Bridge officers’ non-technical skills: a literature review

Fjeld, Guro Persdotter; Tvedt, Sturle Danielsen; Oltedal, Helle A.

doi:10.1007/s13437-018-0158-z

Cited by 25 publications

(27 citation statements)

References 49 publications

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“…This part of their understanding mirrors both Endsley's level 3 and the skill workload management, in which this preference for using anticipative strategies is reflected in studies such as that of Chauvin and Lardjane (2008). Situation awareness and workload management are often considered two different (although to some degree overlapping) skills (e.g., Fjeld et al (2018)). This division is also found in STCW (IMO 2011).…”

Section: Situation Awarenessmentioning

confidence: 75%

“…Some effort has been made to develop preliminary NTS taxonomies and behavioral markers (Conceição et al 2017;O'Connor and Long 2011;Saeed et al 2017). However, reviews in the domain have indicated that there is still a need for further exploration of NTS in this setting (Fjeld et al 2018;Hetherington et al 2006;Wahl and Kongsvik 2018). This could present a challenge for BRM-training providers and assessors, as it may be unclear how skill aspects such as skill contents should be understood.…”

Section: Brm Training and The Importance Of Bridge Officers' Understamentioning

confidence: 99%

“…NTS are often included as a natural part of Bridge Resource Management (BRM) training (training designed to reduce the chance of errors and increase operational effectiveness in maritime bridge officers and bridge teams). However, recent literature reviews indicate that relatively few studies have been performed on the specifics of bridge officers' NTS, and that there is a need for further exploration (Fjeld et al 2018;Wahl and Kongsvik 2018). For example, Fjeld et al (2018) maintain that both domainspecific skill categories and content are relatively unexplored, while Wahl and Kongsvik (2018) highlight the importance of a further focus on work context and crew-specific needs.…”

Section: Introductionmentioning

confidence: 99%

“…However, recent literature reviews indicate that relatively few studies have been performed on the specifics of bridge officers' NTS, and that there is a need for further exploration (Fjeld et al 2018;Wahl and Kongsvik 2018). For example, Fjeld et al (2018) maintain that both domainspecific skill categories and content are relatively unexplored, while Wahl and Kongsvik (2018) highlight the importance of a further focus on work context and crew-specific needs. Further, several studies highlight that post-simulation debriefings and participant discussions are important for simulation-based training (Fanning and Gaba 2007).…”

Section: Introductionmentioning

confidence: 99%

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How do BRM-training participants understand non-technical skills?

Fjeld

Tvedt

2020

WMU J Marit Affairs

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Non-technical skills (NTS) can be defined as "the cognitive, social and personal resource skills that complement technical skills and contribute to safe and efficient task performance" (Flin et al. 2008, Safety at the sharp end: a guide to non-technical skills, p. 1). This paper aims to explore how bridge officers understand and discuss the nontechnical skills involved in behavior and performance of participants in Bridge Resource Management (BRM) training. A thematic network analysis is applied to transcriptions of post-simulation debriefing sessions, based on a peer observation system that encourages discussion between training participants. The five skills identified are situation awareness, decision-making, stress management, verbal communication, and balanced leadership, all of which are mostly found to be in concurrence with generic theory on non-technical skills. However, for each of these skills, the findings also provide examples of certain aspects where the informants' understanding stray from generic theory and BRM syllabus. This is discussed as possible clues to domainspecific aspects of NTS at ship bridges, as well as yielding implications for BRM training.

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Section: Situation Awarenessmentioning

confidence: 75%

Section: Brm Training and The Importance Of Bridge Officers' Understamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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How do BRM-training participants understand non-technical skills?

Fjeld

Tvedt

2020

WMU J Marit Affairs

Self Cite

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“…Formal assessment using behavioral rating systems started with the assessment of the effectiveness of Crew Recourse Management (CRM) training of flight deck crew, and by the end of 90's they spread across several domains (Flin et al 2008). Apart from the prototype behavioral marker for naval officers' NTS designed by O'Connor and Long 2011and Conceição et al (2017) for behavioral markers of naval cadets training in simulator, few developments are found with a firm employment of a marking scheme for the Bridge Resource Management (BRM) framework (Fjeld et al 2018;Conceição et al 2017). Barnett et al (2002) consider simulation a tool to solve problems associated with risk and crisis management, as well as for optimization of navigation team's resources.…”

Section: Behavior Markersmentioning

confidence: 99%

Validation of a Behavioral Marker System for Rating Cadet’s Non-Technical Skills

V.F.P.¹,

Mendes²,

Teodoro³

et al. 2019

TransNav

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Simulator-based training assumes a very important role in the maritime domain, particularly in the education of Officers Of the Watch (OOW). In the Portuguese Navy, most of the cadet's skills as future OOW rely on the success of this training. Beyond theory and technical training, the development of nontechnical skills is a key factor for obtaining officers capable of identifying and solving problems. To optimize the training and development of non-technical skills, using the Portuguese Naval Academy Simulator, a previously designed Behavioral Marker System model was further assessed. The revised model, which comprises new parameters such as the effectiveness of the task, was validated through a set of simulated sessions, where 11 instructors and 48 students participated. After each session, data was collected with questionnaires and focus group discussion, focusing on the quality and usability of the model and on the design of the scenario. The results show that the revised model, positively addresses the limitations found on the previous version, and it has received encouraging feedback from both instructors and cadets. This new model is now under implementation in all the Naval Academy course programs, and future research aims to digitalize the behavior markers.

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Game‐based learning for better decision‐making: A collision prevention training for maritime transportation engineering students

Türkistanli

Kuleyin

2022

Comp Applic In Engineering

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Ship collision is a form of maritime accident that possess great threats to transportation safety, economy, and human lives. Deck watchkeeping officers who oversee the safe navigation of the ships are responsible for preventing these collision accidents. Yet, most of the collisions are directly linked to the human errors onboard. One way to reduce these human errors is to train competent navigation officers for collision avoidance situations. However, training maritime students for complex collision situations is a challenging task. This study aims to examine if game-based learning (GBL) can help students to perform better in collision avoidance situations by providing them the necessary skills to properly identify risks, goals, and cues in collision situations. With this purpose, we developed a digital game-based decision-making training containing eight collisions at sea scenarios. The developed tool was then presented to maritime engineering students as supplementary training.Thirty undergraduate maritime transportation engineering students participated in the study. A pretest/posttest control group design was adopted to investigate the effects of GBL. Tests are conducted with the use of a full mission bridge simulator. Observed changes in situational awareness, decision making, navigation, and collision avoidance performance of the participants were analyzed. The results showed that the intervention group had small but significant improvements in all dimensions compared to the control group. Overall, the game-based decision-making training helped students to reach a better understanding of the related course material. Required efforts and challenges to develop and incorporate such training into the existing maritime curriculum are discussed.

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Bridge officers’ non-technical skills: a literature review

Cited by 25 publications

References 49 publications

How do BRM-training participants understand non-technical skills?

How do BRM-training participants understand non-technical skills?

Validation of a Behavioral Marker System for Rating Cadet’s Non-Technical Skills

Game‐based learning for better decision‐making: A collision prevention training for maritime transportation engineering students

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