Effects of a classroom-based bridge resource management training on knowledge, attitudes, behaviour and performance of junior naval officers

Abstract

This study asses the effectiveness of classroom-based bridge resource management (BRM) training for junior naval officers, in which general principles of human behaviour and performance in teams and under stress were conveyed. Although BRM training is recommended by the International Maritime Organization and is increasingly common in seafaring, very little is known about whether the adaptation of crew resource management (CRM) training from aviation to the maritime domain has been successful and what type of training is effective. A study with a quasi-experimental, two-factorial mixed design was conducted with BRM training as the between factor and time as the within factor. For 117 study participants, evaluation criteria were assessed on all levels as defined by Kirkpatrick (Train Dev J, 178-192 1979): subjective training evaluation, knowledge, attitudes and behaviour as well as performance while commanding a vessel during a realworld exercise. BRM participants showed better subjective training evaluations and more BRM-related knowledge than controls. Training did not produce differences between groups regarding BRM-related attitudes, the demonstration of non-technical skills or the overall success in the real-world exercise. Overall, BRM training effectiveness was rather low, which can most probably be attributed to the focus of training on generalizable knowledge, skills and attitudes at the expense of their specific application to the context of the real-world exercise. In the design of BRM and CRM training courses alike, the effective application of general principles to a given context must be defined, and the application must be emphasised during training delivery.

The Impact of Basic Training on Seafarers’ Safety Knowledge, Attitude and Behaviour

“…Previous studies e.g. (Bolaños et al, 2016;Chang & Liao, 2009;Goodstadt, 1978;Lu et al, 2016;O'Connor et al, 2002;Röttger et al, 2016;van Rensburg et al, 1999;Wu et al, 2017) have recommended the use of KAB approaches due to their extensive utilisation in other research. To answer the research questions, it was necessary to know which elements could be used to justify whether seafarers' shipboard safety KAB had improved.…”

“…All factors with the potential to measure attitude were gathered. The identified factors were: "perception"; "belief" (Chang & Liao, 2009); "disposition"; contributions"; "dislike"; "gender discrimination"; "personality prerequisites" (van Rensburg et al, 1999); "technology for all" (BPTV, 2017;van Rensburg et al, 1999); "uncertainty avoidance" (Huang et al, 2015;Lu et al, 2016); "teamwork" (Lu et al, 2016;Röttger et al, 2016;Wu et al,, 2017); "leadership" (BPTV, 2017;Lu et al, 2016;O'Connor et al, 2002;Röttger et al, 2016); "long-term orientation"; "power distance"; "masculinity/femininity" (Lu et al, 2016); "management safety commitment"; "fatalism" (Wu et al, 2017); "work pressure" (Röttger et al, 2016;Wu et al, 2017); and "personal safety responsibility" (Wu et al, 2017). These factors are arranged in the generic list of factors as shown in Table 2.…”

“…All factors with the potential to measure behaviour were gathered. The identified factors were: "attentiveness" (Chang & Liao, 2009); "cautiousness" (Chang & Liao, 2009;Gregory & Shanahan, 2010;Lu et al, 2016); "team working" (Gregory & Shanahan, 2010;Lu et al, 2016;OCIMF, 2018;O'Connor et al, 2002;Röttger et al, 2016); "communication and influencing" (BPTV, 2017; Gregory & Shanahan, 2010;OCIMF, 2018;O'Connor et al, 2002;Röttger et al, 2016); "leadership and managerial skills" (BPTV, 2017;Lu et al, 2016;OCIMF, 2018;O'Connor et al, 2002;Röttger et al, 2016); "situational awareness" ( OCIMF, 2018;O'Connor et al, 2002;Röttger et al, 2016); "decision-making" (Gregory & Röttger et al, 2016); "result focus" (Lu et al, 2016;OCIMF, 2018); "learn and develop" (BPTV, 2017;Gregory & Shanahan, 2010;Håvold et al, 2015); "take risk"; "make mistake"; "fatigue" (Gregory & Shanahan, 2010); "power distance"; and "masculinity/ femininity" (Lu et al, 2016). All factors representing behaviour are listed in the generic list in Table 4.…”

Regulatory Requirements on the Competence of Remote Operator in Maritime Autonomous Surface Ship: Situation Awareness, Ship Sense and Goal-Based Gap Analysis

“…The last is the bridge resource management (BRM), which is the regulatory requirements introduced in STCW2010 and includes 'teamwork and leadership' [51]. The necessity of this competence depends on the formation of bridge manning.…”

Problems that Occur in a Team: Learning From Maritime Accidents via Simulation Training

“…In order to be effective, BRM training should be carefully designed and implemented (Roettger et al, 2016). Nautical students at University of Zadar bridge resource management competencies in general, and leadership and team work in particular, acquire mainly through Shipboard Organization and Management course.…”