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Purpose The purpose of this paper is to investigate the perceived effects of a maritime cross-sector collaboration exercise. More specifically, this study aims to examine whether past exercise experience had an impact on the operative exercise participant’s perceived levels of collaboration, learning and usefulness. Design/methodology/approach This was a non-experimental quantitative survey-based study. A quantitative methodology was chosen over qualitative or mixed-methods methodologies as it was considered more suitable for data extraction from larger population groups, and allowed for the measurement and testing of variables using statistical methods and procedures (McCusker and Gunaydin, 2015). Data were collected from a two-day 2017 Norwegian full-scale maritime chemical oil-spill pollution exercise with partners from Norway, Germany, Iceland, Denmark and Sweden. The exercise included international public emergency response organizations and Norwegian non-governmental organizations. The study was approved by the Norwegian Centre for Research Data (ref. 44815) and the exercise planning organization. Data were collected using the collaboration, learning and utility (CLU) scale, which is a validated instrument designed to measure exercise participant’s perceived levels of collaboration, learning and usefulness (Berlin and Carlström, 2015). Findings The perceived focus on collaboration, learning and usefulness changed with the number of previous exercises attended. All CLU dimensions experienced decreases and increases, but while perceived levels of collaboration and utility reached their somewhat modest peaks among those with the most exercise experience, perceived learning was at its highest among those with none or little exercise experience, and at its lowest among those with most. These findings indicated that collaboration exercises in their current form have too little focus on collaborative learning. Research limitations/implications Several limitations of the current study deserve to be mentioned. First, this study was limited in scope as data were collected from a limited number of participants belonging to only one organization and during one exercise. Second, demographical variables such as age and gender were not taken into consideration. Third, limitation in performing a face-to-face data collection may have resulted in missing capturing of cues, verbal and non-verbal signs, which could have resulted in a more accurate screening. Moreover, the measurements were based on the predefined CLU-items, which left room for individual interpretation and, in turn, may cause somewhat lower term validity. As the number of international and national studies on exercise effects is scarce, it is important to increase further knowledge and to learn more about the causes as to why the perceived effects of collaboration exercises are considered somewhat limited. Practical implications Exercise designers may be stimulated to have a stronger emphasis on collaborative learning during exercise planning, hence continuously work to develop scripts and scenarios in a way that leads to continuous participant perceived learning and utility. Social implications Collaboration is established as a Norwegian national emergency preparedness principle. These findings may stimulate politicians and top crisis managers to develop national collaboration exercise script guidelines that emphasize collaborative learning and development. Originality/value This study shows how exercise experience impacted participant’s perceived levels of collaboration, learning and usefulness. Findings indicated that collaboration exercises in their current form have too little focus on collaborative learning.

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A growing body of research has pointed out effective leadership as an important influencing factor for safety performance in various high-risk industrial contexts. However, limited systematic knowledge is available about how leaders can effectively persuade rule compliance, and stimulate actions and participation. Recognizing effective means of influence is of value for safety leadership development and evaluation. This study seeks to empirically investigate leaders’ influence tactics for safety in a maritime context. Qualitative exploration is performed with data being collected through focus group discussions and individual interviews with 41 experienced shipboard leaders from various shipping sectors. Five core influence tactics—coaching, role modeling, pressure, consultation and exchange tactics—appeared to be the shipboard leaders’ effective tactics to influence subordinates’ safety compliance and participation behaviors in ship operations. Safety leadership influences flow from exemplification, expert and personal sources of power, and being pursued through soft and rational influence tactics rather than coercion or constructive inducements. The results indicate that the more relationship-oriented the leaders are, the more effective their safety leadership would be in influencing safety behaviors. The implication of the results for maritime safety leadership research, maritime education and training are discussed.

The emergence of autonomous ship technologies has attracted a growing body of academic studies, regulatory discussions and exploration endeavours in recent years. With the introduction of new technology comes the need for the seafarers to be trained in its use. The purpose of this paper is 1) to examine the suitability of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW) Table A-II/1 competence framework for navigators under Maritime Autonomous Surface Ship (MASS) operations, and 2) to propose future technical and non-technical competencies that will be needed in autonomous shipping era. A mixed method approach was adopted with collection of both quantitative and qualitative data through a survey instrument developed on the basis of the literature and current STCW Table A-II/1, in which the 66 Knowledge, Understanding & Proficiency (KUP) requirements for navigators were converted into measurement items. Statistical analysis of the data has aided in identifying a list of key technical and non-technical competence requirements for the navigators under MASS operations. The results can be used as an input for revision of the STCW competence requirements and to facilitate the preparation and implementation of novel training frameworks for autonomous shipping.