HTW 8-3-1-Add.1 - Proyecto de Nuevo Curso Modelo Sobre La Gestión de Los Recursos de La Cámara de Máquinas (Secretaría)

S
SUBCOMITÉ DE FACTOR HUMANO, HTW 8/3/1/Add.1

FORMACIÓN Y GUARDIA 5 noviembre 2021
8º periodo de sesiones Original: INGLÉS
Punto 3 del orden del día Difusión al público antes del periodo de sesiones: ☒
VALIDACIÓN DE LOS CURSOS MODELO DE FORMACIÓN
Proyecto de nuevo curso modelo sobre la gestión de los recursos de la

cámara de máquinas
Nota de la Secretaría
RESUMEN
Sinopsis: En este documento figura el proyecto de nuevo curso

modelo sobre la gestión de los recursos de la cámara de
máquinas.
Principio estratégico, 1
si es aplicable:
Resultados: 1.3
Medidas que han de adoptarse: Véase el párrafo 2
Documentos conexos: HTW 8/3/1
Generalidades
1 En el anexo de este documento figura el proyecto de nuevo curso modelo sobre la

gestión de los recursos de la cámara de máquinas. al que se hace referencia en el documento
HTW 8/3/1.
Medidas cuya adopción se pide al Subcomité
2 Se invita al Subcomité a que examine el proyecto de nuevo curso modelo sobre la

gestión de los recursos de la cámara de máquinas, que figura en el anexo, junto con el informe
del Grupo de examen, que figura en el documento HTW 8/3/1, y a que adopte las medidas
que estime oportunas.
***
https://imocloud.sharepoint.com/MS/SWPU/HTW/8/HTW 8-3-1-Add.1.docx
HTW 8/3/1/Add.1
Annex, page 1
ANNEX
DRAFT REVISED MODEL COURSE ON ENGINE-ROOM RESOURCE MANAGEMENT
MODEL COURSE X.XX
ENGINE-ROOM RESOURCE
MANAGEMENT
2023 Edition
London, 2023
I:\HTW\8\HTW 8-3-1-Add.1.docx
HTW 8/3/1/Add.1
Annex, page 2
ACKNOWLEDGEMENTS
The International Maritime Organization (IMO) wishes to express its sincere appreciation to
the Republic of the Philippines for the valuable assistance and cooperation in the
development of this model course.
HTW 8/3/1/Add.1
Annex, page 3
FOREWORD
[To be inserted by the Secretariat]
K. Lim
Secretary-General
HTW 8/3/1/Add.1
Annex, page 4
Table of Contents
Introduction #
Part A: Course framework #
Part B: General outline #
Part C: Detailed outline #
Part D: Instructor manual #
Part E: Evaluation and assessment #
Appendix I: Non-technical skills assessment example #
Appendix II: Technical skills assessment example #
Appendix III: Assessment plan sample for Engine-room resource

management (ERM) #
Appendix IV: Equipment familiarization checklist in Engine-room #
Appendix V: Exercise plan #
Appendix VI: Guidance on the implementation of IMO model courses #
Appendix VII: Instructor feedback on model course #
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Annex, page 5
Introduction
◼ Purpose of the model course
The purpose of an IMO model course is to assist organizations that focus on maritime training
with the development and introduction of new training courses. This also includes the updating
and improvement of existing courses so that the quality and effectiveness of seafarers' training
may be consistent internationally.
It is not the intention of the model course program to present instructors with a rigid
"teaching package" which they are expected to "follow blindly". Nor is it the intention to
substitute audio-visual or "programmed" material for the instructor's presence. As in all training
endeavours, the knowledge, skills and dedication of the instructors are the key components in
the transfer of knowledge and skills to those being trained through IMO model course material.
Rather, this document should be used as a guide. Parties should modify this course to suit their
respective training programmes.
Because educational systems and the cultural backgrounds of trainees in maritime subjects
vary considerably throughout the world, the model course material has been designed to
identify the basic entry requirements and trainee target group for each course in universally
applicable terms, and to specify clearly the technical content and levels of knowledge and skill
necessary to meet the intent of IMO instruments.
In order to keep the training programme up to date in future, it is essential that users provide
feedback. New information will provide better training for persons involved in the assessment,
examination and/or certification of seafarers. Information, comments and suggestions should
be sent to the Head, Maritime Training and Human Element, IMO.
◼ Use of the model course
To use the model course effectively, instructors should review the general outline and detailed
outline, taking into account the information on the entry standards specified in course
framework. The actual level of knowledge and skills and prior technical education of the
trainees should be kept in mind during this review, and any areas within the detailed syllabus
which may cause difficulties because of differences between the actual trainee entry level and
the level assumed by the course developer should be identified. To compensate for such
differences, instructors may delete from the course, or reduce the emphasis on, items dealing
with knowledge or skills already attained by the trainees. Instructors should also identify any
academic knowledge, skills or technical training which the trainees may not have acquired.
By analysing the detailed syllabus and the academic knowledge required to allow training in
the technical area to proceed, instructors can develop an appropriate pre-entry course or,
alternatively, insert the elements of academic knowledge required to support the technical
training elements concerned at appropriate points within the technical course. Adjustment of
the course objectives, scope and content may also be necessary if in the national maritime
industry, the trainees completing the course are to undertake duties which may differ from the
objectives specified in the model course.
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Annex, page 6
◼ Lesson plans
Having adjusted the course content to suit the trainee intake and any revision of the course
objectives, instructors should draw up lesson plans based on the detailed outline (part C).
The detailed outline contains references or teaching material proposed for use in the course.
Where no adjustment to the learning objectives of the detailed outline has been found
necessary, the lesson plans may simply consist of the detailed outline with keywords or other
reminders added to assist instructors in the presentation of the material.
◼ Presentation
The presentation of concepts and methodologies should be repeated in various ways until
instructors are satisfied that the trainee has attained each specified learning objective.
The detailed outline (part C) is laid out in learning objective format and each objective specifies
what the trainee should be able to do as the learning outcome.
◼ Implementation
For the course to run smoothly and to be effective, considerable attention should be paid to the
availability and use of:
• properly qualified instructors;
• relevant support staff;
• teaching and other spaces;
• appropriate equipment and teaching aids;
• videos, multi-media presentations;
• textbooks, appropriate technical papers etc.; and
• other relevant reference material.
Thorough preparation is the key to successful implementation of the course. IMO has produced
Guidance on the implementation of IMO model courses, which deals with this aspect in greater
details and is included as an appendix to this course.
◼ Training and the STCW Convention
The standards of competence that have to be met by seafarers are defined in part A of the STCW
Code. This IMO model course addresses the competences and the training required to achieve the
standards for the knowledge, understanding and proficiencies (KUPs) set out in table A-III/1 and
relevant provisions in section A-VIII/2 of the STCW Code.
Part A provides the framework for the course with its aims and objectives and notes on the
suggested teaching facilities and equipment. A list of useful teaching aids, IMO references and
textbooks is also included.
Part B provides an outline of lectures, demonstrations and exercises for the course.
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Annex, page 7
Part C gives the detailed teaching syllabus. This is based on the theoretical and practical knowledge
specified in the STCW Code. It is written as a series of learning objectives, in other words what the
trainee is expected to be able to do as a result of the learning experience. Each of the objectives is
expanded to define a required performance of knowledge, understanding and proficiency.
IMO references, textbook references and suggested teaching aids are included to assist instructors
in designing lessons.
Part D gives guidance notes and additional explanations to instructors on the topics and learning
outcomes listed in part C. For the various topics, this part presents subject matter details, activities
and recommended presentation and assessment techniques.
Part E presents a generic guide on effective evaluation and assessment of trainees. Parts C and
D of this model course address the generic subject matter of part E in greater detail. Mandatory
provisions concerning Training and Assessment are given in section A-I/6 of the STCW Code that
covers: qualifications of instructors, facilitators, supervisors and assessors; in-service training;
assessment of competence; and training and assessment within an institution. Evaluation of
competence should be designed to consider the different methods of assessment.
◼ Responsibilities of Administrations
Administrations should ensure that the training courses delivered meet the standards of
competence required by the STCW Code.
◼ Validation
The guidance contained in this document has been validated by the Sub-Committee on Human
Element, Training and Watchkeeping for use by Administrations and training providers in
developing relevant training programmes for the effective implementation of uniform minimum
standards for training and certification of seafarers. Validation in this context means that the
Sub-Committee has found no grounds to object to the contents of this model course, but has not
granted its approval to the document, as the Sub-Committee does not consider any model course
to be an official interpretation of IMO Instruments.
HTW 8/3/1/Add.1
Annex, page 8
Part A: Course framework
◼ Aim
The overall aim of this model course is to meet the mandatory minimum standard of
competence for seafarers for the competence: Maintain a safe engineering watch, in particular
engine-room resource management in column 2 as specified in function of marine engineering
at the operational level in table A-III/1 of the STCW Code.
◼ Scope
This course is theoretical and practical including simulator exercises considering table A-III/1,
paragraph 8 of section A-VIII/2 and with the guidance regarding watchkeeping arrangements
in section B-VIII/2 of the STCW Code.
◼ Objective
The objective of this course is to provide trainees with guidance and information to gain
knowledge, understanding and proficiency (KUP) required to achieve the objectives of the
learning outcomes to demonstrate the standard of competence for all seafarers assigned
shipboard duties as set out in table A-III/1 and relevant part of section A-VIII/2 of the STCW
Code.
This course is designed to enable seafarers to demonstrate their competence to maintain a

safe engineering watch at the operational level, in particular their knowledge of engine-room
resource management principles, including:
.1 allocation, assignment and prioritization of resources;
.2 effective communication;
.3 assertiveness and leadership;
.4 obtaining and maintaining situational awareness; and
.5 consideration of team experience.
 Entry standards
Entry standards should be in accordance with the STCW Convention or other applicable IMO
instruments, where such requirements are specified. The trainee should have basic
background knowledge of engine-room machinery and understanding of the operation of the
machinery of a modern merchant ship. If such requirements are not specified, it is left to the
Administration to decide entry standards in accordance with national regulations and system
of education.
◼ Course certificate or document
On successful completion of the course and demonstration of competence, a document may

be issued to indicate that the holder has achieved the mandatory minimum standard of
competence in maintaining a safe engineering watch, and the necessary level of knowledge,
understanding and proficiency for engine-room resource management in particular, as set out
in table A-III/1 of the STCW Code. This may facilitate the issuance of a Certificate of
HTW 8/3/1/Add.1
Annex, page 9
Competency by the Administration confirming the holder has completed approved education
and training and met the standard of competence specified in section A-III/1 of the STCW
Code.
◼ Course intake limitation
The maximum number of trainees accepted for each course will depend on the availability of
adequate numbers of instructors, equipment and facilities available to conduct the training.
The maximum trainee/instructor ratio may be up to 24:1 for classroom lectures, briefings and
debriefings of exercises, and maximum of 4:1 for practical sessions and simulations. Teaching
staff should note that the ratios are suggestions only and should be adapted to suit individual
groups of trainees depending on their experience, ability, and equipment available.
◼ Staff requirements
Instructors, supervisors and assessors shall be qualified in the tasks for which training is being
conducted and have appropriate training in instruction techniques and training methods as
specified in STCW regulation I/6 and section A-I/6 of the STCW Code. Relevant IMO Model
Courses 6.09, 6.10 and 3.12 may be of assistance. It is left to the Administration to decide staff
requirements in accordance with their national regulations.
◼ Teaching facilities and equipment
For the theoretical part of the course, the lectures and demonstrations should be held in spaces
suitable for the class intake, and equipped with the relevant facilities including multimedia
equipment, for the delivery of the training through lectures, group exercises and discussions,
as appropriate.
In order to conduct effective practical exercises, a full mission engine-room simulator should
be made available to facilitate the achievement of the learning objectives for the KUPs in table
A-III/1 of the STCW Code. The simulator shall comply with the performance standards as
required by regulation I/12 of the STCW Convention and the relevant paragraphs of section
A-I/12 and guidance in section B-I/12 of the STCW Code.
◼ Teaching Aids (A)
A1 Instructor manual and its appendix – part D of this course

A2 Visual presentations
A3 Video, DVD or Blue Ray instructional presentations
A4 E-learning materials and Computer Based Training (CBT)
A5 Relevant case studies
◼ IMO References few
R1 International Convention on Standards of Training, Certification and

Watchkeeping for Seafarers (STCW), 1978
R2 International Convention for the Safety of Life at Sea (SOLAS), 1974
R3 Convention on the International Regulations for Preventing Collisions at Sea

(COLREG), 1972
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Annex, page 10
R4 International Safety Management (ISM) Code
R5 Guidelines for engine-room layout, design and arrangement (MSC/Circ.834)
R6 Principles of minimum safe manning (resolution A.1047(27))
R7 IMO Model Course 1.30 on Onboard Assessment
R8 IMO Model Course 1.39 on Leadership and Teamwork
R9 IMO Model Course 6.10 on Train the Simulator Trainer and Assessor
R10 IMO Model Course 2.07 Engine-room Simulator
R11 Guidelines on fatigue (MSC.1/Circ.1598)
◼ Bibliography (B)
B1 Flin, R. H. (1996). Sitting in the Hot Seat: Leaders and Teams for Critical Incident
Management. Chichester: Wiley. ISBN 978-0471957966
B2 Jeffery, R (2007) Leadership Throughout, The Nautical Institute

ISBN 978-1870077859
B3 MCA, (2010), The Human Eleme–t - A Guide to Human Behavior in the Shipping
Industry, UK. ISBN 978-0115531200
B4 Poole, T., & Springett, P. (2012). Understanding human behaviour in

emergencies. A manual for the cruise and ferry sector.
B5 The Maritime Human Resources Institute, Japan & Dr. David Gatfield.
Engine-room Resource Management (ERM). Warsash Maritime Academy. The
United Kingdom
B6 Lloyd's Register. The human element An Introduction. Available at:

https://www.he-
alert.org/filemanager/root/site_assets/standalone_article_pdfs_0605-
/he00740.pdf or ISBN 1-900839-31-8
B7 Lloyd's Register. The human element. Best practice for ship operators. Available
at:
https://www.he-
/human_element_-_best_practice_for_ship_operators_v1.0.pdf
B8 Squire D. The human element. The importance of effective communication.

Available at:
https://www.he-
/HE00615.pdf
HTW 8/3/1/Add.1
Annex, page 11
B9 Pomeroy R.V., Tomlinson C.M. A system approach to integrating the human

element into marine engineering systems. Human factors in ship design and
operation 27-29 September 2000. Available at: https://www.he-
alert.org/filemanager/root/site_assets/standalone_articles_not_linked_to_a_bull
etin/HE00125.pdf
B10 BA K.D. and Holford S. The development of resources management and

leadership behavioural markers for the Merchant Navy. Retrieved on 26 July 2019
from: https://www.warsashacademy.co.uk/news-events/resources/behavioural-
markers-research-katherine-devitt-simon-holford-
270710.pdf?fbclid=IwAR2iCPQWBQ2R6X356VKbkX3K_45tnETe9iUbZaz73kXc
iQ_Unr4mPp2TN_8
B11 Barnett, M., Gatfield, D. and Pekcan, C. (2003' 'A Research Agenda in Maritime
Crew Resource Managemen'.', Proceedings of the International Conference on
Team Resource Management in the 21st Century., pp. 1-22. Available at:
http://ssudl.solent.ac.uk/433/1/Embry-20Riddle-202003.pdf
B12 Flin, R., Martin, L., Goeters, K.-M., Hörmann, H.-J., Amalberti, R., Valot, C., &
Nijhuis, H. (2003). Development of the NOTECHS (non-technical skills) system
for assessing pilo's' CRM skills.
https://www.researchgate.net/publication/224989989_Development_of_the_NO
TECHS_non-technical_skills_System_for_Assessing_Pilo's'_CRM_Skills
B13 Flin, R., O'Connor, P., & Crichton, M. (2008). Safety at the sharp end: A guide to
non-technical skills. ISBN 978-0754646006
B14 International Chamber of Shipping (2020) Engine-room Procedures Guide. ISBN

978-1-9162322-2-8
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Annex, page 12
Part B: General Outline
◼ Timetable
This model course has been developed providing a recommended range in duration of 32 to
40 hours for lectures, demonstrations, laboratories, or simulator exercises and assessment.
No formal timetable is included in this model course.
Instructors must develop their own timetable depending on:
.1 the level of skills of trainees;
.2 the numbers to be trained;
.3 the number of instructors; and
.4 simulator facilities and equipment available,
and normal practices at the training establishment.
◼ Course outline
The course consists of workshops and simulator exercises. Instructors should develop
simulator exercises based on their own simulators in order to suit individual groups of trainees,
depending on their experience, ability, and equipment as well as the staff available for training.
Instructors should determine learning objectives based on engine-room accidents, near miss
reports, benchmarking notes and company's specific needs.
Engine-room simulator scenarios will be developed by instructors based on learning objectives.

Workshop content should also be addressed to these learning objectives. Familiarization
session should follow workshop and trainees should be familiar with engine-room simulator
and policy requirements. Engine-room operations for departure and arrival is to be assessed
for engine-room preparations and also observable behaviours of the engine-room team.
In execution stage the engine-room team will be assessed in terms of engine-room practices
and also attitudes and behaviours. At the final stage, debriefing is to be performed and
feedback from the trainees will be received for further development of course content and
implication.
The table below lists the topics for this course based on competences and the knowledge,
understanding and proficiency element (KUPs) for Engine-room resource management in
column 2, table A-III/1 under the function marine engineering at the operational level for the
competence "Maintain a safe engineering watch" of the STCW Code.
Course Outline
Course Introduction
1. Allocation, assignment and prioritization of resources
2. Effective communication
2.1 Principles of good communication
2.2 Challenge and response
2.3 Briefing and debriefing
2.4 Cultural awareness
3. Assertiveness and leadership
3.1 Authority and assertiveness
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Annex, page 13
Course Outline
3.2 Effective leadership
3.3 Engine-room management
3.4 Planning and coordination
3.5 Automation awareness
4. Obtaining and maintaining situational awareness
4.1 Situational awareness (First level, Second level, Third level)
4.2 Signs indicating loss of situational awareness
5. Consideration of team experience
5.1 Team experience and decision-making process
5.2 Workload management and delegation
6. Engine-Room Operations
Note: Care should be taken when indicating the range of duration for the model course taking
into account the entering candidate's knowledge and skills, the class size and the resources
available to each training provider to effectively conduct the course.
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Annex, page 14
Part C: Detailed outline
◼ Introduction
Part C correlates the knowledge, understanding and proficiencies defined in the STCW Code,
with the specific learning outcomes that the trainees should achieve. Each specific outcome is
presented as a topic or sub-topic as a learning objective reflecting the KUP in table A-III/1 and
relevant provisions in section A-VIII/2.
◼ Learning objectives
The detailed outline has been written in learning objective format in which the objective
describes what the trainee should perform to demonstrate that the specific knowledge and skill
have been transferred, and the desired competence has been achieved.
All objectives are understood to be prefixed by the words "The expected learning outcome is
that the trainee should be able to …"
◼ References and teaching aids
In order to assist instructors, references are shown against the learning objectives to indicate
IMO references and publications, textbooks, additional technical material and teaching aids,
which they may wish to use when preparing course material. The following notations and
abbreviation are used:
A Teaching aids
B Bibliography
R IMO references
T Textbook
IMO Teaching
Learning Outcome Bibliography
References Aid
Course introduction R1, R4, R5, B1, B5, B6, B7, A1, A2
R8, R9, R11 B8 A3, A4
.1 explain the education and training
requirements in section A-III/1 for officers in
charge of engineering watch pertaining to
knowledge and understanding on engine-
room resource management
.2 explain the expected outcomes of the training
course
.3 explain engine-room resource management
principles as provided in part 3, section A-
VIII/2 of the STCW Code
.4 explain the guidance on keeping an
engineering watch as provided in part 4-2,
section B-VIII/2 of the STCW Code
.5 explain the application of the provisions in the
Guidelines for engine-room layout, design and
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Annex, page 15
IMO Teaching
References Aid
arrangement (MSC/Circ.834) to engine-room
resource management
.6 explain the concept of engine-room resource
management (ERM)
.7 explain the principal causes of marine
casualties
.8 explain human error and factors contributing
to human error
1. Allocation, assignment and prioritization R1, R2, R3 B3, B4, B5, B6, A1, A2,
of resources B8, B10 A5
.1 identify the types of engine-room
resources to be managed
.2 explain the characteristics of each type of
engine-room resource to be managed
.3 explain the engine-room organization
.4 explain the factors to be considered in the
allocation, assignment and prioritization of
resources in the engine-room
.5 explain the task, duties and responsibilities
of engineer officers in allocating, assigning
and prioritizing the engine-room resources
.6 given a case, analyse the importance of
properly allocating, assigning and
prioritizing engine-room resources on board
ship
2. Effective communication R1, R2, R3, B5, B6, B7 A1, A2,

R6, R7 A3, A5
2.1 Principles of good communication
.1 define communication and explain the
different types of communication
.2 explain the elements of an effective
communication
.3 explain the methods used and the flow of
communication on board ship
.4 explain the importance of an effective
communication and sharing of information
on board and ashore
.5 given a case, analyse how maintaining
effective communication on board ship
contributes to safety of operations
2.2 Challenge and response
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Annex, page 16
IMO Teaching
References Aid
.1 explain that the chief engineer should set an

open communication style on the engine-
room that encourages challenge and
appropriate responses from the whole
engine-room team
.2 identify and discuss team member's own
concepts, challenge whenever limits are
exceeded or there is any doubt about the
situation in the engine-room compared to the
original concept
2.3 Briefing and debriefing

.1 explain the importance of briefing and
debriefing on various engine department
operations
.2 explain the points that need to be stressed
during briefing and debriefing
.3 explain establishing an open, interactive and
closed loop communication style during
briefing and de-briefing
.4 explain good communication and briefing in
taking over and accepting a watch
2.4 Cultural awareness

.1 define cultural diversity
.2 explain the cultural differences and
similarities
.3 demonstrate methods for dealing with
cultural differences
.4 describe special care needed in cross-cultural
communication on board
3. Assertiveness and leadership R1, R2, R3, B1, B2, B3, B4, A1, A2,
R8 B7 A3, A4,
A5
3.1 Authority and assertiveness
.1 define authority and assertiveness
.2 explain the formal and personal authority
.3 identify and explain team member's
assertiveness.
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Annex, page 17
IMO Teaching
References Aid
.4 explain the extent of assertiveness
acceptable on board ship
.5 explain the importance of maintaining
balance between authority and
assertiveness
.6 analyse possible reasons for extreme
situations such as too high authority, too low
assertiveness
.7 demonstrate the coordination of the chief
engineer on the various engine-room
activities so as to bring about an appropriate
balance between his authority and the
assertiveness of the engine-room team
members
3.2 Effective leadership

.1 describes the leadership qualities including:
self-awareness, situation awareness,
interpersonal skills, motivation, respect
.2 explain leadership characteristics, including:
assertiveness, decisiveness, applying
emotional intelligence
.3 use leadership techniques, including:
leading by example, setting expectations,
providing oversight, delegating
.4 identify effective leadership behaviours and
skills necessary to achieve joint task and
situational awareness
.5 identify the elements of teamwork including
characteristics and behaviour on board
.6 determine the desirable attributes/
characteristics as a leader based on a given
situation
3.3 Onboard management

.1 explain different management styles on
board for different conditions
.2 demonstrate how to respond to different
management styles
.3 explain a balance between performance-
oriented and people-oriented styles
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Annex, page 18
IMO Teaching
References Aid
.4 evaluate management style, within the
balanced range, as appropriate
.5 analyse the ability to work with managers of
different styles, so as to maintain safe
working conditions, without threatening the
command or leadership roles
.6 determine the actions taken by an engineer
given challenging duties
3.4 Planning and coordination

.1 identify the factors to be considered in
creating a work plan
.2 Create a work plan
.3 explain the contents of the work plan and
accomplish the necessary work permits with
the engine-room team members
.4 conduct risk assessment including control
measures to mitigate the risk identified.
.5 monitor the work plan to ensure if being
followed
.6 update the work plan, if necessary
.7 record the events and the completion of the
work plan
3.5 Automation and manual control awareness

.1 explain the difference between automatic
control and manual control methods
.2 enumerate the various intricacies in using
automatic control and manual control and
how each are managed.
.3 describe machinery plant operation
behaviour that warrants shift to manual
control
4. Obtaining and maintaining situational R1, R2, R3, B1, B2, B3, B4, A1, A2,
awareness R4, R6 B7, B9, B11, A5
B14
.1 describe situational awareness and factors
influencing situational awareness
.2 define stages of situational awareness
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Annex, page 19
IMO Teaching
References Aid
.3 explain first, second and third level of
situational awareness
.4 explain signs indicating loss of situational
awareness
.5 explain the dangers in losing situational
awareness
.6 explain the methods in obtaining and
maintaining situational awareness
.7 explain the importance of accurate
understanding of current and predicted
situations on board
.8 cite onboard operations where observance
of situational awareness in the engine
department is essential
.9 given a case, analyse the importance of
consistently obtaining and maintaining
situational awareness on board ship
5. Consideration of team experiences R1, R2, R3 B3, B5, B6, A1, A2,
B12, B13 A5
5.1 Team experience and decision-making
process
.1 identify differences between well and less
experience level of the crew
.2 explain the factors effecting decision-making
.3 explain the process in the decision-making
.4 explain the importance of considering crew
members' experiences in decision-making
process
.5 given a situation, demonstrate the process in
decision-making taking into consideration
the team experience.
5.2 Workload management and delegation

.1 describe the various unavoidable multi-
tasking operations on board especially in
port
.2 determine level of workload
.3 enumerate the various task where
prioritization is applied during multi-tasking
operations
.4 describe maintaining workload at a
reasonable level of activity
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Annex, page 20
IMO Teaching
References Aid
.5 explain the importance on why the engine-
room team members should support the
chief engineer in maintaining a reasonable
workload, especially if the engine-room
team member tends to deviate towards high
or low workload thinking
.6 describe the work delegated for each
engine-room team member
.7 demonstrate how to delegate work
effectively to overcome high workload and
low workload
.8 apply the delegation of work as a method for
training subordinates
6. Engine-room operations R1, R2, B1-B11 A1, A2
.1 explain the importance of adhering to the R4, R7,
standing orders in the engine-room R9, R10
operations
.2 explain the engine-room preparations
before entering and leaving ports
.3 explain the appropriate behaviours of the
engine-room team members during
engine-room operations
.4 in a given simulation exercise:
• apply the principles in engine-room
resource management in the
execution of engine watchkeeping
duties as provided in paragraph 8,
section A-VIII/2 of the STCW Code
• allocate, assign and prioritize
resources in the engine-room;
• apply effective communication in the
execution of the assigned task;
• apply assertiveness and leadership
principles;
• obtain and maintain situational
awareness for the safety execution
of the task; and
• observe team experience in the
planning and execution of the
assigned task.
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Part D: Instructor manual
 Introduction
The Instructor manual and its Guidance Notes provide a summary of the topics that are to be
presented. The manual provides information on teaching methodology and organization, and
the areas that are considered relevant and important to achieve the relevant learning outcomes.
Competence in maintaining a safe engineering watch is subject to combination of both technical

and soft skills. Engine-room resource management course focuses on human element and
importance of team building as soft skills are vital for application of technical skills on board.
The trainees should understand cultural difference and acquire effective communication in
order to build effective teamwork. Instructors should provide a friendly atmosphere, rather than
one-way lecture, to discuss these issues with trainees and allow to debate over effective
resource management and team building. The attitudes and behaviours of the seafarers are
strongly correlated with national, professional and organizational culture. Instructors should
develop the teaching strategy and prepare relevant lesson plans for the delivery of each topic
of the course according to specification of the trainee group.
Part D of this model course provides further guidance notes, considering table A-III/1 and part 3
of section A-VIII/2 of the STCW Code that states engine-room resource management
principles.
 Lectures
Engine-room resource management course should provide opportunity for trainees to discuss
over topics. Using Computer Based Training material facilitates relevant discussion, and
trainees can discuss about the content that is not directly given by the instructors.
Productive debate climate does not only depend on the instructor but also physical condition
of the teaching space. Instructors should not stand in front of the board and give lecture, rather,
should be sitting with trainees and allow them to look at each other's face, offer friendly
atmosphere to encourage trainees to speak out.
Trainees' profile is another criterion for effective engine-room resource management course.
Homogeneous distribution of the ranks provides more effective discussion environment. On the
contrary, only senior officers or only junior officer group is not provocative and leads to poor
debate climate. Instructors should ensure that all trainees are free to express themselves.
The instructors should support or challenge discussion by relevant case studies in the literature.
The course content should include engine-room operations that review standing orders,
preparation during departure and arrival, familiarization and appropriate behaviours of the team
members. Planning and carrying out an engine-room watch in normal and emergency
situations are other topics that should be stressed before simulator exercise. Related
presentations, diagrams and graphs should be presented.
Engine resource management course is followed by simulator exercises. It is quite essential

not to miss the specific purpose of the exercises, and instructors should allow trainees to
perform simulations with awareness on what they are doing. For this reason, the instructors
should present their briefing and debriefing in a specific manner of describing tasks to be done
during their performance of the simulation.
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 Guidance notes
I- Determining learning objectives
STCW requirements are the main source for determining learning outcomes as indicated in
table A-III/1. Instructors could enrich the content with marine safety investigation reports,
Casualty Investigation Code and other relevant IMO instruments, the latest technological
developments and best practices of the industry.
II - Development of Simulator Scenarios
Basis on learning objectives, simulator exercises are to be developed by instructors. Scenarios

to be performed should be set up considering matching of simulator facilities and functions and
prerequisites of target group of trainees. Scope, complexity and reality of the tasks vary
according to the simulator facilities and functions, and the target group.
Publications, engine-room checklists and engine-room manuals should be used as scenario

development material. Scenarios should contain abnormalities in the machineries such as
exhaust high temperature, main engine lube-oil low pressure, jacket cooling high temperature
and boiler low water level; and emergencies situation such as power failure, steering failure
and fire in the engine-room.
Validity of simulator exercises
The series of tasks and the individual task can be a training programme and various
combinations should be set up to address a training need and units of training programme
should be examined in terms of unambiguity of learning/training objectives, international and
national regulations and recommendations concerned, and duplication with other training
programmes, in order to ensure validity of the simulator training exercises.
The learning/training objective should be clearly specified with training outcomes at this stage
and related to the competencies and requirements.
III - Workshops
Non-technical skills session should be given in a workshop rather than a teaching classroom.
CBT modules are reflected in course content and provide a framework and instructor
encourages discussion through asking questions, and allowing trainees to review their own
attitudes and behaviours as well as other trainees. Some key points for non-technical skills are
pointed out as guidance to instructors.
Course Introduction
Engine-room Resource Management (ERM)
Engine-room resource management's main focus is on human element which is vital to

increase safety on board. ERM is developed for engine officers and aims to reduce human
errors by gaining soft skills in workshops and practicing in simulator atmosphere. By the end
of this course, engine-room team members should gain awareness of soft skills, how to use
them in normal and emergency conditions, and to set good working environment which leads
to increase safety standards of onboard operations and minimize the human error.
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Rationale of ERM should be discussed with fundamentals of human characteristics. Individuals

have different characteristics that are affected by various sources such as culture, gender,
socialization, and inherited genetics which create personality. Emotional thoughts and
behavioural patterns of individuals are consistent over a time period and it has been defined
as personality. Individuals working on board have different personalities, behaviours and skills.
Attitude is defined as a person's positive, negative or neutral view of an ''attitude object" such
as another person, object or event. However, according to functionalist theory, attitudes may
change over the time due to age or environmental conditions. Motivation is defined as
physiological process which impels the members of the team to give their loyalty to the group,
to carry out the task and to have accepted to play important part in the task that the group is
performing. Attitude and motivation are central to an individual's behaviour. A person's
behaviour and beliefs or new information opposed to their beliefs may be in conflict and this
situation may cause discomfort at feelings. This is defined as Cognitive Dissonance in
physiology. Change is difficult to accept in any case, resistance to change continues and will
prevail unless logical reasons propose advantages over the current situation. However, change
in attitudes and behaviour is possible by training. Safety and risk management perception also
could be increased by training. However, determining risk acceptance differs according to
culture, gender or age.
Cognitive bias is a phenomenon that affects decision-making process and judgements by some
forms of bias that people make. Twelve general biases are defined in literature as confirmation
bias, in-group bias, expectation bias, post-purchase bias, neglecting bias, observational
selecting bias, status quo bias, negativity bias, bandwagon effect, projection bias, current
moment bias, anchoring effect. Instructor should identify potential biases which are crucial for
decision-making process as well as safety understanding and risk management strategies on
board.
1 Allocation, assignment and prioritization of resources
Instructors should review engine-room operations on board and stress on human error at
marine casualties. The root causes of accidents should be discussed. Various types of human
errors such as inadequate leadership, failure to prioritize resources, inadequate follow-up,
failure to use all available resources, improper communication and personnel conflict should
be described and cases in the literature should be explained. Different sources on the
engine-room team members, engine-room equipment and office technical superintendent
support, should be introduced to trainees. It should be pointed out that there is a prioritization
between these resources. The optimum allocation and prioritization of these resources are very
important for the successful engine-room resource management.
2 Effective communication
Communication is a process through which information, thoughts and feelings are exchanged
in a clear manner. Verbal, non-verbal and other means of communication should be defined.
In particular, gestures, body language, voice intonation or uniforms that are worn on board
should be discussed. Instructors should point out the principles of the good communication
such as setting the climate, being interactive and always using closed loop communication,
and trainees should be aware that communication involves two parties, sender and receiver.
As a part of good communication practices on board, challenges and responses should be

defined. Importance of challenges and responses environment for safety of the ship should be
stressed. Discuss about how to establish open communication style on board to encourages
challenge and response. Instructors should emphasize that team members should not avoid
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challenge when there is any doubt and recognize that the whole team is involved in challenge
and response.
The briefings are important part of onboard communication as they establish team spirit and
commitment for work. Open and interactive communication should be established. Engine-room
team should be well aware of the task, duties and possible difficulties to be encountered.
The debriefings should cover negative and positive points of the task. Instructors should stress
that this is not a phase to blame individuals, rather, to provide positive learning experience and
provide future improvements in early detection and correction of errors.
Multicultural seafarers on board have become common nature for maritime industry today.
Miscommunication or conflicts could easily arise due to cultural differences. While observable
differences such as dressing, language, appearance are easy to recognize, on the other hand,
the beliefs, learning methods and values are not observable. Understanding others, respect or
empathy is the key for successful communication. Instructors should state different cultural
dynamics such as: group or individual, power distance, uncertainty avoidance, feminine or
masculine and short-term or long-term strategy.
3 Assertiveness and leadership
3.1. Authority and assertiveness
Assertiveness comes along with experience, skills, background and personality. Instructors
should define assertiveness and discuss authority and assertiveness in balance. Different
levels of authority and assertiveness should be compared for extreme situations. The dangers
of the extreme combinations such as low authority/low assertiveness or high authority/high
assertiveness should be debated by trainees. The team member's assertiveness is critical
against leadership styles. Depending on the situation, team members should change
assertiveness level to reach optimum relation on board. The team members should balance if
the level of the team leader's authority is so low that it might threaten the safety of the
engine-room operations. In this case, the team should increase the level of assertiveness to
get essential tasks done and essential decisions made.
3.2. Effective leadership
Leadership is an essential skill for onboard activities. Building a team, performing works and
achieving tasks are highly correlated with positive leadership skills. A good leader influences
others to accomplish a mission, task, or objective and directs the organization in a way that
makes it more cohesive and coherent. Effective leadership behaviours should be identified.
Leadership techniques need to be discussed by trainees, including: leading by example, setting
expectations, providing oversight, delegating.
Different types of emergencies should be stated. Leader should demonstrate the ability to solve
problems and identify the situations. If the team leader cannot handle the situation, team
member could take the situation diplomatically. Responsibility and confidence should be in
place anytime for a leader. Instructors should encourage to discuss the leadership in
approaching a problem, leadership type on board and single authority perception.
After an event that causes crisis, the situation should be handled carefully to relieve tension.
This is called defusing. Gathering crew, running meeting, assessing individuals that need
assistance and normal reactions after abnormal situations should be discussed.
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3.3. Onboard management
Different management styles are to be defined. It could be classified at four different roles: (1)
high task/low relationship behaviour, (2) high task/high relationship behaviour, (3) high
relationship/low task behaviour, and (4) low relationship/low task behaviour. Instructors should
explain different styles based on behaviours that can be observed. Reactions against challenge
and response, implying effective briefing and debriefing, short term strategy acceptances give
clear idea regarding management style. Switching between the different management styles is
necessary depending on the situation encountered. While high task/low relationship is more
concerned about performance, high relationship/low task behaviour styles are more focused
on people. The ideal manager should be able to balance both sides with good communication
skills, accepting challenges and using short term strategies. Management styles, their
characteristics and how to respond these styles should be discussed by trainees. Readiness
of followers should be highlighted in four forms: (1) able and willing, (2) able but unwilling or
insecure, (3) unable but willing or confident, (4) unable and unwilling.
3.4. Planning and coordination
Creating plans is essential to deal with expected or unexpected situations on board.

The problem should be identified first by using all available resources. Making time is important
to build plans. Priorities should be defined within this period. The team leader should ask for
suggestions and plans should be compared in order to reach the optimum plan and to prevent
any missing points. All team members should understand the problem and their understanding
of the plan should be checked. Coordination of the team members and monitoring are key
factors to achieve the goals. The plan should be changed if deemed necessary. During the
workshop, the use of all available sources should be discussed, as well as how to get team
members involved in the problem; their contribution and motivation should be emphasized.
Assertiveness of team members, their attitudes and leadership skills are key factors for
effective planning and coordination.
3.5. Automation and manual control awareness
Engine-room is highly equipped with electrical/electronic equipment that are significant

resources for maintaining a safe engineering watch. However, dependency to automation could
lead to danger. Hence, manual control awareness should also be highlighted by the instructor.
Team members should be capable of handling automatic and manual controls in the
engine-room. Basic principles of engine-room resource management should be implemented
between human being and engine-room equipment and machinery. Communication inputs,
challenge and response, setting alarm limits, acknowledging alarms, data ranges or review
intervals should be considered. Team members should be familiar with automation and
changing over to manual control, where required. The instructor should ask questions to
discuss automation dependency on board.
4 Obtaining and maintaining situational awareness
Situational awareness is described as being aware of what is happening around and

understanding what that information means now and in the future. 't's the core of engine-room
resource management.
Three levels of situational awareness should be described by the instructor. The first stage is
perception of the relevant elements in environment. Detailed attention needs to be paid during
watchkeeping as seafarers on board are in a dynamic situation. Distractions, or missing some
information, potentially will lead to errors. The second stage is understanding and creating the
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mental model during the evaluation process. Collected data are processed and interpreted at
this level. Overloaded data, experience limitations or stress could lead to error at this stage.
The third level is perception and comprehension of the current situation to anticipate what will
happen in the near future. The instructor should give examples for situational awareness such
as engine-room machinery malfunction or sudden multitasking situations.
Signs of indicating the loss of situational awareness such as ambiguity, distraction, failure to
follow a plan, violating rules need to be discussed with trainees during session.
5 Consideration of team experience
5.1. Team experience and decision-making process
Team experience level is critical for the workload management and safe engineering watch.
Team leader should take into account experience level of the members, their background
capabilities and fatigue factors.
Planning and coordination should be started with identifying the problem. The following step is
to build the plan while considering time, available resources and setting priorities. The plan
should be checked, and the leader should be open for suggestions to improve the plan.
A briefing session is to take place to confirm understanding and to gain commitment.
Failures need to be corrected by proper monitoring.
Engine-room resource management practices aim to improve decision accuracy along with
skills, technical knowledge and experience. The factors affecting decision-making process
should be stated. Some human factors such as uncertainty due to lack of information or
knowledge, lack of time, complexity of the situation, stress due to risk and personality have
significant effects on judgment and decision-making.
Quality of information and accuracy are the key points for good judgement and
decision-making. Information should be cross-checked from other sources. Experience is
another point to evaluate accuracy of information.
Inaccurate or lack of information negatively affects decisions. Team members should take part
in decision-making process.
Multiple responses should be generated for a problem. The risk and benefits of different options
should be assessed. External advice should be taken into consideration and decision should
be implemented in a timely manner. Quality of the decision should be reviewed and outcome
to be compared with the plan.
Argument for effective decision, detecting error chain should be discussed by trainees.
Instructors should open a discussion for short-term planning strategy and exemplify hidden
pressure over decision-making process.
5.2. Workload management and delegation
Workload on board is to be balanced in order to ensure a safe and effective task completion in
the engine-room. Recognizing level of the workload is the first step for the workload
management. Overload situation is observed with frustration, tension, bad temper, errors or
stopping to listen to the others. Delegation of authority is crucial to handle overload or
underload situation. Personality, motivation, experience, tiredness factor need to be considered
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for delegation. Pre-planning is the first stage of the delegation. Work to be done and available
resources need to be organized.
Instructors should provoke the trainees with questions that encourage them to discuss good
and bad examples of delegation. How the team members and leader react to anticipation,
planning, setting priorities and maintain reasonable workload stages need to be stressed.
6 Engine-room operations
It is to be emphasized that every new Chief Engineer on board should document his own
standing orders for the engine department. For the smooth and orderly operation of all the
engine-room machinery and equipment, all engine-room staff are supposed to read,
understand, and affix their signature and date on this document. This document should also
indicate, among others, the duties and responsibilities of each staff in the engine-room as well
as how they should behave in the performance of their task.
This document is to be displayed in a conspicuous area in the engine-room or engine control

room where the staff usually meet daily during toolbox meeting. It is a requirement to have this
document as per Safety Management System manual and is also being checked by various
third parties, such as, Port State Control and Vetting inspectors.
Forming part of the Chief engineer's standing order are the Night Order Book and the Table of
Shipboard Working Arrangements. Instructor must briefly discuss its contents and purpose.
The Night Order Book should be maintained by Chief engineer and his instructions for night
watch officers are written in this book. All engineer officers and trainee engineer officers have
to read and acknowledge the order written by the chief engineer.
The Table of Shipboard Working Arrangements for Engine department should show the record
of seafarers' hours of work or hours of rest as required by the Seafarers' Hours of Work and
the Manning of Ships Convention, 1996 (No. 180). It also takes into account the provisions on
establishment of rest periods for watchkeeping personnel contained in the International
Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, as
amended.
Ships are required that watch schedules be posted where they are easily accessible.
Instructors should show a sample of a Chief Engineer's Standing Order, Chief Engineer's Night
Order Book and Table of Shipboard Working Arrangement.
Only a marine engineer would know the importance of correct procedures that are to be
followed for starting and stopping engine-room machinery. Making a minor mistake or missing
a major step can bring a ship and its operations at an unexpected stand-still.
Checklists, procedure manuals, and company's suggestions are some of the many things a
ship's engineer has to keep in mind while handling ship's machinery.
Needless to say, there are high chances of missing a step or making a silly error. If you are a
marine engineer, you would be well aware of such situations, especially on newly joined ships.
The instructor should discuss the preparations before departure and arrival (pre- and post-) in
ports including the behaviour of each engine-room team members involve in the operation.
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Engineers should know about how ship's engines are prepared before sailing. For a smoother
departure, it is necessary to follow the guidelines as required by the company, written in a so
called "Departure Checklist".
There is a general/standard procedure, yet important things that an engineer have to do in

order to prepare the engine-room for departure. Below is a sample procedure which is not
exhaustive for a particular type of vessel, and there are also things that need to be considered
as per ship specific:
• Calling the duty engineer by the duty deck officer for 1 hour before sailing
• Soundings of various necessary tanks, such as LO sump tanks and FW expansion

tanks
• Starting of additional generator engine, if this is not started yet
• Starting of necessary pumps for circulation and heating the engines
• Turning of ME by turning gear and cylinder liner lubrication
• Charging of main air bottles and control air bottles and draining of water
• Communication check such as telephone exchange, sound-powered telephone and

walkie-talkies
• Bridge-ER telegraph test
• Steering gear test
• ME blow-thru with air
• ME fuel oil service and settling tanks draining
• Testing of ME for ahead and astern running
• Notice to the bridge that the engines are ready for departure
• Recording of various flowmeters at full away
Engineers should know how they should be getting the engine-room ready for the arrival in
Port. Every ship has a checklist, which is used by the duty engineer to prepare the engine for
arrival. But there are also certain things that need to be identified and done which are not in
the checklist. The whole idea is that, to follow the checklist by heart, with some more things to
consider as per experience.
The duty engineer officer will be called by the duty deck officer, just before pilot time, or at least
1 hour before, also called "1-hour notice" before pilot comes on board. The length of stay in
the engine-room will depend on the duration of manoeuvring. If it is in the working hours like 8
a.m. to 5 p.m., then there will be others to assist. But when this happens outside the working
hours, then the duty engineer and the chief engineer will only be there.
There are two things to focus here; pre-arrival and post-arrival.
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Pre-arrival preparations
• Quick rounds in the engine-room suggested
• Communication check such as telephone exchange, sound-powered telephone and

walkie-talkies
• Testing of the steering gear and bridge/engine-room telegraph
• Main and control air bottles fully charged
• All main air compressors ready for operation as lots of air required for manoeuvring
• Starting of additional generator engine, if this is not started yet
• Power and air on deck to be given when asked by the duty deck officer
• Calling of senior engineer to engine-room
• Preparation of oil fired boiler as exhaust gas boiler will no longer be of service
• Stopping of Fresh Water Generator (FWG)
• Recording of various flowmeters when standby order is given by the bridge
• Constant round of support personnel in the engine-room until Finished With Engine
(FWE)
• Recording of various flowmeters at Few
• Securing of the overboard discharge valves which are not required.
Post-arrival preparations (alongside or anchorage)
• Keeping Main Engine (ME) jacket sufficiently heated in case of need for any immediate
movement
• Securing and draining of ME starting air system
• ME indicator cocks opening
• Stopping of extra generator engine if not required
• Turning of ME plus lubrication of cylinder liners
• Secure ME and other equipment which are not required
Instructors should show a sample of a Departure and Arrival checklist and explain its contents.
During engine-room operation, the engine-room team members must be ready in any
eventualities especially during emergencies/abnormal conditions, taking into consideration the
appropriate behaviours and actions.
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The instructor should discuss first the importance of safety familiarization for new engineer
joining a ship. He/she must be familiarized with various equipment/pipelines of various systems
in the engine-room. All the equipment/systems has safety hazards if not operated in the right
sequence.
Familiarization should also include the Life Saving Appliances (LSA) and Fire Fighting
Appliances (FFA) as well as other safety equipment, environmental protection equipment,
station bill and emergency station, location of various equipment and machinery, pipelines, and
valves of various systems in the engine-room, systems/processes which are under automatic
control and manual control.
In the conduct of ERM simulation exercises, the engine-room simulator could be used to help
trainees in the familiarization of various system pipelines/valves set up and location of
machinery in an engine-room. Also, various operation of engine controls must follow the correct
sequences before starting any machinery or equipment.
The effective familiarization conducted by instructor will allow the trainees to gain its benefits
and advantages such as a) making a safe and more effective contribution to the operation of
the ship, b) gaining of knowledge in identifying basic problem and troubleshooting, c) following
correct procedures for operating various valves and pumps in various systems, d) building of
confidence in operating various equipment and machinery in the engine-room, e) effective
watchkeeping duties when on board ship, and f) understanding the requirements of MARPOL
regulations.
The sample familiarization checklist was provided as an Appendix IV, however the instructor
may enhance the checklist depending on the type of engine-room simulator to be used.
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Part E: Evaluation and assessment
◼ Introduction
The effectiveness of any evaluation depends to a great extent on the precise description of
what is to be evaluated. Generally, in order to select the proper assessment methods and
measures, the instructor should first be aware of the expected learning outcomes in terms of
the scope of knowledge, understanding and proficiency required. Thus, to assist the instructors,
the detailed teaching syllabus uses descriptive verbs for the specific learning outcomes, mostly
taken from the widely used revised Bloom's taxonomy. These learning outcomes provide a
sound basis for the construction of suitable tests for evaluating trainee progress.
Evaluation/assessment is a way of finding out if learning has taken place. It enables the
assessor (instructors) to ascertain if the trainee has gained the required skills and knowledge
needed at a given point in to demonstrate effectively their competence to perform the tasks set
out.
Evaluation/assessment can also be used to:
.1 assist trainee learning;
.2 identify trainees' strengths and weaknesses;
.3 assess the effectiveness of a particular instructional strategy;
.4 assess and improve the effectiveness of curriculum programmes; and
.5 assess and improve teaching effectiveness.
◼ Assessment
In assessing the achievement of competence, assessors should be guided by the criteria for
evaluating competence in column 4 of tables A-III/1 of the STCW Code and the learning
outcomes in the Detailed outline.
The purpose of evaluation and assessment is to:
- assist trainees' learning;
- identify trainees' strengths and weaknesses;
- assess the effectiveness of an instructional strategy;
- assess and improve the effectiveness of curriculum programmes; and
- assess and improve teaching effectiveness.
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The different types of evaluation/assessment can be classified as:
Initial/diagnostic assessment
Diagnostic assessment is an evaluation of a trainee's skills, knowledge, strength and areas for
development. This should take place before trainees commence a course to ensure they are
on the right path. Depending on the available resources in the training institution, this
assessment could be conducted individually and/or collectively.
Formative assessment
Formative assessment is an integral part of the teaching/learning process and hence is a

"continuous" assessment. It provides information on trainee's progress and may also be used
to encourage and motivate them.
Formative assessment is a basic assessment skill that should be mastered by course

instructors. The proper use of this form of assessment, not only gives instructors a clear view
of the impact of their own teaching as well as the need to possibly adapt their teaching
methods, it also provides feedback to course trainees, motivating them and serving as a
continuous basis for identifying their own strengths and weaknesses and helping them
develop self-awareness.
Summative assessment
It is designed to measure trainee's achievements against defined objectives and performance

targets. It may take the form of an exam or an assignment and takes place at the end of a
course.
The purpose of summative assessment is, among others, to assess if trainees are competent
or not yet competent, and to grade trainees.
◼ Evaluation for quality assurance
Evaluation of the assessment process would be required for quality assurance purposes for
compliance with the requirements of the STCW regulation I/8.
The purpose of assessment with respect to quality assurance is to:
- provide feedback to instructors on trainee's learning;
- evaluate a module's strengths and weaknesses; and
- improve teaching.
◼ Assessment planning
Assessment planning should be specific, measurable, achievable, realistic and time-bound

(SMART). Some methods of assessment that could be used depending upon the
course/qualification are as follows and should all be adapted to suit individual needs:
- observation (e.g. in oral examinations, simulation exercises, practical

demonstrations)
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- written assessments (objective tests, essays, etc.)
- assignments, activities, projects, tasks and/or case studies
- simulations (also refer to section A-I/12 of the STCW Code)
- computer-based tests
◼ Validity
The evaluation methods should be based on clearly defined objectives and should truly
represent what is meant to be assessed, for example the relevant criteria and the specific
learning outcomes of the course. There should be a reasonable balance between the subject
topics involved and also in the testing of a trainee's knowledge, understanding and proficiency
of the concepts.
◼ Reliability
Assessments should be reliable. In other words, if the assessment was done again with a
similar group/trainee, the assessor would receive similar results. The same subject may have
to be delivered to different groups of trainees at different times. If other assessors are also
assessing the same course/qualification, it is to be ensured that all assessors make similar
decisions.
To be reliable, an evaluation procedure should produce reasonably consistent results, no

matter which set of papers or version of the test is being used.
If the instructors are going to assess their own trainees, they need to know what they are to
assess and then decide how to do this. The "what" will come from the standards/learning
outcomes of the course/qualification they will deliver. The "how" may already be decided for
them if it is an assignment, test or examination.
Instructors need to consider the best way to assess the skills, knowledge and attitudes of their
trainees, whether this is formative and/or summative, as well as how the assessment ensures
validity and reliability. All assessments should be valid, authentic, current, sufficient and reliable
(VACSR), where:
- Valid: the assessment is relevant to the standards/criteria being assessed;
- Authentic: the assessment result has been produced solely by the trainee;
- Current: the assessment is still relevant at the time it is taken;
- Sufficient: the assessment covers all of the relevant scope of standards/criteria;

and
- Reliable: the assessment is consistent across all trainees, over time and at the
required level.
It is important to note that no single method can satisfactorily measure knowledge and skill
over the entire range of matters to be tested for the assessment of competence. Care should
therefore be taken to select the method most appropriate to the particular aspect of
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competence to be tested, bearing in mind the need to frame questions such that they relate as
realistically as possible to the intended learning outcomes.
1978 STCW Convention
The training and assessment of seafarers, as required under the STCW Convention, are
administered, supervised and monitored in accordance with the provisions of section A-I/6 of
the STCW Code. Mandatory provisions concerning training and assessment are given in
section A-I/6 of the STCW Code that covers: qualifications of instructors, supervisors and
assessors; in-service training; assessment of competence; training and assessment within an
institution.
Column 3 (methods for demonstrating competence) and column 4 (criteria for evaluating
competence) of the competence tables of the STCW Code set out the methods and criteria for
evaluation of trainees with respect to the competence standards set by the Convention.
Instructors should refer to these tables when designing assessments. It should be noted that
column 3 distinguishes where/how competence can be evaluated by examination, by
demonstration and in many cases has requirements for both. The reason for this is that while
knowledge and understanding can generally be assessed with some validity using
examinations, actual or simulated demonstrations are a far more valid method for evaluating
proficiency. Assessment is covered in more detail in IMO model course 1.30 on Onboard
assessment and 3.12 on Assessment, examination and certification of seafarers.
When the evaluation consists of oral and practical tests, the following should be taken into
consideration.
◼ Advantages and disadvantages of oral and practical tests
Some aspects of competency can only be properly judged by having candidates demonstrate
their ability to perform specific tasks in a safe and efficient manner. The safety of the ship and
the protection of the marine environment are heavily dependent on the human element.
In general, all proficiencies require a practical demonstration, which in some cases can be
performed either within training or in service. It is important that any practical testing used to
evaluate competence is valid. This means that where this is to be conducted during a training
course, the assessor needs to create an environment that has the key features of the work
environment on ship present.
The advantage of an oral/practical test is that this checks the performance of the trainee in a
distinct and interactive way. In this respect, the ability of candidates to react in an organized,
systematic and prudent way can be more easily and reliably judged through an oral/practical
test.
One disadvantage of oral/practical tests is that they can be time-consuming and require
expensive equipment and facilities. Equipment should also be available in accordance with the
knowledge, understanding and abilities/proficiencies that are to be tested.
■ Static and dynamic assessments
Two steps of assessments are recommended for engine-room resource management course,
the Static and the Dynamic.
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Annex, page 35
The assessments consist of both non-technical and technical skills on engine-room

preparations and execution of plan in the arrival at ECA-SOx area using engine-room
simulator. Both static and dynamic assessment technics should be used.
The static assessment should be conducted through arrival meeting with the engine-room
team member prior ECA-SOx area. The template of assessment asks questions that are to
be responded as yes or no, with any additional reporting if necessary.
The dynamic assessment should be conducted for the necessary engine-room preparations
and operations before arrival at ECA-SOx area. It should be carried out during simulator
exercise in order to review engine-room practices for both technical and non-technical skills.
Assessment form should be prepared in detail in order to assess learning outcomes of the
course. The assessor should evaluate behaviours or practices as positive and negative within
three different scales: unsatisfactory, needs improvement, meets expectations (see Appendix I).
Assessment criteria are summarized in the below table.
Assessment Criteria
Meets expectations Demonstrates this competency at a level appropriate for the
(consistently meets position. Meets and sometimes exceeds expected results. Is
expectations; meets all reliably and consistently successful. May be viewed as a role
and often exceeds model or mentor and helps others develop this competency.
expectations)
Needs improvement Needs further development, guidance or evaluation to

(sometimes meets consistently demonstrate this competency at a level
expectations) appropriate for the position. Needs to strengthen this
competency to achieve results. Does not always learn from
feedback, coaching or training.
Unsatisfactory Regularly fails to achieve results. Regularly demonstrates
(does not meet behaviours inconsistent with this competency. Does not
expectations) follow through on feedback, coaching or training.
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Annex, page 36
Appendix I
Non-technical skills assessment example
improvement
expectations
Unsatisfact
Category Element Examples of positive and negative behaviours
Needs
Meets
N/A
ory
POSITIVE: polite and friendly, inviting comments, positive comments,
coaching, flexible but firm, listening without interrupting, promotes/uses
1. Team building and maintaining interactive briefings/debriefings.
NEGATIVE: physical violence/rudeness/bad language, raising voice
aggressively, ignoring inputs, making negative criticism or sarcasm,
inappropriate silence, improper behaviour to shipping traditions and moral.
POSITIVE: showing interest, respect and/or empathy, tolerance of
religious/political differences, awareness of physical/mental state of others,
A - Teamwork
using language common to all crew members, asking appropriate questions,

2. Consideration of others
tolerant of weakness.
NEGATIVE: unaware of differences between self and others, dismissive
gestures, forcing opinions, ignoring others' problem/stress/fatigue, displaying
lack of concern, egotistical behaviour, speaking too softly or too loudly.
POSITIVE: providing backup in demanding situation, showing genuine interest,
providing practical assistance, offering solutions to problems, giving individual
3. Supporting others counselling/advice, praising when appropriate.
NEGATIVE: acting impatiently/hurrying or rushing others, not fulfilling promises,
withholding information/support, undermining/belittling others.
POSITIVE: ability to de-escalate conflict/compromise/give space, being good
4. Conflict solving listener, ability to define/solve problems without emotion, makes decisions
impartially/admits own errors, keeping calm and collected, agreeing to
disagree.
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Annex, page 37
improvement
expectations
Unsatisfact
Needs
Meets
N/A
ory
NEGATIVE: taking sides, using abusive language/physical violence, displaying
bias and/or prejudice.
POSITIVE: supporting and ensuring task completion, intervening/taking

initiative when necessary, changing style as situation requires, appropriate
1. Use of authority and assertiveness and intervention.
assertiveness
B - Leadership and Managerial Skills
NEGATIVE: destructive criticism, self-contradicting and/or inconsistent, being

too nice, prompting too much or too little, showing lack of self-confidence.
POSITIVE: following company procedures/correct use of checklist,
promoting/ensuring compliance with procedures, appropriate cross-checking
and supervision, positive call-out/correction of deviation, communicating
2. Maintaining standards
procedure deviation when required.
NEGATIVE: operating with a casual attitude, over-reliance/overconfidence in
others, making/allowing deliberate deviation, failing to correct deviations.
POSITIVE: interactive briefing/discussion of salient points, clear statement of
intentions and goals, making full use of all available resources and data,
encouraging periodic review of plans/progress.
3. Planning and coordinating
NEGATIVE: sticking to original plan regardless, changing plans without
consultation, focusing on irrelevant tasks.
POSITIVE: prioritizing/concentrating on primary tasks, appropriate distribution

of tasks/workload, using automatics appropriately, carrying out tasks as
4. Workload management briefed.
NEGATIVE: giving up due overload, briefing at wrong time, unnecessary
interruptions/chatter at high workload.
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Annex, page 38
improvement
expectations
Unsatisfact
Needs
Meets
N/A
ory
POSITIVE: scanning/monitoring of instruments, checking and reporting
changes, requesting/reporting updates, speaking up when unsure.
C - Situational Awareness
1. System awareness
NEGATIVE: not noticing status changes, misinterpreting data, not announcing
changes in modes/status, operating at edge of envelope.
POSITIVE: monitoring EAW data/charts, updating other crew members,
collecting info on external environment.
2. Environmental awareness NEGATIVE: showing no concern for Pax safety/comfort, over-reliance on
single data sources, missing position reports/VTS calls, fixation on internal
environment.
POSITIVE: timely preparation and briefings, identifying possible future
problems/events, setting time limits/creating reminders/requesting time
3. Anticipation checks, willing to readjust time targets, etc.
NEGATIVE: surprised by unanticipated events, exceeding time limits, not
allowing others time to complete tasks.
D - Decision-
POSITIVE: gathering info from all available sources, stating problems, asking
relevant questions, discussing and seeking underlying causes.
1. Problem definition
NEGATIVE: jumping to conclusion/tunnel vision/fixation, ignoring input from
making
others, using leading questions, stating own diagnosis before asking for others.
POSITIVE: listening to others' options first, looking for multiple options, seeking
2. Option generation
outside advice when required.
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Annex, page 39
improvement
expectations
Unsatisfact
Needs
Meets
N/A
ory
NEGATIVE: ignoring others' inputs, belittling other options, not expressing
doubts.
POSITIVE: prioritizing risks: safety downwards, discussing risks with others,
3. Risk assessment & option informing others of selected option.
choice NEGATIVE: failing to recognize risks, selecting option without consulting,
relying purely on experience.
POSITIVE: reviewing outcome against selected plan, reviewing new options

after changes in facts, making time to review.
4. Outcome review
NEGATIVE: no review, allowing review to be interrupted, too much reviewing.
POSITIVE: information is being shared with team members and repeat the
1. Providing and receiving information received, loop is closed.
E - Communication
information NEGATIVE: information received from other sources is not being shared and
communication loop is not closed after providing or receiving information.
POSITIVE: using appropriate non-verbal language, formulate the message and

create climate for communication.
2. Assertion
NEGATIVE: ignoring others' inputs, aggressive stance when asserting.
POSITIVE: using third sources to verify, responding cautiously, evaluating,

3. Challenge and response reconfirm or update concept as necessary for safety.
NEGATIVE: taking personally, ignoring any challenge or taking as threat.
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Annex, page 40
improvement
expectations
Unsatisfact
Needs
Meets
N/A
ory
POSITIVE: team members ask questions, listen carefully and give constructive
feedback, both positive and negative outcomes are discussed.
4. Briefing and debriefing
NEGATIVE: one-way communication, only positive outcomes are discussed.
Appendix II
Technical skills assessment example
Unsatisfactory
improvement
expectations
Needs
Meets
N/A
1. Engine-room procedures Adherence to chief engineer`s standing orders, night orders and table
A - Procedures
of watchkeeping arrangements
2. Company procedures Adherence to the instructions and procedures of company in
accordance with the various situations
3. Manoeuvring procedures Adherence to the standard instructions for manoeuvring
4. Emergency procedures Adherence to the procedures during emergency situation
1. Engine-room resources Adherence to the table of watchkeeping arrangement including the
or
B-
Ru
n-
up
en
gi
ne
(n
ma
l
sp
d)
ee
allocation of watches, day workers and rest hours
HTW 8/3/1/Add.1
Annex, page 41
Unsatisfactory
improvement
expectations
Needs
Meets
N/A
2. Auxiliary machinery Securing of boiler, generator engine, etc. and starting of relevant
equipment and machinery such as FWG, STP, OWS, ICCP, MGPS,
etc.
3. Engine-room alarms and Understanding of audible and visual signs according to the Class rules
alerts
4. Monitoring equipment Monitoring of parameters and engine condition
5. Special areas Comply with the rules and regulations in special areas (Mediterranean
sea, Baltic sea, etc.)
6. Engine-room emergency Changing over of controls such as Bridge to ECR control, ECR to local
controls control and emergency steering control
7. Emergency generator Switching to emergency generator power
1. Duties and responsibilities Equipment and machineries that needs special attention during
C - Manoeuvre
manoeuvring such as main engine, boiler and steering gear

2. Handing over procedures Sufficient knowledge on handing over and taking of a watch as per SMS
procedures
1. Communication resources Effective use of communication facilities (Auto exchange telephone,

muni
D-
n
Com
catio
sound-powered telephone, public address, walkie-talkie, hand signal)
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Annex, page 42
Unsatisfactory
improvement
expectations
Needs
Meets
N/A
2. Basic English Basic knowledge of English
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Annex, page 43
Appendix III
Assessment plan sample for Engine-room resource management (ERM)
STCW Code Mandatory minimum requirements for certification of officers in charge of an engineering watch Specification of minimum standard of competence for officers in charge
Section A-III/1: in a manned engine-room or as designated duty engineers in a periodical unmanned engine-room Table A-III/1: of an engineering watch in a manned engine-room or as designated
duty engineers in a periodical unmanned engine-room
Approved Instructor:
Training Engine-room Resource Management Date Prepared:
Program:
Resources Assessor: Approved by:
Needed Refer to Part A
Written Assessment Practical Assessment

Assessment Task
Use the checklist/guide in the preparation of the In the given simulation exercise, the trainees are
main propulsion and auxiliary machineries expected to:
before entering and leaving ports • apply the principles in engine-room resource
management;
• allocate, assign and prioritize resources in the
engine-room;
Grading
• apply effective communication in the
No. of Scheme
Topics Assessment Assessment Grading execution of the assigned task;
Test
Items
Method Period Scheme • apply assertiveness and leadership principles;
• obtain and maintain situational awareness for
the safety execution of the task; and
• observe team experience in the planning and
execution of the assigned task.
Assessment Criteria
Execute the procedure prior arrival to the pilot 1. ERM Principles applied: Successfully
Multiple Choice Written Obtain at station and to the port: • proper arrangements for watchkeeping meeting all
Course Introduction • Duty Engineer informs Chief Engineer personnel should be ensured in accordance Assessment
Questions/ exam is least
1. Engine-room resource Identification/ administered 75% regarding arrival with the situations Criteria in the
management principles Enumeration/ at the end of mark • Duty Engineer starts additional generator in • qualifications or fitness of individuals should three
Essay training from parallel be taken into account when deploying Assessment
2. Allocation, assignment and period written • Chief Engineer takes the control of the watchkeeping personnel; Tasks.
prioritization of resources test. responsibilities in the engine-room • understanding of watchkeeping personnel
• Second Engineer commands subordinate for regarding their individual roles, responsibility
3. Effective communication operating machinery systems as required and team roles should be established;
• The Bridge starts additional steering gear • the chief engineer officer and engine officer in
unit charge of watch duties should maintain a
4. Assertiveness and
• Chief Engineer shuts and locks the sewage proper watch, making the most effective use
leadership
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Annex, page 44
5. Obtaining and maintaining direct overboard discharge and starts of the resources available, such as
situational awareness sewage plant or open valve for sewage information, installations/equipment and other
holding tank personnel;
6. Consideration of team • Duty Engineer stops the freshwater • watchkeeping personnel should understand
experience generator functions and operation of
• Duty Engineer drains the air receivers installations/equipment, and be familiar with
7. Engineering watch • Third or Fourth Engineer stationed at handling them;
particular places in the engine-room or in the • watchkeeping personnel should understand
engine control room according to the orders information and how to respond to information
Total of Chief or Second Engineer from each station/installation/equipment;
• Chief Engineer or duty engineer changes the • information from
control position from Bridge to Engine-Room stations/installations/equipment should be
control room appropriately shared by all the watchkeeping
• The Bridge starts reducing the speed to personnel;
manoeuvring speed • watchkeeping personnel should maintain an
• Duty Engineer stops the steam turbine and exchange of appropriate communication in
shaft generator, if fitted any situation; and
• Duty Engineer and Chief Engineer ensure • watchkeeping personnel should notify the
the availability of power for deck machinery chief engineer officer/engine officer in charge
and bow thruster of watch duties without any hesitation when in
• Duty Engineer takes a round of steering gear any doubt as to what action to take in the
room and check oil level, linkages, and motor interest of safety.
current 2. Allocated, assigned and prioritized resources
• Duty Engineer starts the boiler and raise the in the engine-room
pressure, if exhaust gas boiler was running 3. Effective communication applied
previously 4. Assertiveness and leadership principles applied
• Duty Engineer closes the dampers for 5. Situational awareness is maintained and
exhaust gas boiler and open bypass, if fitted obtained
• Chief Engineer tests the engine for ahead 6. Team experience considered in decision-
and astern movement from bridge making
• Duty Engineer tests the steering gear for full
rudder angle
• When manoeuvring ends and FWE given,
the Chief Engineer instructs that sea
passage fuel oil flow meter counter is taken
for calculation of oil consumption from full
away to end of sea passage and FWE
Execute the procedure prior departure port:

• Duty Engineer informs Chief Engineer
regarding departure order
• Duty Engineer starts additional generator and
put it in parallel
• Chief Engineer takes the control of the
responsibilities in the engine-room
• Second Engineer commands subordinate for
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Annex, page 45
operating machinery systems as required

• The Bridge starts additional steering gear
unit
• Duty Engineer drains the air receivers
• Chief engineer receives standby order from
• the bridge
• Chief engineer changes over the engine
control to bridge
• Third or Fourth Engineer stationed at
particular places in the engine-room or in the
engine control room according to the orders
of Chief or Second Engineer
• Duty Engineer and Chief Engineer ensure
the availability of power for deck machinery
and bow thruster.
• Duty Engineer takes a round in the steering
gear room and checks oil level, linkages, and
motor current
• Chief Engineer tests the main engine for
ahead and astern movement from bridge
• Duty Engineer tests the steering gear for full
rudder angle
• When manoeuvring ends and Full Away
order is given, the Chief Engineer instructs to
take the fuel oil flow meter counter for
calculation of oil consumption during
manoeuvring
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Annex, page 46
Appendix IV
Equipment Familiarization Checklist in the Engine-room
Performed
Equipment Observations/Comments
Yes No
1. Main Switch Board
2. Boiler
3. Engine-Room Control
Console
4. Fresh water generator
5. Auxiliary diesel
generator
6. Steam Turbine and

Shaft Generator, if fitted
7. Steering gear
8. Sewage Treatment Plant
9. Sea Chest Valve
10. Flow meter
11. Main Engine
12. Compressed Air and

Service Air Systems
13. Communication
Note: may additional equipment be considered where applicable
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Annex, page 47
Appendix V
Exercise Plan
(Instructor's Copy)
Course Title: Engine-Room Resource Management
Exercise No. 01
Exercise Title Procedure in the preparation of the main propulsion and

auxiliary machineries before entering and leaving ports
Duration Briefing: 15 minutes

Execution of the exercise: 1 hour per group (4
members/group)
Debriefing: 15 minutes
Function N/A
Competence Maintain a safe engineering watch
Knowledge, Engine-room resource management

Understanding and Knowledge of engine-room resource management
Proficiency principles, including:
.1 allocation, assignment and prioritization of resources
.2 effective communication
.3 assertiveness and leadership
.4 obtaining and maintaining situational awareness
Learning Outcome In the given simulation exercise, the trainees are expected to
use the provided checklist/guide in the preparation of the
main propulsion and auxiliary machineries before entering
and leaving port
Training Equipment Engine-room simulator and sample checklist/guide for

entering and leaving port
Scenario Description Ship is 20 miles from the pilot station. The main engine
manoeuvring is carried out from the engine control room
and a direct telephone line is used for communication
between the bridge and the engine control room, in
addition to the engine-room telegraph. The engine-room
department is composed of the Chief Engineer, Second
Engineer, Third Engineer, and/or Fourth Engineer.
The Third Engineer is on duty when the Bridge called

and advised that the ship is 20 miles to the pilot station.
The Third Engineer informed the Chief Engineer on the
information given by the Bridge. The Chief Engineer
advised the Third Engineer to prepare the machineries
prior arrival to the pilot station and entering in the port.
The vessel has completed discharge of cargo and was
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Annex, page 48
advised by the duty officer of one-hour notice prior

departure.
The duty engineer informs the chief engineer of the one-

hour notice and prepares the engines for departure as
per departure checklist.
Note: This checklist serves as a sample and may vary

depending on the simulator used by the Training
Institution.
Sample checklist/guide used by the Engine Department

in the preparation before entering port:
• Duty Engineer informs Chief Engineer regarding
arrival
• Duty Engineer starts additional generator in parallel
• The Bridge starts additional steering gear unit
• Chief Engineer shuts and locks the sewage direct
overboard discharge and starts sewage plant or
open valve for sewage holding tank
• Duty Engineer stops the freshwater generator
• Third or Fourth Engineer stationed at particular
places in the engine-room or in the engine control
room according to the orders of Chief or Second
Engineer
• Chief Engineer or duty engineer changes the
control position from Bridge to Engine-Room
control room
• The Bridge starts reducing the speed to
manoeuvring speed
• Duty Engineer stops the steam turbine and shaft
generator, if fitted
• Duty Engineer and Chief Engineer ensure the
availability of power for deck machinery and bow
thruster.
• Duty Engineer takes a round of steering gear room
and check oil level, linkages, and motor current
• Duty Engineer starts the boiler and raise the
pressure, if exhaust gas boiler was running
previously
• Duty Engineer closes the dampers for exhaust gas
boiler and open bypass, if fitted
• Chief Engineer tests the engine for ahead and
astern movement from bridge
• Duty Engineer tests the steering gear for full rudder
angle
• When manoeuvring ends and FWE given, the Chief
Engineer instructs that sea passage fuel oil flow
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Annex, page 49
meter counter is taken for calculation of oil

consumption from full away to end of sea passage
and FWE
Sample checklist/guide used by the Engine

Department in the preparation prior departure port:
departure order
• Duty Engineer starts additional generator and put it
in parallel
• Chief engineer receives standby order from the
bridge
• Chief engineer changes over the engine control to
bridge
• Third or Fourth Engineer stationed at particular
places in the engine-room or in the engine
control room according to the orders of Chief or
Second Engineer
thruster.
• Duty Engineer takes a round in the steering gear
room and checks oil level, linkages, and motor
current
• Chief Engineer tests the main engine for ahead and
astern movement from bridge
angle
• When manoeuvring ends and Full Away order is
given, the Chief Engineer instructs to take the fuel
oil flow meter counter for calculation of oil
consumption during manoeuvring
Initial Condition The main engine is running at full speed and the control
position is from the Bridge.
Generator no.2 is running, while Generator no. 1 and no. 3
are on Standby mode. All parameters are in normal
condition. No alarms.
Instructor's Action The instructor should follow these steps for the entire
duration of the exercise to ensure effective and safe conduct
of the simulation:
• Coordinate with simulator IT Staff to ensure that
equipment is fully operational;
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Annex, page 50
• Before the start of the exercise, ensure that the

simulators are up and running and load the specific
scenario
• Group the class into teams with at least four (4)
members each
• Distribute to the trainees the necessary
Arrival/Departure Checklist for Engine Department and
conduct briefing.
• Start the simulation exercise.
• Monitor the trainees' performance using the checklist.
• Stop the exercise if there is any deviation from the
required operation, then explain the reason and give
further instructions. Also stop the exercise when the
time allotted is over.
• Conduct debriefing.
Exercise Procedure
Briefing Before the start of the exercise, ensure that the following are
fully understood by the trainees:
• learning outcomes, scenario and performance
criteria for the exercise;
• need to treat the exercise as it is a real-life situation;
• best management practices applicable in engine
arrival and departure exercise; and
• Seek clarifications and concerns regarding the
instructions given prior commencing the simulation
exercise.
Trainees Action Perform all the scenarios given and its corresponding
required actions with the use of Ship's Arrival and Departure
Checklist for Engine Department in the preparation before
entering and leaving ports.
Debriefing 1. State to trainees the purpose of the debriefing
exercise.
2. State whether the outcomes were achieved during
the exercise.
3. Facilitate conduct of peer assessment.
Formative In observing the trainees' performance, ensure that the

Assessment following performance criteria are met.
Ship's Arrival Checklist for Engine Department
Performed
Observations/
Performance Criteria
Yes No Comments
Execute the procedure prior arrival
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Annex, page 51
to the pilot station and to the port:

• Duty Engineer informs Chief
Engineer regarding arrival
• Duty Engineer starts additional
generator in parallel
• Chief Engineer takes the
control of the responsibilities in
the engine-room
• Second Engineer commands
subordinate for operating
machinery systems as required
• The Bridge starts additional
steering gear unit
• Chief Engineer shuts and locks
the sewage direct overboard
discharge and starts sewage
plant or open valve for sewage
holding tank
• Duty Engineer stops the
freshwater generator
• Duty Engineer drains the air
receivers
• Third or Fourth Engineer
stationed at particular places in
the engine-room or in the
engine control room according
to the orders of Chief or
Second Engineer
• Chief Engineer or duty
engineer changes the control
position from Bridge to Engine-
Room control room
• The Bridge starts reducing the
speed to manoeuvring speed
• Duty Engineer stops the steam
turbine and shaft generator, if
fitted
• Duty Engineer and Chief
Engineer ensure the availability
of power for deck machinery
and bow thruster.
• Duty Engineer takes a round of
steering gear room and check
oil level, linkages, and motor
current
• Duty Engineer starts the boiler
and raise the pressure, if
exhaust gas boiler was running
previously
• Duty Engineer closes the
dampers for exhaust gas boiler
and open bypass, if fitted
• Chief Engineer tests the engine
for ahead and astern
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Annex, page 52
movement from bridge

• Duty Engineer tests the
steering gear for full rudder
angle
• When manoeuvring ends and
FWE given, the Chief Engineer
instructs that sea passage fuel
oil flow meter counter is taken
for calculation of oil
consumption from full away to
end of sea passage and FEW
Ship's Departure Checklist for Engine Department
Performed
Observations/
Performance Criteria
Yes No Comments
Execute the procedure prior

departure port:
• Duty Engineer informs Chief
Engineer regarding departure
order
• Duty Engineer starts additional
generator and put it in parallel
• Chief Engineer takes the control
of the responsibilities in the
engine-room
• Second Engineer commands
subordinate for operating
machinery systems as required
• The Bridge starts additional
steering gear unit
• Duty Engineer drains the air
receivers
• Chief engineer receives standby
order from the bridge
• Chief engineer changes over the
engine control to bridge
• Third or Fourth Engineer
stationed at particular places in
the engine-room or in the engine
control room
• according to the orders of Chief
or Second Engineer
• Duty Engineer and Chief
Engineer ensure the availability
of power for deck machinery and
bow thruster
• Duty Engineer takes a round in
the steering gear room and
checks oil level, linkages, and
motor current
• Chief Engineer tests the main
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Annex, page 53
engine for ahead and astern

• Duty Engineer tests the steering
gear for full rudder angle
• When manoeuvring ends and
Full Away order is given, the
Chief Engineer instructs to take
the fuel oil flow meter counter for
calculation of oil consumption
during manoeuvring
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Annex, page 54
Exercise Plan
(Instructor's Copy)
Course Title Engine-Room Resource Management
Exercise Number No.2
Exercise Title SAFE ENGINEERING WATCH (with scheduled maintenance)
Duration Briefing: 15 minutes

Execution of the exercise: 30 minutes per group
(4 members/group)
Debriefing: 15 minutes
Function N/A
Competence Maintain a safe engineering watch
Knowledge, Understanding Engine-room resource management

and Proficiency
Knowledge of engine-room resource management
principles, including:
.1 allocation, assignment and prioritization of resources
.2 effective communication
.3 assertiveness and leadership
Learning Outcome In the given simulation exercise, the trainees are expected
to:
• apply the principles in engine-room resource
management;
• allocate, assign and prioritize resources in the
engine-room;
• apply effective communication in the execution of the
assigned task;
• apply assertiveness and leadership principles;
• obtain and maintain situational awareness for the
safety execution of the task; and
• observe team experience in the planning and
execution of the assigned task.
Training Equipment Mock-up control room

Engine-room simulator
Scenario Description First Event: On the way to Pilot Station

Ship is 30 miles from the pilot station. The main engine
manoeuvring is carried out from the engine control room
and a direct telephone line is used for communication
between the bridge and the engine control room in
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Annex, page 55
addition to the engine-room telegraph. The engine-room

department is composed of the Chief Engineer, Second
Engineer and Third Engineer, and Fourth Engineer.
The second engineer is on duty when the Bridge called
and advised that the ship is 20 miles to the pilot station.
The Engine-room team should prepare the machineries
in the engine-room prior arrival to the pilot station
During preparation of the machinery the following events

will occur:
• Upon starting the standby generator no.2, third
engineer observed that the exhaust gas
temperature of number 1 cylinder is rising a bit
faster and would settle down in a short while, but
the third engineer didn't report it to the second
engineer (two generators, no.1 and no.2, are put
into parallel running to prepare for use of thruster
and ensuring power).
• After running all required machineries, Exhaust gas
HIGH temperature alarms on number 1 cylinder of
generator no.2. The requirement is two generators
in good condition should be running in parallel.
Chief Engineer suggested to run generator no. 3,
and to check fuel injection valve and replace if
necessary, during manoeuvring. The ER team
should rectify the alarm and/or decide what to do to
prevent unnecessary delays/problems during
manoeuvring.
Sample checklist/guide in the preparation before
entering ports for the Engine Department:
arrival
• Duty Engineer starts additional generator in parallel
• Chief Engineer takes the control of the responsibilities
in the engine-room
operating machinery systems
• Chief Engineer shuts and locks the sewage direct
overboard discharge and starts sewage plant or open
valve for sewage holding tank
• Duty Engineer stops the freshwater generator
• Third or Fourth Engineer stationed at particular places
in the engine-room or in the engine control room
according to the orders of Chief or Second Engineer
• Chief Engineer or duty engineer changes the control
position from Bridge to Engine-Room control room
• The Bridge starts reducing the speed to manoeuvring
speed
• Duty Engineer stops the steam turbine and shaft
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generator, if fitted
thruster.
• Duty Engineer takes a round of steering gear room
and check oil level linkages and motor current
• Duty Engineer starts the boiler and raise the pressure,
if exhaust gas boiler was running previously
• Duty Engineer closes the dampers for exhaust gas
boiler and open bypass, if fitted
• Chief Engineer tests the engine for ahead and astern
angle
• When manoeuvring ends and FWE given, the Chief
Engineer instructs that sea passage fuel oil flow meter
counter is taken for calculation of oil consumption
from full away to end of sea passage and FWE
Second Event: Entering a Port
Ship is now entering the port. While in the control room,
the second engineer gave instruction to the fourth
engineer to check around the main engine while
manoeuvring and to change the sea chest to high suction
before approaching the berth. It is common to use the
bottom sea chest under navigation and to use the high
position sea chest in port where depth of the sea is low.
However, while berthing, the control room has no
information yet on the depth of the water at port. Given
the situation what the fourth engineer should do?
The Chief Engineer and third engineer heard the
conversation between the second and fourth engineer.
Is there a need to correct the order of second engineer
to fourth engineer?
Third Event: Finished with Engine
The telegraph gong rings "Finish with Engine".
The bridge forgot to call the control room to confirm the
telegraph signal and to advise that they finished using
the bow thruster and steering gear. Given the case, what
would the control room should do?
While waiting for the confirmation from the Bridge if they
finished using the engine and machineries, the Chief Engineer
asks the fourth engineer to take readings of tank levels and
flow meters. Fourth engineer is a newly joined crew in the
engine-room and not completely familiar with the location of
all tanks and flow meters. What the Fourth engineer should
do?
Fourth Event: Toolbox Meeting

The ship is now at port at 0900 hrs. The captain informs the
chief engineer that the ship will stay at port for 2 days only.
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Now, the Chief engineer will conduct a meeting before

maintenance work. Three urgent maintenance works should
be done while at port namely: cleaning of sea chest filters,
renew of motor main bearings for the main sea cooling water
pump and replacement of Fuel Injector valve of no. 1 cylinder
of generator no.2. The fourth engineer have a scheduled
maintenance work on the Fuel Oil purifier (cleaning of bowl),
while the second engineer have a scheduled maintenance on
the main engine (cleaning and inspection of scavenge space).
How will the engine-room team carry out the maintenance
works safely and without failures while the ship is at port for 2
days?
Initial Condition The main engine is running at full speed and the control
position is from the Bridge.
Generator no.1 is running, while generator no 2 and no. 3 are
on Standby mode. All parameters are in normal condition.
No alarms.
Instructor's Action 1. Conduct briefing as stated below.

2. Create a group each group should have four (4)
members.
3. Assign each member of the group with the following
positions: Chief Engineer, Second Engineer, Third
Engineer and Fourth Engineer
4. Let the trainees perform the task as indicated in the
trainee's action.
5. Start the simulation exercise.
6. Monitor the trainees' performance using the checklist.
7. Stop the exercise if there is any deviation from the
required operation, then explain the reason and give
further instructions. Also stop the exercise when the
time allotted is over.
8. The instructor may write applicable or not applicable
on the table below for the principles of ERM observed
during execution of exercises.
9. While the trainees are performing the activity, ensure
that performance criteria indicated are met.
10. When all trainees had performed the activity, conduct
the debriefing.
Exercise Procedure
Briefing Before the start of the exercise, ensure that the following are
fully understood by the trainees:
• learning outcomes, scenario and performance criteria
for the exercise;
• need to treat the exercise as it is a real-life situation;
and
• Seek clarifications and concerns regarding the
instructions given prior commencing the simulation
exercise.
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Trainees Action Perform all the scenarios given and its corresponding required
actions with the application of ERM principles including
allocation, assignment and prioritization of resources in the
engine-room; effective communication; assertiveness and
leadership; obtaining and maintaining situational awareness;
and consideration of team experience.
Debriefing 1. State to trainees the purpose of the debriefing

exercise.
2. State whether the outcomes were achieved during the
exercise.
3. Facilitate conduct of peer assessment.
Formative Assessment In observing the trainees' performance, ensure that the

following performance criteria are met.
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FIRST EVENT CHECKLIST
Performed
Performance Criteria Observations/Comments
Yes No
1. ERM Principles applied

• proper arrangements for
watchkeeping personnel
should be ensured in
accordance with the
situations
• any limitation in
qualifications or fitness
of individuals should be
taken into account when
deploying watchkeeping
personnel;
• understanding of
regarding their individual
roles, responsibility and
team roles should be
established;
• the chief engineer officer
and engine officer in
charge of watch duties
should maintain a proper
watch, making the most
effective use of the
resources available,
such as information,
installations/equipment
and other personnel;
• watchkeeping personnel
should understand
functions and operation
of
installations/equipment,
and be familiar with
handling them;
should understand
information and how to
respond to information
from each
station/installation/
equipment;
• information from
stations/installations/
equipment should be
appropriately shared by
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all the watchkeeping

personnel;
should maintain an
exchange of appropriate
communication in any
situation; and
should notify the
master/chief engineer
officer/officer in charge
of watch duties without
any hesitation when in
any doubt as to what
action to take in the
interest of safety.
2. Allocated, assigned and

prioritized resources in the
engine-room
applied

principles applied
5. Situational awareness is
maintained and obtained
6. Team experience considered

in decision-making
SECOND EVENT CHECKLIST
Performed
Performance Criteria Observations/Comments
Yes No
1. ERM Principles applied:

accordance with the
situations
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personnel;
established;
should understand
of
handling them;
should understand
from each
equipment;
equipment should be
personnel;
should maintain an
situation; and
should notify the
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interest of safety.

engine-room
applied

principles applied

in decision-making
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THIRD EVENT CHECKLIST
Performed
Performance Criteria Observations/ Comments
Yes No

accordance with the
situations
personnel;
established;
should understand
of
handling them;
should understand
from each
equipment;
equipment should be
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personnel;
should maintain an
situation; and
should notify the
interest of safety.

engine-room
applied

principles applied

in decision-making
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FOURTH EVENT CHECKLIST
Performed
Performance Criteria Observations / Comments
Yes No

accordance with the
situations
personnel;
established;
should understand
of
handling them;
should understand
from each
equipment;
equipment should be
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FOURTH EVENT CHECKLIST
Performed
Performance Criteria Observations / Comments
Yes No

personnel;
should maintain an
situation; and
should notify the
interest of safety.

engine-room
applied

principles applied

in decision-making
Note: The sample checklist/guide in the preparation before entering ports for the Engine
Department will be incorporated in a separate simulation exercise.
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Appendix VI
Guidance on the implementation of IMO model courses
Contents
Part 1: Preparation
Part 2: Notes on Teaching Technique
Part 3: Curriculum Development
Annex A1 Preparation checklist

Annex A2 Example of a Model course syllabus in a subject area
Annex A3 Example of a lesson plan for annex A2
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Part 1: Preparation
1. Introduction
1.1 The success of any enterprise depends heavily on sound and effective preparations.
1.2 Although the IMO model course "package" has been made as comprehensive as
possible, it is nonetheless vital that sufficient time and resources are devoted to preparation.
Preparation not only involves matters concerning administration or organization, but also
includes the preparation of any course notes, drawings, sketches, overhead transparencies,
etc., which may be necessary.
2. General considerations
2.1 The course "package" should be studied carefully; in particular the course syllabus
and associated material should be attentively and thoroughly studied. This is vital if a clear
understanding is to be obtained of what is required, in terms of resources necessary to
successfully implement the course.
2.2 A "checklist", such as that set out in annex Al, should be used throughout all stages
of preparation to ensure that all necessary actions and activities are being carried out in good
time and in an effective manner. The checklist allows the status of the preparation procedures
to be monitored and helps in identifying the remedial actions necessary to meet deadlines.
It will be necessary to hold meetings of all those concerned in presenting the course from time
to time to assess the status of the preparation and "trouble-shoot" any difficulties.
2.3 The course syllabus should be discussed with the teaching staff who are to present
the course, and their views received on the parts they are to present. A study of the syllabus
will determine whether the incoming trainees need preparatory work to meet the entry
standard. The detailed teaching syllabus is constructed in "training outcome" format.
Each specific outcome states precisely what the trainee should do to show that the outcome
has been achieved. An example of a model course syllabus is given in annex A2. Part 3 deals
with curriculum development and explains how a syllabus is constructed and used.
2.4 The teaching staff who are to present the course should construct notes or lesson
plans to achieve these outcomes. A sample lesson plan for one of the areas of the sample
syllabus is provided in annex A3. It is important that the staff who present the course convey,
to the person in charge of the course, their assessment of the course as it progresses.
3. Specific considerations
3.1 Scope of course
In reviewing the scope of the course, the instructor should determine whether it needs any
adjustment to meet additional local or national requirements (see part 3).
3.2 Course objective
3.2.1 The course objective, as stated in the course material, should be very carefully
considered so that its meaning is fully understood. Does the course objective require
expansion to encompass any additional task that national or local requirements will impose
upon those who successfully complete the course? Conversely, are there elements included
which are not validated by national industry requirements?
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3.2.2 It is important that any subsequent assessment made of the course should include a
review of the course objectives.
3.3 Entry standards
3.3.1 If the entry standard will not be met by your intended trainee intake, those entering
the course should first be required to complete an upgrading course to raise them to the stated
entry level. Alternatively, those parts of the course affected could be augmented by inserting
course material which will cover the knowledge required.
3.3.2 If the entry standard will be exceeded by your planned trainee intake, you may wish
to abridge or omit those parts of the course the teaching of which would be unnecessary, or
which could be dealt with as revision.
3.3.3 Study the course material with the above questions in mind and with a view to
assessing whether it will be necessary for the trainees to carry out preparatory work prior to
joining the course. Preparatory material for the trainees can range from refresher notes,
selected topics from textbooks and reading of selected technical papers, through to formal
courses of instruction. It may be necessary to use a combination of preparatory work and the
model course material in modified form. It should be emphasized that where the model course
material involves an international requirement, such as a regulation of the International
Convention Standards of Training, Certification and Watchkeeping (STCW) 1978, as
amended, the standard should not be relaxed; in many instances, the intention of the
Convention is to require review, revision or increased depth of knowledge by candidates
undergoing training for higher certificates.
3.4 Course certificate, diploma or document
Where a certificate, diploma or document is to be issued to trainees who successfully complete

the course, ensure that this is available and properly worded, and that the industry and all
authorities concerned are fully aware of its purpose and intent.
3.5 Course intake limitations
3.5.1 The course designers have recommended limitations regarding the numbers of
trainees who may participate in the course. As far as possible, these limitations should not be
exceeded; otherwise, the quality of the course will be diluted.
3.5.2 It may be necessary to make arrangements for accommodating the trainees and
providing facilities for food and transportation. These aspects should be considered at an early
stage of the preparations.
3.6 Staff requirements
3.6.1 It is important that an experienced person, preferably someone with experience in

course and curriculum development, is given the responsibility of implementing the course.
3.6.2 Such a person is often termed a "course coordinator" or "course director". Other staff,
such as lecturers, instructors, laboratory technicians, workshop instructors, etc., will be needed
to implement the course effectively. Staff involved in presenting the course will need to be
properly briefed about the course work they will be dealing with, and a system should be set
up for checking the material they may be required to prepare. To do this, it will be essential to
make a thorough study of the syllabus and apportion the parts of the course work according to
the abilities of the staff called upon to present the work.
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3.6.3 The person responsible for implementing the course should consider monitoring the
quality of teaching in such areas as variety and form of approach, relationship with trainees,
and communicative and interactive skills; where necessary, this person should also provide
appropriate counselling and support.
3.7 Teaching facilities and equipment
Rooms and other services
3.7.1 It is important to make reservations as soon as is practicable for the use of lecture
rooms, laboratories, workshops and other spaces.
Equipment
3.7.2 Arrangements should be made at an early stage for the use of equipment needed in
the spaces mentioned in 3.7.1 to support and carry through the work of the course.
For example:
• blackboards and writing materials
• apparatus in laboratories for any associated demonstrations and experiments
• full mission engine-room simulator
3.8 Teaching aids
Any training aids specified as being essential to the course should be constructed or checked
for availability and working order.
3.9 Audio-visual aids
Audio-visual aids (AVA) may be recommended to reinforce the learning process in some parts
of the course. Such recommendations will be identified in Part A of the model course.
The following points should be borne in mind:
Internet connection, interactive boards, virtual reality, cloud computing, computers,

loudspeakers or projectors should be checked and tested before each use.
The electricity supply should be checked for correct voltage, and every precaution should be
taken to ensure that the equipment operates properly and safely. It is important to use a proper
screen which is correctly positioned; it may be necessary to exclude daylight in some cases.
A check should be made to ensure that appropriate screens or blinds are available. All material
to be presented should be test-run to eliminate any possible troubles, arranged in the correct
sequence in which it is to be shown, and properly identified and cross-referenced in the lesson
plans.
3.10 IMO references
The content of the course, and therefore its standard, reflects the requirements of all the
relevant IMO international conventions and the provisions of other instruments as indicated in
the model course. The relevant publications can be obtained from the Publication Service of
IMO, and should be available, at least to those involved in presenting the course, if the
indicated extracts are not included in a compendium supplied with the course.
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3.11 Textbooks
The detailed syllabus may refer to textbooks. It is essential that these books are available to
each student taking the course. If supplies of textbooks are limited, a copy should be loaned
to each student, who will return it at the end of the course. Again, some courses are provided
with a compendium which includes all or part of the training material required to support the
course.
3.12 Bibliography
Any useful supplementary source material is identified by the course designers and listed in
the model course. This list should be supplied to the participants so that they are aware where
additional information can be obtained, and at least two copies of each book or publication
should be available for reference in the training institute library.
3.13 Timetable
Model courses are developed providing a recommended range in duration of time for lectures,
demonstrations, laboratories or simulator exercises and assessment. No formal timetable is
included in model courses.
Instructors should develop their own timetable depending on:
.1 the level of skills of trainees;
.2 the numbers to be trained;
.3 the number of instructors; and
.4 simulator facilities and equipment available,
and normal practices at the training establishment.
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Part 2: Notes on Teaching Technique

1. Preparation
1.1 Identify the section of the syllabus which is to be dealt with.
1.2 Read and study thoroughly all the syllabus elements.
1.3 Obtain the necessary textbooks or reference papers which cover the training area to
be presented.
1.4 Identify the equipment which will be needed, together with support staff necessary for
its operation.
1.5 It is essential to use a "lesson plan", which can provide a simplified format for
coordinating lecture notes and supporting activities. The lesson plan breaks the material down
into identifiable steps, making use of brief statements, possibly with keywords added, and
indicating suitable allocations of time for each step. The use of audio-visual material should be
indexed at the correct point in the lecture with an appropriate allowance of time.
The audio-visual material should be test-run prior to its being used in the lecture. An example
of a lesson plan is shown in annex A3.
1.6 The syllabus is structured in training outcome format and it is thereby relatively
straightforward to assess each trainee's grasp of the subject matter presented during the
lecture. Such assessment may take the form of further discussion, oral questions, written tests
or selection-type tests, such as multiple-choice questions, based on the outcomes used in the
syllabus. Selection-type tests and short-answer tests can provide an objective assessment
independent of any bias on the part of the assessor. For certification purposes, assessors
should be appropriately qualified for the training or assessment.
Remember: poor preparation is a sure way to lose the interest of a group.
1.7 Check the rooms to be used before the lecture is delivered. Make sure that all the
equipment and apparatus are ready for use and that any support staff are also prepared and
ready.
2. Delivery
2.1 Always face the people you are talking to; never talk with your back to the group.
2.2 Talk clearly and sufficiently loudly to reach everyone.
2.3 Maintain eye contact with the whole group as a way of securing their interest and
maintaining it (i.e. do not look continuously at one person, nor at a point in space).
2.4 People are all different, and they behave and react in different ways. An important
function of a lecturer is to maintain interest and interaction between members of a group.
2.5 Some points or statements are more important than others and should therefore be
emphasized. To ensure that such points or statements are remembered, they should be
restated several times, preferably in different words.
2.6 If a blackboard is to be used, any writing on it should be clear and large enough for
everyone to see. Use colour to emphasize important points, particularly in sketches.
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2.7 It is only possible to maintain a high level of interest for a relatively short period of
time; therefore, break the lecture up into different periods of activity to keep interest at its
highest level. Speaking, writing, sketching, use of audio-visual material, questions, and
discussions can all be used to accomplish this. When a group is writing or sketching, walk
amongst the group, looking at their work, and provide comment or advice to individual
members of the group when necessary.
2.8 When holding a discussion, do not allow individual members of the group to
monopolize the activity, but ensure that all members have a chance to express opinions or
ideas.
2.9 If addressing questions to a group, do not ask them collectively; otherwise, the same
person may reply each time. Instead, address the questions to individuals in turn, so that
everyone is invited to participate.
2.10 It is important to be guided by the syllabus content and not to be tempted to introduce
material which may be too advanced or may contribute little to the course objective. There is
often competition between instructors to achieve a level which is too advanced.
Also, instructors often strongly resist attempts to reduce the level to that required by a syllabus.
2.11 Finally, effective preparation makes a major contribution to the success of a lecture.
Things often go wrong; preparedness and good planning will contribute to putting things right.
Poor teaching cannot be improved by good accommodation or advanced equipment, but good
teaching can overcome any disadvantages that poor accommodation and lack of equipment
can present.
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Part 3: Curriculum Development
1 Curriculum
The dictionary defines curriculum as a "regular course of study" while syllabus is defined as "a
concise statement of the subjects forming a course of study". Thus, in general terms, a
curriculum is simply a course, while a syllabus can be thought of as a list (traditionally, a "list
of things to be taught").
2 Course content
The subjects which are needed to form a training course, and the precise skills and depth of
knowledge required in the various subjects, can only be determined through an in-depth
assessment of the job functions which the course participants are to be trained to perform
(job analysis). This analysis determines the training needs, thence the purpose of the course
(course objective). After ascertaining this, it is possible to define the scope of the course.
(Note: Determination of whether the course objective has been achieved may quite possibly
entail assessment, over a period, of the "on-the-job performance" of those completing the
course. However, the detailed learning outcomes are quite specific and immediately
assessable).
3 Job analysis
A job analysis can only be properly carried out by a group whose members are representative
of the organizations and bodies involved in work covered by the course. The validation of
results, via review with persons currently employed in the job concerned, is essential if
undertraining and overtraining are to be avoided.
4 Course plan
Following definition of the course objective and scope, a course plan or outline can be drawn
up. The potential students for the course (the trainee target group) should then be identified,
the entry standard to the course decided and the prerequisites defined.
5 Syllabus
The final step in the process is the preparation of the detailed syllabus with associated time
scales; the identification of those parts of textbooks and technical papers which cover the
training areas to a sufficient degree to meet, but not exceed, each learning outcome; and the
drawing up of a bibliography of additional material for supplementary reading.
6 Syllabus content
The material contained in a syllabus is not static; technology is continuously undergoing

change and there should therefore be a means for reviewing course material to eliminate what
is redundant and introduce new material reflecting current practice. As defined above, a
syllabus can be thought of as a list and, traditionally, there, have always been an "examination
syllabus" and a "teaching syllabus"; these indicate, respectively, the subject matter contained
in an examination paper, and the subject matter a teacher is to use in preparing lessons or
lectures.
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7 Training outcomes
7.1 The prime communication difficulty presented by any syllabus is how to convey the
"depth" of knowledge required. A syllabus is usually constructed as a series of "training
outcomes" to help resolve this difficulty.
7.2 Thus, curriculum development makes use of training outcomes to ensure that a
common minimum level and breadth of attainment is achieved by all the trainees following the
same course, irrespective of the training institution (i.e. teaching/lecturing staff).
7.3 Training outcomes are trainee-oriented, in that they describe a result which is to be
achieved by the trainee as a result of a learning process.
7.4 In many cases, the learning process is linked to a skill or work activity and, to
demonstrate properly the attainment of the objective, the trainee response may have to be
based on practical application or use, or on work experience.
7.5 The training outcome, although aimed principally at the trainee to ensure achievement
of a specific learning step, also provides a framework for the teacher or lecturer upon which
lessons or lectures can be constructed.
7.6 A training outcome is specific and describes precisely what a trainee should do to
demonstrate his knowledge, understanding or skill as a product of a learning process.
7.7 The learning process is the "knowledge acquisition" or "skill development" that takes
place during a course. The outcome of the process is an acquired "knowledge",
"understanding", "skill"; but these terms alone are not sufficiently precise for describing a
training outcome.
7.8 Verbs, such as "calculates", "defines", "explains", "lists", "solves" and "states" should
be used when constructing a specific training outcome, to define precisely what the trainee will
be enabled to do.
7.9 In the IMO model course project, the aim is to provide a series of model courses to
assist instructors in developing countries to enhance or update the maritime training they
provide, and to allow a common minimum standard to be achieved throughout the world.
The use of training outcomes is a tangible way of achieving this desired aim.
8 Assessment
Training outcomes describe an outcome which is to be achieved by the trainee. Of equal

importance is the fact that such an achievement can be measured OBJECTIVELY through an
evaluation which will not be influenced by the personal opinions and judgments of the
examiner. Objective testing or evaluation provides a sound base on which to make reliable
judgments concerning the levels of understanding and knowledge achieved, thus allowing an
effective evaluation to be made of the progress of trainees in a course
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Annex A1
Preparation Checklist
Ref. Component Identified Reserved Electricity supply Purchases Tested Accepted Started Finished Status
1 Course plan
2 Timetable
3 Syllabus
4 Scope
5 Objective
6 Entry Standard
7 Preparatory course
8 Course certificate
9 Participant numbers
10 Staffing;
Coordinator
Lecturers
Instructors
Technicians
other
11 Facilities;
(a) Rooms
Lab
Workshop
Other
Class
(b) Equipment
Lab
Workshop
Other
12 AVA Equipment and materials
OHP
Slide
Cine
Video
13 IMO Reference
14 Textbooks
15 Bibliography
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Annex A2
Example of a model course syllabus in a subject area
Subject area: Allocation, assignment and prioritization of resources
Prerequisite: Have knowledge on engine-room resource management principles
General aims: Have knowledge of on the allocation, assignment and prioritization of

engine-room resource management
Textbooks: No specific textbook has been used to construct the syllabus, but the
instructor would be assisted in preparation of lecture notes by referring to
suitable bibliography such as Assessment method for engine-room resource
management based on intelligent optimization (B10)
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Example of a model course syllabus
COURSE SYLLABUS
Total hours for

Total hours each subject area
Knowledge, understanding and proficiency
for each topic of required
performance
Competence: Maintain a safe engineering watch
2. Allocation, assignment and prioritization of resources

.1 identify the resources to be managed in a ship's engine-room
.2 explain the characteristics of each type of engine-room resource to be managed
.3 explain the responsibilities of engineer officers in allocating and assigning
engine-room resources
.4 identify the tasks, duties and responsibilities to be considered in the engine
department for determining safe manning as provided in annex 2 of
resolution A.1047(27).
.5 explain how the identified tasks are to be considered in the allocation, assignment
and prioritization of resources in the engine-room
.6 given a case, analyse the importance of properly allocating, assigning and
prioritizing resources onboard ship
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Part C3: Detailed Teaching Syllabus Introduction
The detailed teaching syllabus is presented as a series of learning objectives. The objective,
therefore, describes what the trainee should do to demonstrate that the specified knowledge
or skill has been transferred.
Thus, each training outcome is supported by several related performance elements in which
the trainee is required to be proficient. The teaching syllabus shows the required performance
expected of the trainee in the tables that follow.
To assist the instructor, references are shown to indicate IMO references and publications,
textbooks and teaching aids that instructors may wish to use in preparing and presenting their
lessons.
The material listed in the course framework has been used to structure the detailed teaching
syllabus; in particular:
• teaching aids (indicated by A);
• IMO references (indicated by R); and
• textbooks (indicated by T),
will provide valuable information to instructors.
Explanation of information contained in the syllabus tables
The information on each table is systematically organized in the following way. The line at the
head of the table describes the FUNCTION with which the training is concerned. A function
means a group of tasks, duties and responsibilities as specified in the STCW Code.
It describes related activities which make up a professional discipline or traditional
departmental responsibility on board.
The header of the first column denotes the COMPETENCE concerned. Each function
comprises a number of competences. For example, Function 1, Marine Engineering at the
Operational Level, comprise one COMPETENCE for this model course.
In this function the competence is Maintain a safe engineering watch. The term "competence"
should be understood as the application of knowledge, understanding, proficiency, skills,
experience for an individual to perform a task, duty or responsibility on board in a safe, efficient
and timely manner.
Shown next is the required TRAINING OUTCOME. The training outcomes are the areas of
knowledge, understanding and proficiency in which the trainee should be able to demonstrate
knowledge and understanding. The COMPETENCE comprises the training outcome which is
knowledge of engine-room resource management principles.
Finally, the training outcome embodies a variable number of required performances as

evidence of competence. The instruction, training and learning should lead to the trainee
meeting the specified required performance.
HTW 8/3/1/Add.1
Annex, page 80
Following each numbered area of required performance there is a list of activities that the
trainee should complete, and which collectively specify the standard of competence that the
trainee should meet. These are for the guidance of teachers and instructors in designing
lessons, lectures, tests and exercises for use in the teaching process. For example, under the
topic 2, to meet the required performance, the trainee should be able to:
- identify the resources to be managed in a ship's engine-room
- explain the characteristics of each type of engine-room resource to be managed
- explain the responsibilities of engineer officers in allocating and assigning

engine-room resources
- identify the tasks, duties and responsibilities to be considered in the engine

department for determining safe manning as provided in annex 2 to resolution
A.1047(27).
- explain how the identified tasks are to be considered in the allocation, assignment and
prioritization of resources in the engine-room
- given a case, analyse the importance of properly allocating, assigning and prioritizing
resources on board ship
and so on.
IMO references (R) are listed in the column to the right-hand side. Teaching aids (A), and
Bibliography (B) relevant to the training outcome and required performances are placed
immediately following the TRAINING OUTCOME title.
It is not intended that lessons are organized to follow the sequence of required performances
listed in the tables. The syllabus tables are organized to match with the competence in the
STCW Code table A-III/1. Lessons and teaching should follow college practices. What is
necessary is that all of the material is covered, and that teaching is effective to allow trainees
to meet the standard of the required performance.
HTW 8/3/1/Add.1
Annex, page 81
FUNCTION 1: MARINE ENGINEERING AT THE OPERATIONAL LEVEL
COMPETENCE 1 Maintain a safe engineering watch IMO Reference

2. ALLOCATION, ASSIGNMENT AND PRIORITIZATION OF
RESOURCES
Bibliographies: B3, B4, B5, B6, B8, B10
Teaching aids: A1, A2, A5
Required performance:
R1, R2, R3, R5,
- identify the resources to be managed in a ship's engine-room
R11
- explain the characteristics of each type of engine-room
resource to be managed
- explain the responsibilities of engineer officers in allocating
and assigning engine-room resources
- identify the tasks, duties and responsibilities to be considered
in the engine department for determining safe manning as
provided in annex 2 to resolution A.1047(27).
- explain how the identified tasks are to be considered in the
allocation, assignment and prioritization of resources in the
engine-room
- given a case, analyse the importance of properly allocating,
assigning and prioritizing resources on board ship
HTW 8/3/1/Add.1
Annex, page 83
Annex A3
Example of a lesson plan for annex A2
Subject area: 2. Allocation, assignment and prioritization of resources Lesson number: 1

Training area: Knowledge of engine-room resource management principles
Main element Teaching Bibliography IMO Reference A/V aid Instructor Lecture Notes Time (minutes)
Specific training outcome teaching method Guidelines
sequence, with memory keys
Allocation, assignment and prioritization of
resources
B3, B4, B5, B6, B8,
• Identify the resources to be A2 A5 A1 Compiled by the
Lecture B10 STCW III/1, A-III/1
managed in a ship's engine- lecturer
room
• Explain the characteristics of

B3, B4, B5, B6, B8, A1 Compiled by the
each type of engine-room Lecture STCW III/1, A-III/1 A2 A5
B10 lecturer
resource to be managed
• Explain the responsibilities of

engineer officers in allocating B3, B4, B5, B6, B8, A1 Compiled by the
Lecture STCW III/1, A-III/1 A2 A5
and assigning engine-room B10 lecturer
resources
• Identify the tasks, duties and
responsibilities to be
considered in the engine
department for determining Lecture STCW III/1, A-III/1 A2 A5
B10 lecturer
safe manning as provided in
annex 2 to resolution
A.1047(27)
• Explain how the identified
tasks are to be considered in
the allocation, assignment and Lecture STCW III/1, A-III/1 A2 A5
B10 lecturer
prioritization of resources in
the engine-room
• Given a case, analyse the Case Study B3, B4, B5, B6, B8, A2 A5 A1
importance of properly B10
Compiled by the
allocating, assigning and STCW III/1, A-III/1
lecturer
prioritizing resources onboard
ship
HTW 8/3/1/Add.1
Annex, page 84
Appendix VII
Instructor feedback on model course
To keep the training program up to date in future, it is essential that users provide feedback.
New information will provide better training for persons involved in the assessment,
examination and/or certification of seafarers. Information, comments and suggestions should
be sent to the Head, Maritime Training and Human Element, IMO
The International Maritime Organization

4, Albert Embankment, London SE1 7SR, United Kingdom
Email: ModelCourses@imo.org
Feedback on Model Course XXX: Engine-Room Resource Management
Information, comments and suggestions regarding the model course and its implementation
(please give your feedback below, indicating which part or page of the model course you are
commenting on).
Contact information
Nation:
Organization:
Title and Name:
Address:
Tel:
Email:
___________

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S

SUBCOMITÉ DE FACTOR HUMANO, HTW 8/3/1/Add.1

VALIDACIÓN DE LOS CURSOS MODELO DE FORMACIÓN

Proyecto de nuevo curso modelo sobre la gestión de los recursos de la

Sinopsis: En este documento figura el proyecto de nuevo curso

Medidas que han de adoptarse: Véase el párrafo 2

Documentos conexos: HTW 8/3/1

1 En el anexo de este documento figura el proyecto de nuevo curso modelo sobre la

Medidas cuya adopción se pide al Subcomité

2 Se invita al Subcomité a que examine el proyecto de nuevo curso modelo sobre la

DRAFT REVISED MODEL COURSE ON ENGINE-ROOM RESOURCE MANAGEMENT

MODEL COURSE X.XX

[To be inserted by the Secretariat]

Part A: Course framework #

Part B: General outline #

Part C: Detailed outline #

Part D: Instructor manual #

Part E: Evaluation and assessment #

Appendix I: Non-technical skills assessment example #

Appendix II: Technical skills assessment example #

Appendix III: Assessment plan sample for Engine-room resource

Appendix IV: Equipment familiarization checklist in Engine-room #

Appendix V: Exercise plan #

Appendix VI: Guidance on the implementation of IMO model courses #

Appendix VII: Instructor feedback on model course #

◼ Purpose of the model course

◼ Use of the model course

• properly qualified instructors;

• relevant support staff;

• teaching and other spaces;

• appropriate equipment and teaching aids;

• videos, multi-media presentations;

• textbooks, appropriate technical papers etc.; and

• other relevant reference material.

◼ Training and the STCW Convention

Part A: Course framework

This course is designed to enable seafarers to demonstrate their competence to maintain a

.1 allocation, assignment and prioritization of resources;

.3 assertiveness and leadership;

.4 obtaining and maintaining situational awareness; and

.5 consideration of team experience.

◼ Course certificate or document

On successful completion of the course and demonstration of competence, a document may

◼ Course intake limitation

◼ Teaching facilities and equipment

◼ Teaching Aids (A)

A1 Instructor manual and its appendix – part D of this course

◼ IMO References few

R1 International Convention on Standards of Training, Certification and

R2 International Convention for the Safety of Life at Sea (SOLAS), 1974

R3 Convention on the International Regulations for Preventing Collisions at Sea

R4 International Safety Management (ISM) Code

R5 Guidelines for engine-room layout, design and arrangement (MSC/Circ.834)

R6 Principles of minimum safe manning (resolution A.1047(27))

R7 IMO Model Course 1.30 on Onboard Assessment

R8 IMO Model Course 1.39 on Leadership and Teamwork

R10 IMO Model Course 2.07 Engine-room Simulator

R11 Guidelines on fatigue (MSC.1/Circ.1598)

B2 Jeffery, R (2007) Leadership Throughout, The Nautical Institute

B4 Poole, T., & Springett, P. (2012). Understanding human behaviour in

B6 Lloyd's Register. The human element An Introduction. Available at:

B8 Squire D. The human element. The importance of effective communication.