141
1 INTRODUCTION
ThePortugueseNavalAcademyasamilitaryschool
with an university status, is integrated in the
frameworkof the public higher education system in
Portugal (Assembleia da República, 2014). Its main
objective is to prepare highly qualified graduates
students to the Portuguese fleet ships. The training
providedbythi
sacademytothefutureNavyOfficers
isnotrestrictedtoacademiccomponents.TheNaval
Academy students, the “cadets”, are endowed with
academic knowledge and with military and naval
skillsthatareneededfortheaccomplishmentoftheir
futurefunctions.
The Naval Academy have installed a modern
radar, manoeuvring and navigation simulator since
2004/
2005.TheNavigationSimulator(NAVSIM)have
an essential role for the academic and military
training. First of all, it helps to consolidate all the
theoretical knowledge previously learned, at the
classrooms. Then, it allows to training in scenarios
moresimilartowhatwillbefoundonboard.Andlast
but not least
, it helps to improve the team building
and relationships among the members of the team
thataretraining,whichallowstoachievethesessions
goalsfasterandmoreefficiently.
TheNAVSIMismainlyusedbythecadetsofthe
NavalAcademy,over65%/75%ofthetime,excluding
themaintenanceperiods(seeta
ble1)(Bué,2016).The
teams of the warships and some external entities to
the Portuguese Navy are also training in NAVSIM
which is a crucial tool to leadership purposes and
team building improvement. The correct use of the
maximum capacities of the NAVSIM allows the
trainingtea
mstoexpandtheirexpertiseandminimize
the errors associated with the lack of practice, with
benefitstotheirdailylivesonboard.
Navigation Simulator: Professional and Academic
Learning Tool for the Students of the Portuguese Naval
Academy
A.P.LopesFerreira,I.M.Bué&C.F.Lopes
PortugueseNavalSchool,Lisbon,Portugal
ABSTRACT:The PortugueseNaval Academyisa militaryschool withanuniversity status andisequipped
with one modern navigation and maneuvering simulator. The Navigation Simulator (NAVSIM) plays an
essentialroleintheacademictrainingfortheNavalAcademyandforitscadets,thatareusingthi
scapacity
sincetheirfirstacademicyearasalearningtool.Identifyingthenon‐technicalskillsthatcouldbetrainedand
focusingonthespecifictrainingofthetechnicalskillsisparamount,inordertomaximizethetrainingsessions
for each cadet’s year. Theassessment of statistical data referring to the last 6 years is import
ant to identify
wherethereare gapsintheexercises,aswellashowthemidshipmanareprepared toperformfunctions of
watchkeepingontheshipsfleet.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 11
Number 1
March 2017
DOI:10.12716/1001.11.01.17
142
Table1.TheusersofNAVSIM.Source(Bue,2016)
TheNAVSIMhasimmeasurablecapabilitiesandis
available24hoursperday.Still,isvitaltoproducea
model to clarify the academic and professional
trainingforthecadets.Inthiscontext,thisstudywill
provide one conceptual basis, substantiated on 6
years of exercises records at the NAVSIM and
in
nationalreferencesthataddressthisissue.TheNaval
Academyhistoricalcontextwillbepresented,aswell
asitseducationalmilitaryandcivilianoffers.
Thesimulationasatrainingandlearningtoolwill
be discussed, followed by a more comprehensive
approach to the reality of the education in naval
academy.
The military training in simulated
environments will be presented, with specific
definitions and models, which will conduct to the
development of technical and non‐technical skills.
Finally, the statistical data from the exercises
conductedintheNAVSIMforthelast6yearswillbe
analysedandtheresultsandconclusionsof
thisstudy
willbepresented.
2 NAVALACADEMY
The Naval Academy is a Military higher education
establishment,withthemissionofteachingthecadets
tobethefuturenavyofficers,enablingthemtocarry
out the military duties assigned, conferring the
necessary competences to carry out the missions of
the
Portuguese Navy and promote the individual
development for the exercise of the functions of
command, direction and leadership (Assembleia da
República,2001).
2.1 Historicalcontext
The firstʺschoolʺ of Portuguese navigators was the
schoolofSagres,whichisalegendaryinstitutionthat
symbolizesallwhostudiedtheartsrelatedtothe
sea
andwithmaritimenavigation(Salgado,2013).Later,
in 1779, the “Academia Real da Marinha” (Royal
AcademyoftheNavy)wasestablishedinLisbon,with
academic training purposes for the military and
merchantnavies.Duetothenotexistenceofamilitary
framework for the future Navy Officers, the
“Academia Real dos Guarda‐marinhas” (Royal
Academy of Midshipman) was established (Salgado,
2013).In the 23rdAprilof1845 theNavalAcademy
wascreatedbyD.Maria II(PortugueseQueen),and
lateron,in2001isrecognizedasamilitaryuniversity
(Sousa,1945).
2.2 Militaryandeducationalprograms
The Naval
Academy offers an Integrated Masters
Course (IMC) with five academic year duration,
according to the provisions of the Bologna process,
giving the graduate students a masterʹs degree in
Naval Military Sciences in one of the following
courses: Navy, Naval Administration, Marines,
Medicine and Naval Engineering, regarding the
Mechanicsand
Electronicsfields.
DuringtheIMC,thenavalacademydevelopsinits
students several skills, such as: Naval Military
Training, Sailor Training, Physical Education and
Sports, Leadership Training, Cultural and Social
Activities and Sea Training. The specific training
areasareconductedatsea,duringtheweekendsand
in the summer classes dispersal,
in the fleet ships.
ThisinstitutionisasubscriberoftheERASMUSletter,
withmorethan70militaryandcivilianteachers,who
haveawideprofessionalexperience.
TheNavalAcademymadeavailablesomespecific
degrees and courses, and they are not exclusive for
themilitarystaff,suchas:
PhD
inNavalHistory;
MastersinNaval History, inassociationwith the
FacultyofLettersoftheUniversityofLisbon;
Master in Information, Security and Law in
Cyberspace,inassociationwiththeFacultyofLaw
oftheUniversityofLisbonandInstitutoSuperior
Técnico(CivilEngineeringFaculty);
Mastersin
HyperbaricandUnderwaterMedicine;
MastersinHydrographicEngineering;
MasterinNavigationandGeomatics;
Masters in Military History, in association with
seveninstitutions(EscolaNaval,2016).
Finally,theNavyResearchCentre(CINAV(Centro
deInvestigaçãoNaval–Portuguesedesignation)),whose
mission is to promote Research, Development and
Innovation in the areas of interest to the Navy, is
physically installed in the Naval Academy. Its main
researchlinesare:signalprocessing,mobilerobotics,
decisionsupportsystems,maintenancemanagement,
naval history, naval strategy and naval health
(CINAV,2015).
3 THESIMULATION
AccordingtotheInteractiveLearningSocietyandthe
International
Association of Simulation and Games,
thesimulationisdefinedasʺaworkingrepresentationof
reality; It may be abstracted, simplified or an accelerated
143
modelling of the process. It allows students to explore
systemswhererealityistooexpensive,complex,dangerous,
fastorslow.ʺ(LOPES&Oliveira,2013).
From the perspective of Captain Roque, the
simulationisamethodofimplementingamodelfora
real‐worldphenomenonthroughtraining,analysisor
experimentation
of objectives (Roque, 2010). A
navigation simulator is a device, computer program
orsimulationsystemcapableofreproducingonland
andundercontrolledconditionssomeoftheactivities
executedaboard the ship. The simulation allows to
increase the training volume, improving the
performanceachievedinrealoperationsandreducing
thetotal
time of learningand training,beingableto
haveacompleterepetitionofactionsandprocedures
(Roque,2010).
3.1 SimulationattheNavalacademy
The first simulator in the Naval Academy was
implemented in 1984 and had only the radar
component. Later on, the simulator TRANSAS 2000
was installed. Despite
of its small dimensions he
already has two visua l bridges. In 2002, the update
was made for the TRANSAS 3000, with five visual
bridges.
In2004acontractwassignedwiththeNorwegian
company Kongsberg Maritime, which resulted in the
installation of a state of the art of the navigation
simulation. This simulator, the NAVSIM, have the
capacity to reproduce and training seven different
ships in the same scenario or in seven distinct
scenariosorexercises(Buéetal.,2015).
Since 2010, during the training sessions in the
NAVSIM, cadets perform basic exercises of
navigation,manoeuvringandpositioningofships,to
advancedtacticaltrainingexercises,sessionsinmulti‐
threatscenariosandevenmaritimesearchandrescue
(SAR)operations.EachyearoftheIMhavedifferent
modules and training sessions to be played. The
modules applied differ depending on the learning
areawiththepossibilityofbemoreadvancedornot.
These
trainingareasarenavigation,communications,
seamanship and tactics and operations. During the
exercises, navigation techniques are trained, along
with specific methods of positioning the ships, and
the practice of the Naval and Technical language,
normallyinEnglish.
Duringthe4
th
yearoftheIM,morespecificallyfor
thenavycadets, thetrainingsessionsatNAVSIMare
moreregularandwithahigherlevelofrequirement,
moreless150hoursoftrainingjustinthesimulator.
ThetrainingattheNAVSIMtakespecialattention
tothedurationoftheexercisesand
toimprovementof
thedifficultiesandcriticalsituations,whichinvolves
the application of more advanced techniques and
manoeuvres, most of the cases involving a greater
numberofshipsinthesametacticalscenario.Thetop
areas that are trained are: coordinated exits and
entrances of naval forces in ports, under different
meteorological and oceanographic conditions
(METOC); emergency procedures training; anchor
andweighinganchorexercises;Replenishmentatsea
(RAS) and RAS approaches; Towing operations
(urgent and/or planned); Tactical operations;
communicationexercisesandleadershipandtraining
ofbridgeteamexercises.
Thecadetsduringtheir4
th
academicyear,execute
two long‐duration exercises in the NAVSIM, where
all the techniques learned and skills developed in
previousyearsareputintopractice.Attheendofthe
firstsemesterthecadetsaredividedintofourgroups
(fourships)andforatleast36consecutivehoursthey
perform
functions on the ship bridge for 6 hour
watch, according to an extensive list of events or
exercises. By the end of the 2
nd
semester, and
immediately before their sea training of two weeks,
the cadets will return to NAVSIM for another long‐
term exercise. During this last training in the
simulator,cadetsarepushedtothelimit,notonlyby
the requirement of the exercises, but also by the
increaseofstresssituations
andthefatiguelevel,due
tothedurationoftheexerciseitself.
Figure1.HoursofuseofNAVSIMby4
th
yearstudents.Source(Bue,2016)
144
3.2 TheSimulator
TheNAVSIMisdividedintwosimulationpoles,and
there are 4 of the seven bridges, at the Naval
Academy. The others 3 bridges are located in the
Integrated Centre for Naval Training, but the 7
bridges are connected through optical fibre which
allowstheconnectionbetween
themandresultsina
singlesimulator.TheNAVSIMcanbeoperatedfrom
one of the six existing instructor consoles, evenly
distributedoverthetwolocations.Theentiresystem
isoperatedthroughPolarissoftware,whichsupports
all ship models, scenarios and environmental
conditions, allowing the execution of several
simulated exercises.
All seven rooms have the same
equipment, which perfectly simulate the bridge of a
ship.Each bridge has thesteeringand manoeuvring
console,anavigationradar,ElectronicChartDisplay
Information System (ECDIS), Differential GPS
(DGPS), odometer, anemometer, rudder angle
indicator,binoculars,magneticneedle,gyrocompass,
navigational charts, the communication Global
Maritime
DistressSafetySystem(GMDSS),NAVTEX
and Automatic Information System (AIS), internal
and external communications capability (visual and
auditory)andanalarmandnavigationlightsconsole
(Buéetal.,2015).
4 TRAININGANDSKILLSMANAGEMENT
4.1 Teams
According to Smith, a team is a group where
individuals have a common goal
and the functions
and skills of each member fit into a single piece,
producingtogetheraglobalstandard. Thetwoma in
ideas of this definition (common task and
complementary contributions) become fundamental
intheteamconcept.Itissaidthatateamiseffective
when it can, if necessary, perform challenging
tasks
(ADAIR,1988).
AccordingtotheNavalNavigationInstructions3
(INA3), the bridge team is composed by the bridge
elementsthatperformtasksoractionsofthespecific
area of the navigation, driving the ship from one
pointtoanother,throughsafemanoeuvres.Whoruns
thisteamisthe
OfficeroftheWatch(OOW)exceptin
situations where the execution of the navigation is
provided on the bridge, in that case the Navigation
Officer (NAVO) that commands the bridge team
(Estado Maior da Armada, 1998). This team, the
Piloting Team, is a group of elements that command
theship,
alwayswithspecialsafetycares,inrestricted
waters,thenavigationteamisanintegralpartofthe
piloting team. The constitution of these teams
becomes variable according to the type of ship, the
conditionsofthenavigationpracticedandthespecific
situationresultingfromthe missionand activitiesof
theship
(EstadoMaiordaArmada,1998).
4.2 Traininginsimulatedscenarios
Simulation is not a new concept. Though centuries
thislearningprocess hasbeenusedandiscapableof
makingtheexpertsabletotransmittheirknowledge
totheirstudents.Thecreatedscenariosshouldbereal
orcanbesimulatedspecific
imitations,allowing the
studenttoexperienceanddevelopnewskillsinasafe
andcontrolledenvironment.
The simulation is not, by itself, a technic of
instruction but a tool that allows an effective
transferenceofknowledge(Carson‐Jackson,2015).
According to Captain Roque, the simulated
training has enormous advantages, such as:
training
inhighrisksituations,reducethecoastwithtraining
atseaorallowingpracticingveryhardsituationsthat
canbedangerousinreality(CaptainRoque,2010).
Simulation also allows to expand the volume of
training, improving the performance reached in real
operationsandreducesthetotaltimespentin
training
and formation, even though there can be an
exhaustive repetition of procedures and actions.
Among the various studied models, Captain Roque
has presented a training model, basedin a pyramid
consisted of four different stages, in which in the
author’sperspectiveshouldbethemodeltofollowup
(CaptainRoque,
2010).
Figure1.Trainingmodel.Source(CaptainRoque,2010)
According with figure 1, for the point (1), in the
base,thereshouldbeanunderstandingofthesubjects
throughformalandabstractconcepts,butthisprocess
is insufficient to the interiorization of practical
procedures.
In point (2) occurs the partial simulation of the
equipment or components of a system. This
point
covers the theoretical learning process and the
operational procedures of the equipment are
assimilated.Inpoint(3)thereisalreadyanintegrated
teamtrainingintermsoftheoperationalexploration
of the simulated system. At the top of thepyramid,
point(4),iswherethetrainingismoreadvantageous
operationallybutissubjecttosomeconstrains.
4.3 Competences
According to Ceitil, competences are designed as
structured modalities of action, required, exercised
and validated in a determined context. Then, the
competences become behaviours that persons
highlight continuously and regularly in their
professional work, having a character of non‐
universality(Ceitil,2010).
Boyatzisaffirm that competence is an abilitythat
showsthecapabilityofanindividual,describingwhat
he can make and not necessarily what he does no
145
matter the circumstances, in other words,
‘’competenceisanintrinsiccharacteristicofaperson
thatresultsinaneffectiveorsuperiorperformancein
therealizationofanactivity.’’(Ceitil,2010).
The competences can be divided in specific and
transversal competences. The transversal
competences are those that are more universally
required,
beingcommontomanycontexts,immuneto
anytechnicalorprofessionalspecificity.Thesecanbe
also called of non‐technic competences and the
capacity of leadership, teamwork and autonomy are
some examples to this kind of competences (Ceitil,
2010).
Specific competences are those that are required
formorerestrictiveactivities
orcontexts,essentialtoa
certain function that demands knowledge and
technicalabilitiessothatapersoncanrealizehiswork
with success. These competences are also known as
technical competences and the technical knowledge
on how to handle or operate the diversity of the
equipment on a ship are an
example of these
competences(Ceitil,2010).
Training in pre‐created teams these 2 different
kinds of competences (technical and non‐technical)
theycanbetunedandthemistakescouldbereduced.
The NAVSIM is an excellent tool to perform these
kindoftraining,inordertoimprovetheacquisitionof
thesecompetences.
4.4 ManagementofCompetences
InBoyatziswork,TheCompetentManager,skillsare
dividedintofivecategories(Ceitil,2010):
Motivation: necessity, responsible for conducting,
leading and selecting the behaviour of an
individual;
Traces of character: the way that one individual
behavesorresponds;
Concept of self‐values:
attitudes and values. It
resumesto the idea of what each person does or
wouldliketodo;
Knowledge: notions, technical procedures and
personalexperiences(technicalskills);
Cognitive and behavioural competences: can be
morevisibleonactivelisteningandinterpersonal
relationships, or less visible when referring to
deductive
or inductive reasoning (non‐technical
skills);
From this study (Ceitil, 2010), a new model
explaining the various competences was born in a
formofanIceberg,asshowninthefigure2below.
According to this model, there is a line that
separate the competences of character that are more
internalfrom the ones more external. Regarding the
internal competences to an individual, known as
inputs, these are related with the personality of the
person,whatthispersongivesofhimselftothetask
orfunctionathand(Ceitil,2010).
Regarding the external competences, the outputs,
theyhavebecomethevisible
partoftheIceberg,where
the skills are what the individual shows in his
performance and the knowledge is the most
importantproductivefactor(Ceitil,2010).
Figure2. Iceberg of Competences. Source: (Ceitil, 2010,
p.100)
According to Ceitil, it becomes fundamental that
thehumanresourcemanagersestablishaconnection
betweenthetransversalcompetencesandthespecific
competences for the development of those that are
necessarytoachieveorganizationalobjectives,aswell
as adding value to the individual himself (Ceitil,
2010).
4.5 Componentsofthecompetences
Ceitil
defends that there are components that are
inherent to the behaviours associated with
competences so that an individual can exercise a
certainfunction.Thesecomponentsare(Ceitil,2010):
Knowledge: determined set of knowledge that
allowtherealizationofbehavioursassociatedwith
competences by the individual that has a
determined
function;
Knowinghowtodo:setofskillsandabilitiesthat
make possible the application of the knowledge
that an individual possesses, which translates in
the solution of problems that may appear in his
work;
Knowing how to be: beyond the tasks being
performed efficiently and effectively, it becomes
necessary that the attitudes of the individual are
aligned with the rules and regulations of the
organizationandthegroupworkwithwhomthis
individualworks.Therefore,thereisacorrelation
between the behaviours and interests of the
individual;
Wanttodo:relatedwiththemotivation,inwhich
the
individual will want to achieve and develop
thebehavioursthatcomposethecompetences;
Can do: the organization must have means and
resources necessary for the performance of the
behavioursrelatedwithcompetences.
4.6 Competencesdevelopedinthesubjectslearnedin
NavalAcademy
IntheNavalAcademy,duringtheMaster’scourse
(5
years), the cadets develop competences and
knowledge that become essential to their life as a
Naval Officer. Next, will be described the
competences and knowledges that the different
mastercoursesinthenavalacademyacquire:
Common competences: analysis and synthesis;
communication and discussion of results; resolution
ofmultidisciplinaryproblems;
practicalapplicationof
146
theknowledgeacquired;computing;teamleadership;
teamandindividualwork.
Common knowledge: process instruction;
knowledge of the organization; knowledge of the
RegulationoftheMilitaryDiscipline;beingamilitary;
beingasailor.
Once more, all of these competences and
knowledge’s can, should and are trained on the
NAVSIM, and training
is the right way to get
conscious of the theoretical concepts and helps to
applytheminrealsituations.
5 NAVSIMSTATISTICDATA
5.1 TraininginNAVSIM
IntheGraph2 depictedbelow,weshowthetotaltime
spentintrainingusingtheNAVSIM,distributedover
several academic years. The
blue columns represent
the total time (in hours) that NAVSIM was
established only for training purposes, and the red
columns represent the periods of maintenance. The
sum of the hours, per academic year, in the two
columns corresponds to the total time that the
NAVSIMwasestablished(switchedon).
For a
better comprehension of the time spent in
training, the reading ofthis graphic should be done
simultaneously with the data presented in Table 2.
This table discreetly presents the total time that
NAVSIMwasestablishedineachacademicyear,the
maintenance time and the mensal mean valuespent
ontraining
sessions.Thisreferencevaluescouldalso
beseeninthegraphoftheGraph3.
Itisimportanttoemphasizethattokeepsuitable
the simulator training standards, the monthly mean
value should be up to 160 to 176 hours per month.
These values were achieved for 5 days of use
per
week with 8 hours per day. It’s obvious that the
NAVSIM training is quite below of the normal
standards for this type of systems and training
capacities.
Figure2.TrainingsessionsinNAVSIM.Source(Bue,2016)
Figure3.TrainingmNAVSIM.Source: (Bué,2016)
Table2.TotalhourstraininginNAVSIM.Source(Bue,2016)
Figure3.Distributionoftraininghoursbystudents.Source(Bue,2016)
147
AnalysingthedatainTable2,forthetimewindow
ofthepresentedvalues,theacademicyearwhichthe
maximum values were achieved was in 2014/2015,
with843hoursuse,whichcorrespondto694.5hours
ofeffectivetraining.
Figure4.DistributionoftrainingbythecadetsinNAVSIM.
Source(Bue,2016)
Some of the facts that can contribute to the
underutilizationoftheNAVSIM,takingintoaccount
thestandardvalues,couldbe,amongothers:
Insufficientnumberoftrainers(NavyOfficers);
Insufficient number of system operators (Chief
PettyOfficersandPettyOfficers);
Operationallimitationsofthesystemitself.
5.2 NAVSIM
trainingforthecadets
The graphs depicted in Graph 4, represent the
distribution of the training sessions through the
cadets,duringtheirIMC.
The cadets of the 4
th
year (The navy cadets) are
obviouslytheelementsthatspendmoretimetraining
isthesimulator,usingnear50%ofthetrainingtime
for all the students, through all the academic years
(Figure3(a,b,c,d,eandf)).
Beyondthespecificacademicprogramsthatcould
betrained
intheNAVSIMforeveryIMC,thecadets
alsousethesimulatorinactivitiesscheduledasNaval
Military Training. These sessions also contribute for
thestatistics.
OneOOWtwoweeklecturesandtrainingsessions
inNAVSIMoccurseveryyearinearlySeptemberand
is specific for the Midshipman. This special training
has 60H (2 weeks) of navigation lectures and the
studentswillbepreparedtoexecutethefunctionsof
theOOW.
The normal IMC is taught in the naval academy
forfiveyears.AttheendoftheIMCthenavycadets
reachto300/400hoursoftrainingintheNAVSIM
(see
graph yyyy). Outer cadets, from different
backgrounds(logistic area, engineers) training much
less hours in the simulator (around 120H), which is
relativelylittleforthefunctions thatwillperformas
OOW.Butthese cadets have thespecificcourse that
wasmentionedbefore(twoweektrainingforOOW).
6 ANALYSISAND
DISCUSSION
When the simulator was implemented in the naval
academy(in2005),onlyexercisesconcerningtheship
maneuver were performed, where only some
technical skills were achieved and developed. Over
thelastfewyears,newsubjectshavebeenintroduced
intheNAVSIMtrainingsessionsprogram,including
organizational behavior our lidership,
where
NAVSIM has also started to develop non‐technical
skillstraining.
AsthefutureNavyOfficeshastobeapartofthe
bridgeteamandhavetodealwithallthenavigation
equipment and instruments and with another team
elements,itisessentialthattheyarepreparedtoactin
any kind of situations. These situations should be
trainedinordertogetgoodpracticeskills.Toachieve
this main goal, the Naval Academy must adopt a
most effective method, to be able to training the
cadets and the midshipman for these stressful
situations.
To achieve the objective above enunciated,
and
aftertherevisionoftheconceptualbasis,adoptingthe
captain Roqueʹs perspective, it will be necessary to
focusonacquisitionofthetheoreticalknowledgeand
in the practice skills to handle the equipment itself.
Onlyaftertheseknowledgeacquisition, thestudents
could initiate the training in the NAVSIM and
practicetorespondfastandinaconsciouswaywhen
the stressful situations happens. Based on Ceiilʹs,
there should be demonstrated motivation from the
trainers,duringthesessions,inordertothestudents
getalsomotivatedandrespondinanassertivewayto
theinputs
Thetrendisto
usetheNAVSIMmoreoftenbythe
students, and the lack of theoretical unknowledge,
and with equipment operation, will be reduced. In
addition, while only technical skills are developed,
moreemphasiswillbeplacedonthedevelopmentof
non‐technicalskills,whichwillincreasethetimeused
fortraining.
As a
conclusion, the right way to create the link
between the different authors ideas and the correct
useoftheNAVSIM,shouldbegatheredwiththehelp
ofthetrainersandtheachievementofskills(technical
and non‐technical). This information should be
collectedandmadeavailabletoallstudents, in
order
togetclearofthesimulatortrainingobjectivesandto
they know where they should really focus the
training.
7 CONCLUSIONS
Resuming all the issues presented in this study, in
order to achieved how the navigation simulator is
used as professional and academic learning tool for
the students of the
Portuguese Naval Academy, we
concludedthat:
A simulated and controlled environment is
paramount to acquire and improve technical and
non‐technicalskills.Thistypeoflearningtoolhas
severaladvantages:
Correctionofsystematicerrors,inrealtime;
Creationofscenariosasrealisticaspossible;
148
Trainingalltheprocedures;
Reduce training costs. Not necessary to go to
seaforspecifictrainingpurposes;
Idealenvironmenttoimproveteambuilding.
Is essential to the simulated training and to
achieve some standard of evolution during the
sessions,tobemotivatedandmotivateallthe
parts
intheexercises,studentsandtrainers;
The training in the NAVSIM should not occur if
the theoretical knowledge is not perfectly
understoodbythestudents,aswellastheskillsto
operatingallthebridgeequipment;
Concerning the data available of the training
sessions:
TheNAVSIM
isbeingusedbelowthestandard,
concerning the time spent on training. The
desired utilization is up to 160H/176H per
month. These standards were never
accomplished and the maximum value
achievedwas66H(permonth).
The 300H to 400H of training in NAVSIM,
during the 5 years of IMC, are
acceptable
valuesthatallowstoincreasetheacquisitionof
knowledge and systematize procedures.
Following this assumption, and facing
emergency situations, the student will react
fasterandinamoreaccurateway.Ontheother
hand,the120Hoftrainingforthelogisticand
engineers IMC are slightly below the desired
levels,andthisshouldbeincreased.
Isvitaltoincreasetraininginasimulatedand
controlledenvironment(NAVSIM)inareasthat
were previously neglected, such as leadership
andteambuilding.
8 FUTUREWORKS
Thenextstepofthisstudywillresultinaproposalof
a training model for the
operational use of the
NAVSIM. This proposal will be combined with the
analysis of questionnaires that will be filled by the
cadetsandmidshipman,aswellastheteacherswho
haveconductedpracticesessionsinthesimulatorand
with the conceptual basis described by the
InternationalMaritimeOrganizationbythe
Standardsof
Training,CertificationandWatchkeeping.Intheendthe
model will describe the use of the NAVSIM as an
academicandprofessionaltrainingtoolfortheNaval
Academycadets.
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