Innovation in MET and Certification of Ship Superintendents

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1 Innovation in MET and Certification of Ship Superintendents Swapan Das Sarma Director Teledata Marine Systems The paper argues for certification of ship superintendents. It also suggests the need for such structured and continuing professional development for the benefit of the maritime industry. It discusses the effort of Teledata in collaboration with DNV to develop a web portal for ship superintendent training that can be accessed from anywhere and at anytime by busy superintendents. The paper also points to the evolving maritime education & training sector where the emphasis has shifted from apprenticeship to in-class, and collaborative and experiential learning. Teledata Marine Systems, part of the Teledata Informatics group, a multinational PLC with interest in IT product and services has developed a learning management portal dedicated to the maritime industry. The company has teamed with the Det Norske Veritas (DNV), Norway, in developing web-based Ship Superintendent and Ship Electrical Officer programs. Additionally, Teledata Marine Systems has signed an agreement with the best seafarer institution in the Asia- Pacific, the Singapore Maritime Academy (SMA) to convert their officer competency programs to web-based e-learning. Teledata is also talking to the US maritime academies to assist them with this e-initiative and new approach in maritime education and training (MET). You may ask, the certification of ship superintendents: is there a need? The question will generate different responses from different people. The most important opinion will belong to those that employ the Ship Superintendents. Furthermore, if you ask the ship-owners and shipmanagement companies, the answer will be a resounding Yes to upgrading training for the ship superintendents. The evidence of that improvement would probably be a certification by a responsible and neutral body like the Ship Classification Society. Also, while examining the need, you would agree that after the sailing days as a senior ship s officer holding competency certificates, no further structured training or education has been designed for that ex-seafarer when he becomes a ship superintendent. The Nautical Institute, with its global member base, has just completed a major opinion exercise designed to discover members concerns and determine the professional issues which they believe are most pressing. The most significant professional issues were related to competence, which is something regulators, trainers, shipping companies and those who might be described as mentors need to address. The Institute Chairman, Dr Phil Anderson concluded, The need for shore-based management to have some recognized qualifications might have these people shifting angrily in their office chairs, but is a serious point that needs consideration. A World Maritime University Journal article by L A Holder suggests, ships officers are professionals, and as such they should be encouraged to keep themselves up-to-date and wellinformed about new technology; they should be learning lessons from accidents and be aware of research and new operating practices and procedures. Providing a systematic framework of SNAME/IMarEST/SMPE/ASNE Joint Meeting Page- 1 -

2 continuing professional development, rather than the present ad hoc system, would be a major step forward. Professional bodies are the key. So, I start with the premise that the industry wants upgraded training beyond STW and experts strongly recommend it. However, to further support the seemingly marvelous idea behind superintendent certification, we need to look back in time to see why we are here today and where we should be going. Evolving Maritime Education & Training (MET) Maritime Training has its foundations in apprenticeship that evolved from the time of the sailing ship Some of this foundation remains valid in our current IMO-STW (International Maritime Organization - Standards for Training and Watch-keeping) system; in particular, the use of the Training Assessment Record Book (TARB) for Cadet training and clocking of seatime as a requirement towards Certificates of Competency (CoC) awards. Learning from the seniors to perform an on-board task was the best form of training: of late we are calling it a competency -based approach to education. One of the changing trends in education is to go from pure classroom-based courses to collaborative learning where emphasis is placed on training students how to learn from a variety of knowledge resources. This involves a major challenge in shifting mindsets for the teacher today. Facilitating and supervising students learning and tracked within a network using a web-based Learning Management System (LMS) is becoming increasingly popular. The entire education industry is on the move utilizing information technology in a number of innovative and creative ways. Maritime education, whose foundation was on competency, has been a good approach. What good is any form of education if it does not make someone competent in doing what is expected of them? That defined ability must be the immediate outcome of education or the educational value-add. Fortunately, this approach has been adhered to in maritime education for centuries and thus, even today, a maritime officer is a hands-on person willing to dig deep into the unknown and come out with a realistic and common sense view of the situation. However, Maritime Education and Training (MET) has progressed from pure apprenticeship to organized and structured training replicating university-like curriculum. The emphasis on handson and at-sea training has been reduced by the use of simulators, and other laboratory and workshop based training. The industry-driven MET system has also been molded to suit the needs of the individual and the society. Thus, not only has the complexity and application of high technology in the maritime industry grown in sophistication, the individual seafarer s need for an academic qualification has also been well-recognized. Most countries now have 4 year college programs after high school education before the graduates join sea as junior officers. This is considered as the operation level competency that certifies ship officers to stand an independent watch. The MET is again under a rapid reform, primarily powered as Information Technology advances making connectivity between the ships out at sea, the management centers on land and the crew SNAME/IMarEST/SMPE/ASNE Joint Meeting Page- 2 -

3 at home or on transit completely feasible. The possibilities are immense and we are looking at flexible learning solutions that are cost effective and of high quality standards. Merchant Marine Officer Supply Over the last three decades, the supply of seagoing officers has shifted from the West to the East; that trend is irreversible. The maritime industry, in that context is perhaps a true global industry, which has taken full advantage of the arbitrage in people. We find a renewed interest in encouraging and nurturing a sizable maritime manpower base at home for the purpose of local trades and the increasing need for surveillance and homeland security, and for the concern for protection of the coastline and near-sea environment. Appointment of Management Personnel Irrespective of where these mariners may come from, IMO has tried to legalize a minimum common standard for ship officers through its STW and ISM (International Safety Management Code) standards. While the STW standard has been interpreted differently in many maritime nations and the quality of competency certificates differs, once awarded, a seafarer would be able to work on board a ship, right up to the rank of a chief engineer or a ship captain based upon that certificate. In reality the competency certificate at the management level holds the key for senior appointments at sea as well as on land within the maritime industry. In addition, to cope with the shortage of trained seagoing personnel, many companies are compelled to recruit non-seagoing graduates from the universities. These people would lack seagoing experience and thus certainly require some advanced level training. Gaps in Knowledge and Expertise Thus, the question remains, is there a necessity to go beyond the fold of STW and create further certification for people with or without experience at sea? To determine the answer we must first determine if there is a genuine need for further and continuing education? And second, is there a knowledge gap that currently exists? The answer is Yes for both. Look at the typical experience of a sea-going engineer today before he comes ashore with a Class 1 license. Five years at sea? It could even be less. In 5 years, how many types of ships and main engines has he worked on? And, in his first job as a Ship Superintendent, would he be expected to manage all ships under his charge and advise the ships staff on upkeep, maintenance and also in emergency situations? How many times, as a young superintendent thrust into a decision-making position, has one wished for a magic-box where one could put all the variables in one end and the right decision will pop out from the other? What is needed is a decision-making tool that is precisely a knowledge portal on ship superintendency; one that can help to facilitate collaborative learning and to make informed judgments. SNAME/IMarEST/SMPE/ASNE Joint Meeting Page- 3 -

4 I hope, we now agree that a young superintendent would need constant upgrading on the technology front, as well as a great deal of hand-holding by the fleet manager. Next, are the communication and management skill requirements on land different from those at sea? Knowledge acquired at sea, while invaluable in understanding what the ship needs, may not be so useful in communicating with vendors. The concept of project management, budgeting, variance analysis and estimation has never been part of ship officers STW curricula. The challenge of human resource management (HRM) and the ability to understand the application of Information Technology (IT) in shipping business could really be daunting for someone fresh from sea, where the unity of command still rules. Defining and Setting the Standard So, we agree that further education and training will be necessary in upgrading the skill-set of an aspiring or a newly appointed ship superintendent before he would be competent in his current job scope. Since shipping is a global industry and many international regulations govern the industry, the nature of the ship management businesses will be similar. Thus, the skill-set for a ship manager could be mapped. This may provide a level of standardization from which a curriculum can be designed that may cover all the competencies required of a ship superintendent. The DNV standard for ship superintendents was drawn up by their global panel of experts based on such thinking. While we agree that there exists a knowledge gap and a need for upgrading training, there must be a corresponding system that is well recognized within the industry. DNV could very well play that role. Award of a Certificate is a professional recognition and the shipping industry is familiar with such competency measurement. Carrying a certificate makes the superintendent marketable in a global sense and perhaps goes beyond a simplistic listing of his work experience. The downside of such certification is the creation of yet another barrier of examination. There will be a possibility of failing such a competency test and thereby endangering ones reputation which is important since we all have ego and the ship superintendents is somewhat more inflated than other mortals. In my view, there is no escape from continuing education and training. Those that are not able or willing will have to be left behind. Senior Ship Managers will have to encourage this transition and discipline within their offices. They need to set up a system of staff development and training as a form of capability building process. Blending the Professional and Academic training Superintendent certification should be further enhanced to qualify for a full masters degree in operation and management of ships.that will address two aspects of the need: first, to cover the professional need of a ship superintendent and second, to recognize and develop ship SNAME/IMarEST/SMPE/ASNE Joint Meeting Page- 4 -

5 management education to a higher plane and bring it in line with management education available in other fields of business. In this way, we may be able to encourage more applied research within the maritime industry that may help the industry to modernize and be more productive. For the individual it will be a double booster - hang up a DNV certification on the wall while web-researching for a MS degree and for some, why not, even a PhD? Benefits A well laid career path after sea is certainly comforting to those who go to sea and would encourage young people to take up the maritime programs. The other important aspect of Ship Superintendent Certification would be to provide a bonafide route to recognition of those people who are working within the maritime industry but have originally come from a different discipline like mechanical engineering, electrical engineering or naval architecture. The training will help them get some compensation of the maritime knowledge which, by having not gone to sea has been lost to them. The Ship Superintendent Program will result in standardization of training and education of Ship Superintendents. The web-based training portal will act as a Decision Support System, and a means to share and exchange views in making informed decisions. The training portal will be of help to the ship-owners in their selection process and reduce the need for on-the-job training. Handling of routine jobs involving vendors and sub-contractors will be easier using the webbased approach. The superintendent can quickly clarify his doubts on technical issues and also remain acquainted with the latest methods of technology application. The availability and access to a live portal will boost his self-confidence. He can maintain his expertise level in par with others and exchange views through collaborative exchange process available on the web. Survey A recently conducted survey using the world-wide-web with respondants that are mainly Superintendents and ship officers reveals the following results. SNAME/IMarEST/SMPE/ASNE Joint Meeting Page- 5 -

6 Conclusion Mr. Efthimios Mitropoulos, the IMO secretary general spoke during the Maritime Cyprus conference in Limassol on Tuesday September 27, In a rallying call to delegates, he insisted: We need, of course, people with passion for the industry, determined to champion its cause: Visionary people, who can think ahead and act in good time for the good of shipping. Teledata strives to be with the leaders. The company brings its IT expertise together with maritime and education management knowledge to the table. It is step in the right direction where a flexible learning system will assist learning on demand and also when needed or just-in-time (JIT). This open approach to maritime education is progressive and perhaps something that is bound to change the way maritime education is delivered today. Finally, we are at the threshold of many changes and some of them will challenge our conventional wisdom; things that we are comfortable with and those that had worked for us before; but I encourage you to spot the winners and be with them to taste the change and experience the excitement of a techno-maritime chapter that is surely unfolding. I thank you. SNAME/IMarEST/SMPE/ASNE Joint Meeting Page- 6 -