Marine Engi-

neering Department, JBLFMU-Molo, Iloilo City,

Philippines has for the students with special empha-

sis on the improvement of value formation, en-

hancement of general education courses, as well as

skills and trainings. Note that the interviewees’ re-

sponses were edited for the purpose of this research

but the contexts of the responses were retained.

9 CONCLUSIONS AND RECOMMENDATIONS

The study yielded a favorable level of stakeholder

satisfaction of educational performance, although, a

more careful look at the sugges-

tions/recommendations from the stakeholders reveal

an equally difficult challenge to the institution that

has gained a good reputation in the field of seafaring

industry. The maritime university has to look into

the curriculum and review offerings that turn out

better results as far as content and allied courses are

concerned. This way, stakeholders’ suggestions can

be addressed. Research design like this one must be

continuously done to elicit issues and queries about

an educational performance and thus feed backs can

be taken as challenges for more improved educa-

tional and institutional reforms. Direct and specific

feedback scheme may be done to stimulate adminis-

trators and other stakeholders concerned to act, ad-

dress lapses, and definitely improve institutional

output.

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