Bridge Resource Management Training Program ‘Shi Chaijian, Gao Dey, Xiao Baojia and Zhang Chuanguo ‘The Bridge Resource Management (BRM) training is relatively new in China. In design of the course, besides the requirements of the new STCW95, experiences of the training program in other institutes are taken into account as well as the special needs of Chinese crew and shipping companies. Attention has been paid to the course organization to promote the effectiveness of the training. Multiple training processes such as lecture, classroom discussion, exercise, case study, and simulator practice are employed in the program. Simulator application cases are carefully designed and the practice procedure attentively controlled to ensure proper workload and stress of the roles in the bridge, so as to reinforce the application of BRM principles and tools. Because most of the bridge simulators are originally designed for the training of shiphandling techniques, some features of simulator, which is essential In BRM training, are also specified. |.Introduction leis quite widespread in maritime industry the following formula, Ca(KeS Where C = competency K = knowledge $= skill A= arciude ‘This formula implies the critical role of attitude for competency, ‘Whatever the knowledge and skills are, che competency will be zero ifthe attitude is zero. Setting up » proper attitude i the ‘major purpose of the Bridge Resource management (BRM) course and waning When some accidents happened at sea, the maritime industry usually tend to look into technical causes. Efforts have been made t0 on the equipment requirements such as specifying the type and quantity of firefighting apparatus aboard ship or redundancy in key equipment like steering gear, designs for segregated ballast tanks, double hulls, ete. On education and ‘raining, emphasis i lea aid on the technical sda Training of ‘radar plotting, ARPA operation and shiphandlng has long been ‘carried out and proven to be valuable for marine safety. In ‘maritime colleges, besides general studies such as mathematics, Physics, etc, most of the courses can be grouped into the ‘pects of ship operation techniques and marine business, The ‘ease in competency examinations for seafarers is similar. The paper tests are usualy knowledge based and the skill asressment Is also focused on the technical operations. However, the Det Norske Veritas classification society has found that 71 percent of ship grounding incidents are caused by bridge management errors. Some other studies demonstrated ‘hata very large proportion of marine accidents ~ up to 80 per cent ~ are in fact caused by human error. Fortunately, in recent decade more attention has heen pad on human fetnes in marine accidents and the need of BRM concepts for mariners is Increasingly accepted. When Queen Elizabeth 2 got aground off the New England coast, investigation revealed that the probable causes ofthe grounding were, among some others, he failure by the pilot, master and watch officers to diacuss and agree on navigation plan for departing Vineyard Sound and to maintain situational awareness after an unplanned course change, and bad ‘communication between ship's officers and the capeain. TAMU 0‘The navigator found the ship to be off course, but was apparently so intimidated that he just assumed the master knew of the problem and would take care of it without his assistance. In the recommendations made by the National ‘Transportation Safety Board as a result of its investigation, BRM courses and training were highly promoted. Bridge Resource Management is now recognized as an effective tool to combat human error in ship navigation. 2. Course modules Shanghai Maritime University started the BRM traning in mid 2000. The course consists of 12 classroom lectured modules, and 4 practice modules. The classroom modules include ‘Arctudes & Management Skils, Human Involvement In Errors CCuiture Awareness, Communication & VTS, Organizing, & Planning, Decision Making & Shore Term Strategy, Management Siyles & Leadership, Directing & Controling, Teamwork & Master/Piot Relationship, Workload & Fatigue, State Of The Bridge & Stress Management and Emergencies. The practice roviloe ara Simulator Fanilarization & Bridge Organization, Watchkesping & SAR Operation, Emergency Response and Procedures, and Case Studies. The contents of these modules are concentrated on human factors, most of which fal ingo he following three aspects: Operators status, communication skis and management ski 2.1. Operator's status In order to understand beter why we make mistakes, ome general peychologieal and physilogiesl principlee are discussed. Major points include: ¥ how we behave, how we remember, how we perceive and process information Y eflects of fatigue effects of stress wan 2.2. Communication skills Ieis recognized that more things go wrong because ‘of poor communications than of any other reasons. IMO guidelines on ship management emphasize the need for good communication. The major concepts and skils with this aspect are understanding culture differences 1Y situational awareness {Fcluse loop communication briefing and debriefing ¥ communication procedures 2.3, Management ski Management sls are eral to marine ssfery. The purposes ‘of management on board are to ensure that everyone is aware of the intended course of action and everyone is making afl contribution, to eliminate the risk that an error on the part of fone person may result n a dsastrous siuaulon, ad make best tse ofall resources, The management skils includes: bridge organization exror trapping passage planning decision making ‘motivating individuals leadership swear, ‘emergency procedures 3.Content consideration 3.1. STCW 95 [2] “The STCW code, in Table A-l/2, requires that masters and chi mates have knowledge and understanding of, and proficiency in, effective bridge teamwork procedures. In Par B, Section VIN Pars 3-1-45, the code speaks to Bridge Resource Management and sates, “Companies should also issue guidance to masters and officers in charge of the navigational watch on each ship concerning the need for continuously reassessing how bridge: watch resources are being allocated and used, based on bridge resource management principles...” Fourteen sub-paragraph are then offered as guidance on BRM principles. The educational and training community has incorporated these fourteen sub- paragraphs into five major subject areas for course development and intrucional purporer. These subject area 2re dddacaas Situational awareness, Error chains / Error chain trapping Yorage planing Communication Managerent of team resources [1] ddaac In our curriculum, all these subject areas are emphasied Voyage planning is a rather big topic. Some essentials are Included in the module of Organizing and Planning and performance is required in the simulator phase. In maritimeeducation in China, passage planning an amportant part inthe course of Territorial Navigation and most of the students have gone through a period of intensive practice, Because of limited trning hours, we haven't gone too further into the technical details of passage planning 3.2. BRM program from SAS Flight Academy SAS Flight Academy was one of the pioneers of facilitating ‘Cockpit Resource Management programe for airline industry. fe as developed a good reputation tor quality traning, Ie was involved as developing center when the Bridge Resource Management program was first put forward, To the program some US§350 000 was invested by: Dutch Maritime Plots Corporation; National Board of Navigation, Finland; National Mariime Administration, Sweden; Norwegian Shipowners’ Silja Line AB; Swedish Club and Swedish Shipowmers' Association. The course consists of twelve modules. Assocation; ‘They cover: attitude and management sls, cultural awareness, communications and briefings, challenge and response, short term strategy, authority and assertiveness, management styles, workioad, state of the bridge. human involvement in error. judgment & decision making and emergencies & leadership [3] SAS program sets up a prototype of BRM training. Although to 4 dillrene serene, moet of the key points in the SAS BRM ‘modules have been covered in our curriculum, 3.3. Special needs of crew and company ‘Although the curriculum is not designed especially for Chinese ‘crew, we do take into account the characteristics of them, We to this because the trainees are usually either Chinese or some ho is not Chinese but work with Chinese crew. Generally speaking, Chinese crew have a quite strong background of technical lnowledge, nd the relative weak parce are the ele of management and proficiency of Englsh. In our program some basic knowledge is enhanced on bridge organization, decision- Imuking process, leadership theory and teamwork principles. ‘Communication technique and culture management skils are also emphasized for the sake of improving communication ably. For uhe same reason the reaching materials ae in Englsh and the English language is used through out the whole training process, both in classroom hours and simulator practices. The Dilty of using English language is a critial factor in Diferent company may have some special requirements forthe traning program. These requirements are considered in clasroom lectures and discussions. Special company standing rors, choeiits, and BRM eases. can be included in the program if required as wel 4. Application cases ‘The first ease, 25 shown in igure |. is arranged in bad weather. with wind force 89. A vessel with large windage area, eg, container ship or car carrier, i selected and the maneuvering affecced quite alot by the wind. Ie Is not very easy to control the vessel's course and positon, The vessels putiniallyatan entrance toa harbor, about 15 minutes to the pilot station. At the beginning the trainees are performing normal operations such as watch handover, making contacts to pilot station and pilot boat, picking up pilot and so on. These actions are carried out considering the prevaling conditions and environment. Then ara sultale rime there ica dcrace call on ‘VHF Channel 16 from a ship in vicinity. The nature of distress is thatthe ship s making water and needs immediate assistance. | ‘Through coordination ofthe shore based radio station or search ~ and rescue coordinate center, the vessel proceeds to the distress ship for assistance. The search and rescue process Continues through out the exercise from this point on. Some fther events are inserted into the process: cargo problem, engine failure, injury ofa crew member, request from the rescue helicopter to transfer survivors, and so on. ‘The main process of the second case, as shown in Figure 2, is the practice of ‘emergency response. The vessel is put on the open sea and there are several ship around in vicinity, The vessel is in a crossing situation with one of the other ships and risk of collision is involved. After ‘watch handover, there is a fire on board followed by a steering failure. A collision ‘occurs and the vessel is making water. The vessel is sinking despite the flood control effort. Distress message is sent through VHF and after proper communication and coordination, there is a ship comes for assistance. The vessel has to be abandoned before the arrival of the rescue ship. Through the cases, the BRM principles and skis can be practiced and evaluated, eg, passage planing Lviefngs (handover, master and plot) shore term strategy ‘communication (inboard and outside) aaac