Bridge Team Management

BY EMS SEATRAIN

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RECORD OF REVISIONS CHAPTER 1.0 2.0 #.0 !.0 $.0 6.0 %.0 ".0 9.0 10.0 11.0 12.0 1#.0 1!.0 1$.0 REVISION 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 DATE
01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07 01.11.07

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Aims
The Aim of this 3 Days Bridge Team Management course is to introduce all Deck Officers to Bridge Team Procedures and teamwork skills with emphasis on Passage Planning and the Master/Pilot interface.

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OBJECTIVES
The trainee who successfu ! co"# etes this course wi $e a$ e to% & & & & & I&entif! the nee& for tea"wor' s'i s ( uti i)e these Tea"wor' s'i s Or*ani)e a functiona Bri&*e tea" Res#on& to cha en*es of Bri&*e tea" "e"$ers E+# ain the i"#ortance of # annin* a #assa*e De"onstrate a *reater un&erstan&in* ( awareness of efficient $ri&*e #roce&ures an& $ri&*e tea"wor' &urin* watch 'ee#in* an& shi# han& in*, in nor"a an& in e"er*enc! situations& De"onstrate a *reater awareness an& un&erstan&in* of *oo& interacti.e co""unication st! e an& $enefit of $ui &in* u# a co""on share& "enta "o&e of the # anne& #assa*e/ & & Pre#are an& e+ecute #assa*e # annin* Faci itate Master0Pi ot e+chan*e

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COURSE PROGRAMME

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Subject

Day 1

091 !09"0

Registration /Introduction

09"0!1#00 1#00!1"00 1"00!1""

Introduction to BTM and its concept Hazardous thoughts & Error chains Teamwork Situational awareness Leadership and management st les !ase Stud "# Torre !an on $u%c& B'ea( $amiliarization Bridge e%uipment Ship model Simulator E&ercise " '

1"" !1 #0

Manoeu(ring the (essel in !euta port and within congested water )assage )lanning/E&ecution/Monitoring *e+rie,ing and E(aluation Simulator E&ercise - '

1 " !1)#0

*eparture ,rom )etroleum ha(en +erth .o/0 1 Maas ha(en2 & na(igation in congested waters )assage )lanning/E&ecution/Monitoring *e+rie,ing & E(aluation

Day * 09#0!1#00

!ultural 3wareness )assage planning 3uthorit & 3sserti(eness Short term strateg State o, the +ridge !ase Stud -# !ollision at 4andelaar pilot station

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1#00!1"00

Lunch Break

1"00! 1"" 1"" !1)#0

3ttitude & Management skills# 4orkshop Simulator E&ercise no 5 ' .a(igation ,rom Maas )ilot to )etroleum Ha(en no 0 Emergenc )assage )lanning/E&ecution/Monitoring *e+rie,ing and e(aluation !ommunications and +rie,ings !hallenge & Response Stress Management Master / )ilot relation 6udgment and decision making 4heel 7(er position / S%uat / Turning circle !ase Stud 5# !ollision with Trawler

Day # 09#0!1##0 1#00!1"00 1"00!1)1

Lunch Break Simulator E&ercise no 8 ' .a(igation in Singapore waters and preparations ,or pilot +oarding at )ilot +oarding ground 9B: )assage )lanning/E&ecution/Monitoring *e+rie,ing and e(aluation

1)1 !1)"

!ourse conclusion & 3ssessment

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C&a+te' 1 I%t',-ucti,% t, BTM . its c,%ce+ts

Sa,el & success,ull completing a commercial (o age is the aim o, e(er maritime ad(enture/ Howe(er; (o ages are sometimes not completed & cargoes sa,el deli(ered/ In spite o, the latest technologies & power,ul ship engines; the (o age is still at risk & the ship & its crew are still su+<ect to the (agaries o, the nature// The non#completion o, a (o age ma not +e <ust the result o, a hostile en(ironment; +ut a ma<orit o, incidents are the result o, human error/ 3lso; it is a known ,act that na(igational sa,et has to +e managed & the techni%ues o, organization; leadership & teamwork need to +e applied i, the ship is at all times to demonstrate relia+le per,ormance/ =ood management ensures that all resources; human & technolog ; are put to their optimum capa+ilit / $or man ears the shipping industr has concentrated on the ph sical condition o, the ship/ It has; howe(er spent little time on the other aspects that are now seen as e%uall important ' the +e,+/e 0act,'; the per,ormance o, the master; o,,icers and crews; and the manner in which the ship is operated/

=ood ship management re%uires all aspects to +e controlled/ This &uma% 0act,' is the most prominent cause o, most shipping incidents/ These incidents include +ut are not limited to the ,ollowing1 P,//uti,%2 C,//isi,% a%- G',u%-i%3/ Most o, them occur within coastal waters; and the ma<orit o, these occur in restricted waters near port entrances and tra,,ic con(ergence/

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Structu"l !"ilure 10%

Other C"u%e% 14%

Deck Officer Error 25%

$ech"nic"l !"ilure 5% Equip ent !"ilure #% Pilot Error 5%

Engineer Off icer Error 2% Shore Error 14% Crew Error 17%

Maj,' causes ,0 P . I C/aims 4 T&e 5uma% 6act,' 4 U7 P . I C/ub 1998

It is at these times and in these places that the +ridge personnel ha(e the greatest workload/ The must e,,ecti(el use all the resources a(aila+le and ,unction as a team to handle the work re%uired to complete a sa,e passage and a(oid or at least reduce incidents/ Reducing incidents in(ol(ing the people ,actor can +e addressed + > Obse'9a%ce ,0 i%te'%ati,%a/ a%- %ati,%a/ 'e3u/ati,%s St'ict c,m+/ia%ce :it& C,m+a%y;s +,/icies2 +',ce-u'es a%- :,'( i%st'ucti,%s 3+o(e all; reducing incidents in(ol(ing the people ,actor relies on the crews manning the (essels; their initial training; their competence and the strict ,ollow#up training the recei(e/ This training course is aimed at pre(enting people ,actor incidents; especiall those in(ol(ing restricted water incidents where the Bridge Team pla a (ital role in ensuring the continuous monitoring o, the (essel and its na(igation/ The Bridge Team should +e used to reduce incidents + allowing Pe,+/e t, m,%it,' +e,+/e; thus ne(er allowing one person to make a mistake; or letting it go unnoticed; especiall in con,ined waters; that could <eopardize the (essel?s operation or its sa,et / The !ourse addresses the Management aspects o, the Bridge Team and the importance o, )assage )lanning and the master/pilot inter,ace/

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C&a+te' *
*<0 ! 5a=a'-,us t&,u3&ts . E'',' c&ai%s 1!

! I ca% -, it> ! It :,%;t &a++e% t, me ! It :,%;t ma(e a%y -i00e'e%ce

! D,%;t te// me :&at t, -, ! ?e &a9e a/:ays -,%e it t&is :ay ! -, s,met&i%3 @uic(/y>

3nd work towards replacing them with their opposite positi(e or @sa,e thoughts:> ! ! ! ! ?&y ta(e a%y c&a%cesA It c,u/- &a++e% t, me< D,%;t 3i9e i%< ?e a'e a// ,% t&e same s&i+< ! 6,//,: t&e 'u/es< ! T&e% it is ab,ut time :e c&a%3e< ! B,t s, 0ast2 t&i%(

*<1! C&a%3e 5a=a'-,us T&,u3&ts

To assist with good management all B'i-3e Team membe's must1 Take action to see that minimum standards are esta+lished i, the are not (olunteered + the master and ,or pilot/ 4hen conning the (essel; the +ridge team mem+er should take the initiati(e to put them in place/ Render assistance when it appears that the master and/or pilot does not ,ull use all their a(aila+le human resources/ Recognize 9hazardous thoughts? and work towards replacing them with 9sa,e thoughts?/

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*<*! ?e a// ma(e mista(es

&ll people "ke i%t"ke%' it i% p"rt of the le"rning e(perience. O)*iou%l+ we "re "llowe, to "ke ore i%t"ke% when we "re +ounger "n, not in po%ition% of re%pon%i)ilit+. -+ the ti e we h"*e re"che, %enior po%ition% of "uthorit+ our i%t"ke.lo", %houl, )e re,ucing B!T "# $T%&& MA'# M%$TA'#$. One w"+ of re,ucing %eriou% error% or pro)le % fro i%t"ke% i% )+ recogni/ing the f"ct th"t %eriou% pro)le % "re often the pro,uct of "n+ inor i%t"ke% 0 The #((O( )*A%+. Error ch"in% u%u"ll+ occur )+ " com,ination of e-ternal and internal errors. #-ternal Increased age o, world?s ,leet !rews ,rom mi&ed cultures $re%uent new crew turno(er Technical ,ailures Maintenance errors Missing in,ormation Mis#in,ormation 7ther organization? errors %nternal Boredom ' inattention !omplacenc o, the routine $atigue/Tiredness Lack o, knowledge o(er con,idence in a+ilit Lack o, training Inade%uate training

..3/ T&e e%9i',%me%t ,0 a% e'','

Errors will occur/ Their a,,ects can +e minimized i, the en(ironment in which the occur is ,unctioning e,,ecti(el and e,,icientl / T&e P'actica/ E00ects ,0 E'','s

#rror

P',tecte- system

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E'','

Vu/%e'ab/e system
Res+,%se t, E'','s There are three t pes o, response to an incident or accident> T pe " ' P'e9e%t it happening again + making the com+ination o, situations impossi+le T pe - ' I, pre(ention is impossi+le then do the ne&t +est thing ' mi%imi=e t&e P',babi/ity o, the same com+ination happening again/ T pe 5 ' I, t pe - is di,,icult t&e% t'ai% &,: t, 'ec,3%i=e a%- &,: t, a9,it&e Situati,%/ In the worst case; train &,: t, mi%imi=e t&e c,%se@ue%ces o, the situation i, it happens/ *<"!

E'',' C&ai%

..0! Pa'ts ,0 a% E'',' C&ai%

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C,%ti%u,us Assessme%t )re(ention o, serious errors can onl come a+out + recognizing the thus monitoring people?s input; and e&ternal input; into an operation/ can e&ist and

!ontinuous assessment o, the operation; such as )assage )lanning or Bunkering; will identi, the possi+le error areas and allow the 7,,icer to a(oid or minimize the conse%uences o, the mistakes/ I, an error occurs ou should not ignore it; or pretend it ne(er happened/ The most positi(e wa to look at it is as a learning e&perience ,or our sel, and others/ Reporting and communicating incidents is in the +est interest o, maritime sa,et /

C&a+te' #

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Team:,'(

3.1/ T&e Sta3es ,0 Team De9e/,+me%t

There are ,our recogniza+le stages that teams pass through on their <ourne ,rom ,irst setting e es on one another to ,unctioning as a smooth operating unit/ These stages are not; o, course; per,ectl distinct and watertight/ The stages are> 6,'mi%3 St,'mi%3 B,'mi%3 Pe'0,'mi%3

3.1.1/ 6,'mi%3
4hen a team ,irst comes together there is usuall uncertaint a+out what to do and how to do it/ Indi(iduals need to ,ind out a +it more a+out one another +e,ore

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the start to concentrate on the task/ Some team mem+ers will keep (er %uiet/ 7thers ma do the opposite and make an earl +id to assert themsel(es/ 3t this point the Team leader?s <o+ is> To -'a: people out To get indi(iduals to ta/( a+out their knowledge and e&perience To +egin to 0,cus on the <o+ to +e done/

#<1<*! St,'mi%3
7nce the initial stage is o(er there is almost alwa s some tension and disagreement a+out o+<ecti(es and working methods/ How the leader reacts to that is important/ Managers who are not (er e&perienced can +e tempted to put a lid on an con,lict that arises/ But though ou must o+(iousl keep control; it is not a good idea to suppress disagreement in the earl stages o, the team?s de(elopment/ Three o, the most common errors made at these stages are> 7nl listening to the more a'ticu/ate a%- c,%0i-e%t mem+ers o, the team/ Their %uieter colleagues o,ten o,,er ideas; which are <ust as good or +etter/ G,i%3 st'ai3&t i%t, t&e :,'( without ,irst t ing up important loose ends a+out how things should +e done/ Assumi%3 that e(er +od understands and agrees with the team?s o+<ecti(es/

#<1<#! B,'mi%3
This stage marks the +eginning o, the team?s stead state/ Broad agreement a+out what needs to +e done and how to do it +egins to emerge/ The team is 3etti%3 t, (%,: ,%e a%,t&e' as indi(iduals and to understand one another?s strengths and weakness/ Most o, the team?s tasks +egin to +ecome routine/ Aou can o,ten recognize the norming stage + the growth o, procedures and s stems/ But watch outB 7ne o, the dangers at this point is that; in a reaction to the di,,iculties and disagreements o, those earl months ou will go o(er+oard in de(eloping and rel ing on ,ormal methods ,or recording and controlling the work o, our team/ 7perations that run entirel Cby t&e b,,(D do so at the e&pense o, sti,ling inno(ation and initiati(e/ Aour role as the leader o, a team; which has reached the normal stage; is to make sure that it does not stick there; +ut progress to>

#<1<"! Pe'0,'mi%3
High per,orming groups naturall use ,ormal use ,ormal s stems/ B But their main strength lies in mutua/ t'ust a%- 'e/ati,%s&i+ +etween indi(iduals/

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Aou can recognize that + the high le(el o, in,ormal; work#related communication that takes place/ Aour contri+ution to this as the team?s manager is to do a lot o, what is o,ten called MB?A ' Management By Wandering About/ *on?t Stand Still/

#<*! C&a'acte'istics ,0 E00ecti9e Teams

4hat does an e00ecti9e team look likeC How does our own team measu'e u+ to the list +elowC Success High per,orming teams ac&ie9e what the set out to do more o,ten than not/ But howe(er; the must +e the right o+<ecti(es/ There is no point in success,ull achie(ing the wrong ones/ Objecti9es 7+<ecti(es; which are c/ea'2 c,%siste%t with those o, the organization o, which the team is a part and accepted + the mem+ers o, the team/ This is almost alwa s the starting point ,or impro(ing the per,ormance o, su+standard teams/ 7,ten o+<ecti(es ha(e ne(er +een clearl de,ined; lea(ing the team mem+ers to guess at what the are supposed to +e doing/ Sometimes team leaders delude themsel(es that their team mem+ers understand and accept their o+<ecti(es/ 7pposition to team o+<ecti(es is not alwa s e&pressed openl / It is more common ,or team mem+ers to nod their heads and then go o,, and do the opposite/ I%-i9i-ua/ R,/es Indi(idual roles; which are clear; support the team e,,ort and agreed + those who carr them out/ C,mmu%icati,%s !ommunication should +e ,+e%2 &,%est a%- c,%ti%u,us/ It is true that some teams ha(e had to de(elop ,ormal methods o, communication to cope with aspects o, their particular task/ But it is ,rom rich; in,ormal communication that most teams deri(e their strength/ G',:t& 1rowth emphasi2es group learning2 ,e*elop ent of in,i*i,u"l% "n, con%tructi*e co petition. &eadership Effecti*e le",er%hip "n, te" work i% " 3ourney4 not a destination. 3he "n"ger% of high perfor "nce group% c"n feel %"ti%f"ction2 )ut the+ u%t not )e co pl"cent. The ,etter the team4 the more challenges it needs . Team Re/ati,%s&i+s Relationships within the team; which are supporti(e; trusting and strong enough to stand the health con,lict and argument which properl ,unctioning teams; contain/

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!on,lict can +e good ,or a team?s de(elopment and operation/ It sharpens a group?s per,ormance and there is something the matter with a team too ,ragile to handle disagreements/ EEte'%a/!Re/ati,%s&i+s E&ternal Relationships are relationships outside the team; which allow the team to manage i%te'!3',u+ c,%0/ict a%- c,!,+e'ati,%< T&is can +ecome e(ident when @newcomers? tr to enter the team/ Team leaders o,ten ha(e to manage a parado&/ The stronger their teams get the more united the will +e in the ,ace o, all indi(iduals and groups who are outside their territor / But managers ha(e to lead teams; which are part o, a larger organization/ Their team has to contri+ute to the wider organizational e,,ort; not sa+otage or ,ight against it/ EE&,'tati,% ,orms no part o, the solution to this parado&/ Team unit in the ,ace o, the common enem has +een a lesson li,e has taught mankind since the da s o, the Sa+er#toothed tiger/ 4e won?t stop doing it +ecause our +oss or e(en the Managing *irector; tell us to/ In ,act it is positi(e to encourage the team spirit/ The concept o, OUR TEAM ! T5EIR TEAM can +e used to moti(ate and consolidate ship?s per,ormance in wide num+er o, areas/ The onl wa out is ,or managers to make sure; + working with their +osses; colleagues and other organizations; that their own team?s o+<ecti(es are reasona+l consistent with those o, the larger unit o, which the ,orm apart and that their relationships with others in the organization are sound/ The message must +e we are all pulling together; as a small Team on +oard and as a larger Team In the compan /

C&a+te' "

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Situati,%a/ A:a'e%ess
8/"# Situational awareness is knowing what is e&pected; and what is happening at all times/

7n the +ridge situational awareness is de(eloped and practiced through communication; command/leadership and teamwork + all participants in(ol(ed/

5../ $ituational Awareness c"n )e i,entifie, through three %t"ge%4

5...1/ Achie6ing Situ"tion"l "w"rene%% i% "chie*e, )+ " pro"cti*e "ppro"ch of4 Pl"nning "n, prep"r"tion 3hinking "he", 5%ing the "*"il")le re%ource% !ee,)"ck 5..../ 7enerating & goo, %itu"tion"l "w"rene%% i% gener"te, )+4 3he )ri,ge te" "(i i/ing the conning officer6% %itu"tion"l "w"rene%% 3he conning officer recogni/ing the )ri,ge te" 6% contri)ution Encour"ging input without critici% 5...3/ &oss Clue% in,ic"ting the lo%% of %itu"tion"l "w"rene%% or the potenti"l of "n error ch"in i% e*i,ence, )+4 & )iguit+ Di%tr"ction !eeling of in",equ"c+ "n,7or confu%ion & )re"k,own in co unic"tion% 8 proper con "n,7or lookout De*i"tion of the *o+"ge pl"n 9iol"tion of regul"tion%

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Co pl"cenc+

5...3.1! Ambi3uity *isagreement +etween two or more sources o, in,ormation; such as +etween the wheelhouse and na(igation e%uipment; +etween people; +etween written in,ormation sources i/e/ manuals; rules; directi(es; etc/ "<*<#<*!Dist'acti,% Too much ,ocusing attention or concentration upon a single e(ent or item/ This can +e the result o, workload; an emergenc situation; simple inattention; ,atigue; stress; ine&perience; etc/ "<*<#<#! 6ee/i%3 i%a-e@uacy ,' c,%0usi,%1 3 sense o, uncertaint regarding the situation at hand; a ,eeling the (essel is getting ahead o, ou and there?s nothing ou can do a+out it/ $re%uentl the result o, lack o, training or e&perience; a +reakdown in communications/ "<*<#<"! B'ea(-,:% i% c,mmu%icati,%s1 Improper or poor communications/ !ustomaril due to e&ternal conditions i/e/ noise; acti(it ; peopleD; +ut also attri+uta+le to human +arrier ,actors i/e/ clarit ; misunderstanding; animosit ; stress; and others/ .ot ,ollowing standard marine communications protocol; such as the IM7 marine standard (oca+ular / "<*<#< ! Im+',+e' c,% ,' /,,(,ut1 The conse%uence o, distraction resulting ,rom ,atigue or ,ailure to prioritise; organize; or share workload/ "<*<#<8! De9iati,% 0',m t&e 9,ya3e +/a%1 $ailure to meet targets o, the (o age plan/ This ma take man ,orms> *e(iation ,or crossing tra,,ic *i,,erent instructions in the pilots )ossi+le o+structions $ailure to recognize points o, no return

"<*<#<)! Vi,/ati%3 estab/is&e- 'u/es ,' +',ce-u'es1 *eli+erate de(iations ,rom the standard operating procedure; e/g/ @+ecause it?s easier: or due to time constraint/

C&a+te'

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$ea-e's&i+ . Ma%a3eme%t Sty/es

<1! ?&y a'e Ma%a3eme%tFTeam:,'( S(i//s %ee-e-C
Shipping is twent ,our hour a da and 5EF da s per ear industr ; it in(ol(es> A 9e'y &a's& e%9i',%me%t :&ic& -ea/s sa9a3e/y :it& t&,se t&at t'eat it c,%tem+tu,us/y Pe,+/e :&, &a9e t&e same st'e%3t&s a%- :ea(%esses as ,t&e' &uma% bei%3s Most sea#going personnel realize this and can identi, TRUT5SD o,ten re,erred to> with the CT5REE

T&e sea is -a%3e',us G,u ca%%,t c&a%3e t&e /a:s ,0 %atu'e ?e a// ma(e mista(es
To ensure that the ship?s operation takes these into account; centuries o, tradition ha(e pro(ided seama%s&i+/ Howe(er; modern shipping recognizes that more pressure is now +rought to +ear on the ship?s 7,,icers and hence there is a need ,or an integrated Team on +oard the ship to ensure that all aspects o, the ship?s operation are co(ered ,or sa,et and e,,icienc / The (ast ma<orit o, Senior 7,,icers realize there is a need to in(ol(e their crews in a Team/ The recognize the pro,essionalism and importance o, their su+ordinates in the operation o, the ship/ Howe(er; a ,actor that does cause concern to them is how to integrate <unior personnel into a Bridge Team and not diminish their own authorit / The importance o, Management Skills in achie(ing a cohesi(e group o, people working to the same end cannot +e o(er emphasized/ 4hether it is the working o, the Bridge Team in coastal waters or the introduction o, pilot into the Bridge Team in more con,ined waters ' t&e Team must be ma%a3e- a%- ma%a3ee00ecti9e/y/ This re%uires S(i//s not normall addressed in marine training/ "/ The +asis o, good Management is to i-e%ti0y what must +e done and then get it done; ,or e&ample> the master and/pilot must not onl esta+lish minimum standards o, sa,et margins; the must demonstrate its esta+lishment and that it is +eing used/ -/ Management can onl +e achie(ed + recognizing the importance o, using all a9ai/ab/e &uma% 'es,u'ces and using themB 7,ten the work must +e delegated/ 5/ $inall ; a C3,,- ma%a3e'D must be ab/e t, i-e%ti0y a%y %e3ati9e ,' H&a=a'-,us t&,u3&tsD<

<*! I%t',-ucti,% t, Ma%a3eme%t S(i//s

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To ensure that the resources o, the compan ; (essel and additional ser(ices are utilized to the ,ullest ad(antage it is necessar to recognize the need ,or all personnel to use Management Skills when dealing with people/ These skills include> Ma%a3eme%t sty/es $ea-e's&i+ C,mmu%icati,%s A:a'e%ess

<#! Ma%a3eme%t Sty/es

The master must> Manage using a ba/a%ce +etween per,ormance and people#oriented st les Va'y management st le; within a +alanced range; as appropriate E%c,u'a3e o,,icers to ask ,or challenging duties

The +ridge team shall> B,'ma//y use a +alanced management st le S&,: the a+ilit to work with managers o, di,,erent st les; to maintain sa,e working conditions; without threatening the commanding or leadership roles/ )lease note that this section deals with management st les; not with persons with special characteristics/ Ideall ; a person can switch +etween the di,,erent management st les; depending on the situation/

Asse'ti9e%ess -,es %,t mea% A33'essi,%

<"! Rec,3%i=e- Ma%a3eme%t sty/es
.o matter what management st le a master and o,,icer use; t&e maste' a/:ays &as 0,'ma/ a%- 0i%a/ aut&,'ity 0,' t&e s&i+< But a management st le can +e modi,ied according to circumstances and +ridge team e&perience/ 7ne 4a o, looking at management st les is to identi, how people prioritise their work relation/ Some think that per,ormance and results are the onl things that matter i/e/ c,%ce'% 0,' +e'0,'ma%ce/ 7n the other hand; some ,eel that people?s needs are to ha(e the highest priorit ' i/e/ c,%ce'% ,0 +e,+/e/

Perfor"ance B D

E
C

Peo# e

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A 4 $,: C,%ce'% 0,' Pe'0,'ma%ce a%- Pe,+/e Low task orientation Sets standards too low )oor short term strateg Low people orientation )oor communications .o authorit

E00ects ,0 t&is Sty/e Bridge Team uncoordinated; so either nothing gets done or each person has their own agenda B 4 5i3& C,%ce'% 0,' Pe'0,'ma%ce Little concern ,or people 3uthoritarian st le 7ne wa communication *oes not like challenges Strong leader good in crisis 7ne#man#+and

Bridge Team .ot moti(ated )oor or no leadership

C 4 5i3& C,%ce'% 0,' Pe,+/e Little concern ,or per,ormance Gses too much unimportant communication The challenge and response are weak Too supporti(e o, Bridge Team mem+ers Lower standards tolerated Effect% of thi% St+le 1ener"l lowering of profe%%ion"l %t"n,"r,% $or"le ;ittle on the <o) tr"ining ;ow re%pect for the le",er%hip =igh people orient"tion -e%t u%e of -ri,ge >e%ource% 1oo, co unic"tion% 1oo, le",er%hip -ri,ge 3e" tot"ll+ oti*"te, People in*ol*e ent "% " ?te" @ Co unic"tion% "n, )riefing% c"rrie,

Effect% of thi% St+le :uiet2 ,efen%i*e -ri,ge 3e" Poor co unic"tion "n, few ch"llenge% Decline in perfor "nce ;o or"le D

e )er%

*igh concern for Performance A+D People =igh t"%k orient"tion &ccept% ch"llenge% 5%e% %hort ter %tr"teg+ 8,entifie% o)<ecti*e%

Effect% of thi% St+le Pro"cti*e "ppro"ch th"t en%ure% "ll h"/"r,% "n, critic"l e*ent% "re i,entifie,. E%t")li%h ent of goo, ch"llenge "n, re%pon%e en*iron ent # Middle on Performance and People >e"%on")le co unic"tion Ch"llenge% "ccepte, Short ter %tr"teg+ u%e,

?Show% pro i%e )ut coul, ,o )etter@

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0.0/ B'i-3e Team Ma%a3eme%t Sty/es

Management Leadership in(ol(es the a+ilit to e,,ecti(el manage and/or participate in a +ridge team/ This re%uires> Technical knowledge a+out the ship Leadership or people skills )roacti(e approach <8!

E/eme%ts ,0 3,,- B'i-3e Team /ea-e's&i+ i%c/u-e1

7rganize the team 7rganize the +ridge Train and coach the team Build team spirits? pro,essionalism )ractice e,,ecti(e communication 3ccept challenge Manage con,licts

<8<1!

O'3a%i=e t&e team

Esta+lish +asic team organization and manning + o+ser(ance o, compan polic and guidelines/ $urther esta+lish procedures and guidelines 1to the e&tent possi+le2 +ased on the !ompan ?s S7)E) to co(er contingencies; emergencies; or other operational situations/

<8<*!

O'3a%i=e t&e b'i-3e

Eliminate; as ,ar as possi+le; all ph sical o+stacles to e,,icient team operations; such as noise; lights; heat/cold; ine,,icient placement o, e%uipment; etc/ Ensure that all rele(ant charts; na(igational e%uipment and pu+lications are present/

<8<#!

T'ai% a%- c,ac& t&e team

Esta+lish the 9master as trainer? concept/ See that all team mem+ers understand and practice +oth esta+lished procedures and +asic nautical skills/ E%c,u'a3e a// ,00ice's t, t'ai% eac& ,t&e'< $ollow the training program with (o age con,erences and de+rie,ings/ See that our team mem+ers sta health ; rested; and capa+le o, coping with the <o+/

<8<"!

Bui/- team s+i'it a%- +',0essi,%a/ism

!reate a positi(e atmosphere on the ship and the +ridge that will lead to satis,action in a <o+ well done/ <8< !

P'actice e00ecti9e c,mmu%icati,%

Gse communication techni%ues that will cause an e&change o, in,ormation and thoughts in a clearl understood manner/

<8<8!

Acce+t -isa3'eeme%t ,' c'iticism

3(oid authoritarian leadership st le; lea(e open a(enues o, legitimate dissent +etween Bridge Team mem+ers with the o+<ect o, pre(enting @one person error: accidents/

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<8<)!

Ma%a3e c,%0/ict
3 good manager must +e capa+le o, resol(ing con,licts +etween team mem+ers/

<)!

$ea-e's&i+
F/H/"# There are ,our +asic st les o, team leaders in which the in(ol(ement and commitment o, su+ordinates can +e seen to increase progressi(el / Te// t&em ! the leader decides what to do and tells the su+ordinates to get on with it Se// t&em # the leader decides what to do and persuades the su+ordinates to accept it C,%su/t t&em # the leader listens to su+ordinates alternati(e solutions and then makes a decision De/e3ate it # the leader allows the su+ordinates to decide what action to take and +acks up their decision/

$rom these st les there is no one @best: st le o, leadership ,or all on#+oard situations/ Because o, the (er nature o, shipping; some ship+oard e(ents are reacti(e and there is little or no time ,or consultation or discussion/ 4hile other; longer term operations; allow a more proacti(e approach with much su+ordinate in#put/ It is ,air to sa ; howe(er; that the more consultation a leader puts into an operation; the +etter moti(ated and in(ol(ed the su+ordinates +ecome/ =ood leadership is knowing when consultation and delegation is; or is not; necessar or ad(isa+le/ )assage planning is a prime e&ample o, allowing su+ordinate in#put and discussion/ It must +e completed in plent o, time; with much e&ternal in,ormation; ,rom charts; tide ta+les; pilot +ooks etc/ This will allow ship?s in put and e&perience that a master can draw upon and use/ Howe(er a master must choose the appropriate and e,,ecti(e st le ,or the pre(ailing circumstances and use that to in,luence and moti(ate his 7,,icers and !rew/ F/H/-#

Eme'3e%cies . $ea-e's&i+
Eme'3e%cies -ema%- /ea-e's&i+ / There ma +e little time to consider a short# term strateg or to discuss management st le/ But leadership is alwa s important/ Leadership works +est when conditions are right/ 3nd it is the leader?s ,irst responsi+ilit to create these conditions/ That means using all the BRM tools; in particular> =ood communications 3n open challenge and response st le Short term strategies !ontrolling workload Management st le

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There are man sty/es ,0 /ea-e's&i+/ =ood leaders use some o, the +etter ones/ )erhaps the most common st le is leadership by first action/ Aou don?t ha(e to ha(e all the answers; +ut <ust starting the +all rolling; e(en + asking ,or ideas; shows that ou accept responsi+ilit ,or dealing with a solution/ Setting a good e&ample is essential ' i, ou don?t; how can ou e&pect others to set high standard and ha(e positi(e attitudes/ But good leadership is more than <ust setting a good e&ample/ $or one thing i, the leader?s per,ormance is (er superior to the other o,,icers then the ma ,eel the can ne(er reach it/ 3 leader with no+od ,ollowing is not a good leader/ To make sure that e(er one reall is ,ollowing; a good leader checks understanding and e&plains/ He makes ,ull use o, briefings and debriefings/

<)<#! $ea-e's&i+ . M,ti9ati,%

& goo, le",er trie% to un,er%t"n, people "n, re%pect the =e in*ol*e% the in the oper"tion. "% in,i*i,u"l% "n, profe%%ion"l%.

Aou c"nnot le", unle%% +ou know where +ou6re going. So setting and communicating clear goals "re "l%o i port"nt. !or e(" ple the go"l% c"n )e rel"te, to %che,ule%2 tow"r,% qu"lit+2 tr"ining "n, gener"l %"fet+2 or tow"r,% co%t%. &% " le",er +ou ,o not h"*e "ll the "n%wer%2 )ut +ou u%t )e prep"re, to u%e "ll re%ource% "t +our ,i%po%"l to get the . -+ ,eleg"ting +ou get the )e%t perfor "nce fro the te" "% " whole. -eing " goo, follower i% "l o%t "% ,ifficult "% )eing " goo, le",er. &% goo, follower u%t un,er%t"n, the re%pon%i)ilitie% of the le",er2 gi*e %upport "n, if nece%%"r+ %tep into the le",er%hip function 0 without thre"tening the )ri,ge te" 6% "uthorit+. The master should8 Show the ")ilit+ to %hift "n e ergenc+ fro "n un"nticip"te, f"%t re"ction t+pe to the "nticip"te, %low re"ction t+pe. 3"ke the le",er%hip in %ol*ing " pro)le )+ u%ing "ll "*"il")le re%ource%. =e %houl, re%i%t the te pt"tion to %tep in "n, ,o it "ll )+ hi %elf. Show the ")ilit+ to i,entif+ %itu"tion% where he7%he %houl, )e in ph+%ic"l control of the %hip co p"re, to who he7%he %houl, ,eleg"te control. 8n "n or,erl+ "nner2 when the pilot i% on )o"r,2 ,eleg"te cert"in ite % to hi . The pilot should8 Show the ")ilit+ to %hift "n e ergenc+ fro "n un"nticip"te, f"%t re"ction t+pe to the "nticip"te, %low re"ction t+pe. &%%i%t the le",er%hip in %ol*ing " pro)le )+ u%ing "ll "*"il")le re%ource%. =e %houl, re%i%t the te pt"tion to %tep in "n, ,o e*er+thing )+ hi %elf. The ,ridge mem,er should8 &% f"r "% pri "r+ ,ut+ per it p"rticip"te in the %olution of the pro)le . &llow the "%ter to re%u e control of the %itu"tion when he c"n ,o %o or when the e ergenc+ i% o*er. Clo%el+ onitor the "n"ge ent function% )eing u%e,.

C&a+te' 8

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Cu/tu'a/ A:a'e%ess
The shipping industr unites man di,,erent cultures/ In the same crew; o,,icers ma misunderstand each other/ E(er +od ma misunderstand the compan ?s instructions/ But we can communicate despite different cultures. !ommunication is di,,icult/ The Master is central to ship?s operations and he needs to communicate with man di,,erent people and organizations; all with di,,erent languages and language a+ilit / C,S+OMS V+S +O MS

CRE) C*ASSI-ICA+ION

CHAR+ERERS +OMS

O)NER MASTER

POR+ S+A+E CON+RO*

'RID(E INS,RERS

PI*O+

A(EN+

!ulture can make this communications more di,,icult/ Because o, cultural di,,erences; communications ma +e weakened; misunderstood or e(en ignored/ There sa,et is no magic answer to this pro+lem; +ut an increase in communication and ma +e achie(ed + > Becoming more culturall aware Iuestioning attitudes Treating people as indi(iduals $inding ,le&i+le solutions

!ulture depends on man ,actors> region; spoken language; +od language; <o+; education; in,luence; age; se&; social class; personalit ; etc/

Individuals in different cultures can have more in common than individuals in the same culture.

$ind this common ground and increase cultural awareness/ There are no rules; +ut there are some guidelines> *on?t stereot pe people

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*on?t assume people ha(e our (alues *on?t o,,end people Respect other people?s culture/ 4ith out respect ,rom +oth cultures good communications will not e(en start/ Learn what moti(ates people as indi(iduals and as mem+ers o, their culture/ )eople ha(e reason ,or their +eha(ior/ )a care,ul attention to +od language and to reactions/ Gse a cultural interpreter/ Some+od ,amiliar with a culture can act as a link +etween two cultures/ E&plain our actions and gi(e clear messages in simple language; check understanding/ Tr to make procedures + pass culture/ 7ne wa is to use written checklists/ !hecklists can reduce misunderstandings/ Jeep a consistent approach and attitude/ !ultural communications is two wa / I, the recei(er can understand our culture this can +ring ou +oth closer together/ Gse a person?s name/ This helps communications in most i, not all cultures/ 4ork at increasing our understanding o, a culture/

C&a+te' )

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Passa3e P/a%%i%3
The ,our stages o, )assage )lanning are># "/ -/ 5/ 8/ 3ppraisal )lanning E&ecution Monitoring

"/ 3ppraisal># In order to understand the risks in(ol(ed in the (enture ; the appraisal stage o, passage planning is carried out/ Such appraisal will +e made + considering the in,ormation ,rom sources including +ut not limited to># !hart !atalogue; na(igational charts; 7cean )assages o, the world; routing !harts; sailing *irections; Light Lists; Tide Ta+les; Tidal stream 3tlas; .otice to Mariners; Loadline !hart; *istance Ta+les; na(igational warnings; (essel particulars; Mariner?s Hand+ook; =uide to )ort Entr ; .autical almanac ; Ship?s Routing etc/ -/ )lanning># )lanning ma +e considered ,or 7pen waters or !oastal waters/ 7nce all the na(igational charts ,or the intended (o age is collected; ensure that all o, these charts are corrected to the latest .otices to Mariners & .a(igational warnings/ In the )lanning stage; ,actors like @.o#=7 3reas:; Sa,et Margins; Sa,e 4ater areas; 7pen water & !oastal tracks; !hart changes; *istances o,, dangers; local & International regulations; de(iations ,rom track; under keel clearances; tidal windows; stream allowances; 4heel o(er points; )arallel Inde&ing; 4a point locations; 3+orts & !ontingencies; )osition ,i&ing methods; radar & na(aids; land,all lights; radar targets; Buo age; $i& ,re%uenc ; Reporting points; )ilot +oarding areas; Tra,,ic areas; Transits; compass errors; leading lines & lights; !learing marks & +earings; 3IS etc/ should +e thoroughl considered/ 5/ E&ecution># 3,ter making the )lan and a,ter discussing & appro(ing it; the manner o, e&ecution is to +e determined/ In this phase; the +est manner o, using the a(aila+le resources is determined/ In this phase; the ,ollowing will +e considered># ET3?s ,or tide or da light; tra,,ic conditions; destination ET3; tidal streams; plan modi,ications; additional personnel; +rie,ings; ,atigue; preparation o, +ridge etc/ 8/ Monitoring># This ensures that the ship is ,ollowing the pre#determined passage plan & is a primar ,unction o, the dut o,,icer/ Monitoring consists o, a series o, ,unctions; anal sing its results and taking action +ased on such anal sis/ $ollowing are among those considered># $i&ing method; (isual +earings; regularit ; estimated position; soundings; cross track error; ,ollowing International Regulations ,or )re(ention o, !ollisions at Sea; non#na(igational emergencies; time management; lookouts; under keel clearances; wa points; transits; leading lines; clearing lines & +earings; rising/dipping distances; light sectors etc/

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C&a+te' I
Aut&,'ity a%- Asse'ti9e%ess
)erhaps +ecause o, histor and traditions; authorit and asserti(eness is a ma<or hazard in shipping/ The master issues an order and must be obeyed. The 3rd Officer feels he has the right solution to problem but is reluctant in putting it forward because he is new to the ship. 4hat do we mean + authorit C 3 master has ,ormal authorit +ecause o, his legal and compan responsi+ilit / Howe(er; he ma also ha(e personal authorit / 4hat do we mean + asserti(enessC 3sserti(eness is putting ,orward our ideas right o, wrong/ It can come ,rom con,idence; knowledge; skills; e&perience; etc/ 3uthorit and asserti(eness are (er similar/ 4e normall associate authorit with master and the person in charge and asserti(eness with the o,,icers; <unior mem+ers o, the team; or the crew/

MA$T#( Asserti0eness

Aut.orit/ 3(D O99%)#(

3rd Officer

MASTER PI1OT

HE1MSMAN

There is an authorit asserti(eness relationship +etween e(er +od on the +ridge/

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Most people would agree that a +alance +etween the authorit and asserti(eness o, an two mem+ers gi(es the sa,est situation/ E(er one must +e asserti(e enough to contri+ute to and i, necessar challenge decision/

But wh +alanceC The degree o, authorit /asserti(eness will alter di,,erent situations/ $or e&ample ' in a high risk situation the master will issue orders and e&pect immediate response/ I, a team mem+er realizes the order is incorrect; his asserti(eness to countermand it will need to +e ,irm and con,ident/ 3s the Bridge Team is a (ital component o, the sa,e and e,,icient e&ecution o, a (essel?s (o age; the authorit o, each mem+er must +e recognized + all other mem+ers/ Master must> !o#ordinate +ridge acti(it to +ring a+out an appropriate +alance +etween his authorit and asserti(eness o, the +ridge team mem+ers/ )ro(ide correcti(e management action when an im+alance occurs 4hen the pilot is on +oard; the master must co#ordinate +ridge acti(it to cause appropriate +alance +etween the pilot?s authorit and asserti(eness o, the +ridge team/ 7ther Bridge Team mem+ers must> Seek to achie(e an appropriate +alance +etween asserti(eness and authorit Identi, the le(el o, the Master?s authorit > o I, the le(el is so low that the sa,et o, the (o age is threatened; the Bridge Team shall increase their le(el o, asserti(eness to get essential tasks done and essential decisions made o I, the le(el is so high that e&cessi(e stress and workloads might +e created; the +ridge team ma ; o a(oid interpersonal con,licts; lower their le(el o, asserti(eness; G.LESS THE S3$ETA 7$ THE K7A3=E IS THRE3TE.E*/

I<1! $e9e/s ,0 Aut&,'ity a%- Asse'ti9e%ess

)ercei(ed le(els o, authorit and asserti(eness can (ar +etween mem+ers o, the Bridge Team/ The Master or )ilot ma ha(e T,, Muc& Aut&,'ity +ecause the > E&pected total command Lack o, communication skill !annot delegate 3re per,ormance oriented .eeds to pro(e himsel,

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The 7,,icer o, 4atch is o,ten T,, $,: ,% Asse'ti9e%ess +ecause he> Is silenced + master?s authorit Is unaware o, what is e&pected Lacks communication and management skills E&periences a personalit clash with the master Is o, a di,,erent cultural 3lthough too high and too low authorit or asserti(eness are e&tremes it is interesting to look at the ,our possi+le com+inations> 5i3& aut&,'ity 4 $,: asse'ti9e%ess This situation means that the whole team does not participate in decision making/ ' their ideas and challenges are put down little thought/ $,: aut&,'ity 4 5i3& asse'ti9e%ess This is the least dangerous situation ' high asserti(eness can compensate ,or low authorit / But it?s ,ar ,rom ideal/ 5i3& aut&,'ity 4 5i3& asse'ti9e%ess This could +e (er dangerous/ 4hat would happe n if there w"% "n e ergenc+ while the+ were "rguingB Coul, the+ e*en noticeB 8t will "l%o t"ke ti e "n, e otion"l effort to rep"ir the )", feeling for the re%t of the *o+"ge. 3here "+ )e incre"%e, %tre%% "n, higher worklo", on )o"r,. &ow authority &ow asserti6eness 3here i% perh"p% the o%t ,"ngerou% co )in"tion )ec"u%e no)o,+ recogni/e% the pro)le . Deci%ion "+ not )e ",e. 3he+ "+ )e ",e too l"te or incorrectl+ )ec"u%e of the l"ck of ch"llenge%.

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C&a+te' 9
S&,'t te'm st'ate3y
3s indi(iduals we are o,ten %uite good at crisis management; that is at sol(ing immediate pro+lems/ But under time pressure we sometimes don?t work as a team making the +est use o, all our resources/ S&,'t te'm st'ate3y ' is a structure ,or +rie,ing all the team into the pro+lem sol(ing process/ 3 common structure sa(es time and minimizes misunderstanding/ 4h short term strateg C Each person has a percentage o, total relevant knowledge to sol(e a pro+lem on the +ridge/ It could +e si&t ; se(ent or e(en ninet percent/ The knowledge ma + e&perience; in,ormation; skills attention or a+ilit / 3cting alone there is a risk area in which person ma make a mistake/

Risk area

Re1e0ant 2no31edge But when <ust two people com+ine rele(ant knowledge + acting together as a team;

Ris4 area

Ris4 area

Re1e0ant 2no31edge

Re1e0ant 2no31edge

)hief Officer

Third Officer

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the com+ined knowledge increases/ Since each will pro+a+l know something o, the other?s unknown risk area/ This reduces the total unknown risk area considera+l / Reducing the risk area means a ma<or increase in sa,et margin. But this is only true if we work together as team.

#rd O i5er6s 4no31edge

Ris4 Ris4 area area

C.ieC.ie o i5er6s O er6s 4no31edge 4no31edge

Co78ined 4no31edge

T&e'e a'e 0i9e ste+s i% s&,'t!te'm st'ate3y1 Identi, the pro+lem ' Identi, the pro+lem and make sure that it?s real pro+lem/ Built the plans ' Each team mem+er should +uilt his or her own plan to sol(e the pro+lem/ !heck the plans ' !heck the indi(idual plans and produce a com+ined plan with +est parts o, each/ Make sure that the com+ined plan takes care o, all possi+ilities; that nothing has +een missed/ Summar +rie,ing ' Brie, e(er +od with a summar o, the pro+lem and the com+ined plan/ The whole process should +e interacti(e/ Monitor ' Monitor the plan as it is e&ecuted/ *on?t +e a,raid to change the plan i, the situation changes ' +e ,le&i+le/

Short#term strateg works +est on a ship with good interpersonal communications ' interacti(e and closed loop ' and within an en(ironment where challenges can +e made and accepted/

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S&,'t te'm st'ate3y

I-e%ti0y t&e +',b/em Bui/- t&e +/a%s
Gse all resources/ Gse time a(aila+le/ Make time/ Gse all resources Gse time a(aila+le/ Make time Set priorities 3sk ,or suggestions !ompare plans !onsider each input 3n thing missingC !heck understanding Set monitoring guidelines =ain commitment Respond to challenges !orrect ,ailures to monitor

C&ec( t&e +/a%s

Summa'y b'ie0i%3

M,%it,'

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C&a+te' 10
State ,0 t&e b'i-3e
7ur ship?s instruments tell us the state o, the ship ' speed; course and so on/ But we also need a method o, checking the state o, the human components on the +ridge ' how 4E are per,orming and reacting/ Let?s in(ent indicator to measure our state and state o, the +ridge as a whole/

1ow 2or' oa& 1ow Stress

Hi*h 2or' oa& 1ow Stress

3 &# 4 9# &2 92

&1

91

J1 4 O+timum> Aou are alert; attenti(e and per,orming well/ There are no technical pro+lems and no people pro+lems/ The weather is ,ine/ E(er +od ,eels ,ine/ J* 4 C,%ce'%e-1 3 pro+lem has de(eloped making ou ,eel concerned/ Sometimes it?s not clear what the pro+lem is/ But the ,eeling is real and is +eginning to a,,ect our per,ormance/ More pro+lems ma occur/ 4orkload ma start to increase/ J# 4 A/a'me-1 4hen ou ,eel that the situation is getting serious; then the workload or le(el o, stress can cause a strong sense ! 1 ! B,'e-1 I, ou ,eel that ou?re +ecoming +ored and small errors are starting to occur/

!* ! I%atte%ti9e at C'itica/ P&ase1 The last and most dangerous state/ Inattenti(e at a critical phase o, the (o age/

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6act,'s a00ecti%3 t&e state ,0 t&e b'i-3e> workload personalit moti(ation e&perience tiredness health change e&ternal technolog ?&at ca% y,u -, ab,ut t&e statesA In the optimum state simpl maintain the situation; +ut plan ahead and 3nticipate changes in workload/ Take care to a(oid the situation getting 4orse/ I, the pro+lem puts ou in plus two; increasing workload and stress; then protect the situation ,rom deteriorating to plus 5/ Monitor the pro+lem care,ull / Dont be afraid to ask for help. 3(oid plus 5 at all costs/ But i, ou are in it, take immediate action to et out. Aou ma ha(e to +e undiplomatic/ !" 1Bored2 ' Low workload and stress can +e dangerous +ecause ou can graduall slip late the situation without realizing it/ There ma +e no clear pro+lems/ Aou ma +e on autopilot; ,eeling little tired; ha(ing nothing common with other o,,icers/ "or #hatever reason you feel bored$ +e aware o, the dangers recognize the s mptoms take care to a(oid the situation getting worse 1state ' "2 take action to stop the situation getting worse in minus two monitoring is not getting done/ The instruments ma +e in and ou ma +e rel ing on them completel / Aou ma da dream or get h pnotized on minor details/ Aou make careless errors; ou ma get +ad tempered/ You must make a special effort to return to the safer balanced state/ But de(eloping the moti(ation to take action can +e di,,icult ' you may not have recognized the problem. 4hen ou slip into minus 5; ou are in a reall dangerous situation/ !lues were pro+a+l missed as the pro+lem got worse/ 4hen the situation gets critical ou ma notice and suddenl wake up/ The most di,,icult thing is to recognize the danger e(en though all the ph sical ,actors appear 7J/ Inattention during a critical phase can be as dangerous or even more dangerous than a more recogni%able emergency/ 4hen the risk increases at either low or high workload side &states '( or )(* +han take action to correct the situation. Avoid the critical e,tremes &states '- or )-* at all costs. But if you find yourself in them, take action to .+ /0+ immediately. 7ne particularl dangerous situation is when an emergenc occurs in a minus 5 state/ This can cause con,usion and panic at a critical time/ Then the +ridge changes immediatel to the alarmed state; when people realise the danger/

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C,mmu%icati,%s . B'ie0i%3s
!ommunication is the most important thing in the world/ B +roadcasting and recei(ing in,ormation ou are letting the team know what is happening and recei(ing their input/ The master must> Set the right climate ,or communications Recognize the important o, +rie,ings; in particular a good master/pilot in,ormation e&change and a change o, watch +rie,ing/ Recognize the importance o, de+rie,ings )ro(ide good communications

C&a+te' 11

11<1! C,mmu%icati,% Ba''ie's

The +arriers ma +e internal or e&ternal EEte'%a/ Language .oise Light Temperature I%te'%a/ Bias 17h; it?s 6ack again2 Relationship Koca+ular Intimidation Background/!ulture Tone

)recise communications are (er important/

11<*! B'ie0i%3
In general; +rie,ings are an important tool o, management/ !are,ull communicating the proposed plan o, action will ena+le all participants to understand what the o+<ecti(es are and how the will +e achie(ed/ In general guidelines ,or a +rie,ing include> It should +e handled in an open and ,riendl manner + the person leading the pro<ect It should +e interacti(e with %uestions +eing encouraged/ )reparation; with short notes; +e,ore gi(ing a +rie,ing will +e o, great assistance and will make the +rie,ing e,,icient and keep it on course/ I, +rie,ing is complicated; ensure that all participants ha(e a cop ; or access to a cop o, the plan/+rie,ing ,or re,erence/ *e,ine responsi+ilities in the +rie,ing and allow participants to %uestion an part the do not see as clear/ Gse the closed loop s stem ,or %uestions and answers/ Make time and take time to gi(e the +rie,ing ' do not rush it/ Listen to %uestions and pro(ide the right answer/ A$?AGS AS7 6OR CABG MORE KUESTIOBS: Though in man cases it will +e the master that pro(ides the +rie,ing; it is good management ,or him to delegate to the person with rele(ant in,ormation; e/g/ a cargo loading/discharge plan +rie,ing could +e presented + the !hie, 7,,icer/

T&e maste' s&a//1

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Lead a +rie,ing +e,ore departure that includes> )resentation o, the route plan Interaction with the +ridge team Setting o, stipulated re%uirements Identi,ication o, possi+le weak links on the route Esta+lishing standards and guidelines to +e met during the passage Setting the en(ironment ,or an e,,ecti(e team oriented operation Brie, the pilot on the ship?s characteristics and e%uipment using the pilot card/ 3sk the pilot to present his route plan and gi(e in,ormation on local conditions Show responsi+ilit to +rie, and co#ordinate operational ,actors with the +ridge team/ Esta+lish an open; interacti(e and closed loop communication st le/ *uring the (o age; +rie, the team on an signi,icant situations encountered/ *uring the (o age or as soon as possi+le a,ter the (o age; de+rie, the team on an signi,icant situations encountered

T&e +i/,t s&a//1 )resent a route plan and discuss his na(igational intentions against the ship?s (o age plan; ena+ling the +ridge team to monitor the progress o, the (essel along the planned track/ Brie, the +ridge team on local conditions and tra,,ic regulations/ In,orm +ridge team +e,ore making an change o, course or speed/ In,orm +ridge team o, an changes or e&pected changes regarding tra,,ic; weather; (isi+ilit ; currents etc/ Should the principles o, good +rie,ings and communications not +e used + the master/+ridge team; the pilot should point this out in a diplomatic wa T&e b'i-3e team membe' s&a//1 3cti(el support and participate in all +rie,ings and de+rie,ings/ Ensure that good +rie,ings and communications are used when changing o(er the watch/ 3cti(el participate in a working en(ironment that supports e,,ecti(e communications principles/ Should the principles o, good +rie,ings and communication not used + the master or pilot; the o,,icer o, the watch should point this out in a diplomatic wa so he is not seen to threaten the leadership and/or command/

11<#! Deb'ie0i%3
3 de+rie,ing is a meeting a,ter a (o age or a,ter an incident 1good or +ad2; or <ust a progress meeting/ It is an in(estment in training and in ,uture since the e(ents ha(e alread passed/ =uidelines ,or de+rie,ing include> 3s soon as possi+le ' Tr to de+rie, as soon as possi+le a,ter a situation while it is ,resh in e(er one?s mind/ Aoursel, ,irst# !onsider areas o, impro(ement ,or oursel, ,irst; then +ring in the rest o, the team/ =i(e them a chance to speak ,or themsel(es/ )ositi(e & negati(e ' learning e&perience ' remem+er to address the positi(e points as well as the negati(e/ It can pro(ide a use,ul learning e&perience/ 4hole team ' *o not +lame indi(iduals/ Talk a+out the whole team/ E(en though one person ma make a mistake it?s the responsi+ilit o, the whole team to detect it/

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Interesting ' Tr to keep people interesting/ Make plans +ased on the de+rie,ings ' Make action plans +ased on the de+rie,ings/

When are debriefing most valuable? After major incidents After mistakes After every incident
The main ,unction o, a de+rie,ing is to identi, lessons that ha(e +een learnt ,rom an e&ercise/ It must +e carried out as soon as possi+le a,ter the e(ent; with all participants in(ol(ed in it +eing de+rie,ed/ To ensure that a ,ull and ,air summar is achie(ed allow participants to list the positi(e and negati(e aspects o, the e&ercise/ Highlight these results and 'e9ie: t&e +/a%s base- ,% t&e -eb'ie0i%3< The outcome o, the de+rie,ing should result in a plan ,or ,uture impro(ements and in earl detection and correction o, errors/

11<"! T&e c/,se- /,,+

The sender sends a message; the recei(er acknowledges it + repeating the ke parts +ack to the sender; and the sender then con,irms the acknowledgement/ $or e&ample> Pilot steer !"#$ %elmsman steer !"#$ Pilot !"#& Thank you$ Send

Sender
Con ir7

MESSA(E

Re5ei0er
A54no31edge

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In the e&ample; the @"-L; Thank Aou: ma appear simple and unnecessar / 3ctuall it is (er important and gi(es appositi(e ,eed+ack con,irming that the message has +een understood; thus rein,orcing the loop/ I, the loop is +roken + misunderstanding it needs to +e clearl the order again; recei(e acknowledgement and con,irmation/ corrected; gi(e

3lwa s look ,or positi(e ,eed+ack ' .EKER accept unclear ,eed+ack and words such as> )ossi+l I think so Gsuall Ma +e Last time Be,ore

C&a+te' 1*
Challenge and Response
3n important ,actor in the e,,ecti(e ,unctioning o, an Bridge Team is to recognize the knowledge and competence o, its mem+ers and the e&perience the can +ring to +ear on a situation/ To ,acilitate this all personnel must learn to accept constructi(e challenges to their concept o, a situation/ C,%ce+t ' can +e de,ined as mental picture; understanding or assumption a+out a situation/ The onl clear wa to impro(e a problem of concept is through communication and discussion/

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C&a//e%3es ' can +e de,ined as re%uests ,or clari,ication o, a concept; action or (iew/ The must +e made in a diplomatic wa that does not cause alienation and discord i/e/ ask ,or or gi(e ,acts to support a statement/ Res+,%se ' gi(ing e,,ecti(e action or answers to the challenges raised/ To impro(e sa,et e(er +od needs to operate as a team ' monitoring; %uestioning and supporting each other/ So we nee to set up a st le o, open communication on the +ridge in which we can challenge each other and respond to challenges; and in which positi(e responses are normal/ It is called the challenge and response en(ironment/ 3ccident reports show that making challenges and responding openl to them is a ma<or weakness in +ridge communication/ )eople ,eel a,raid to make challenges or when challenges are made; the are not welcomed/ In a good challenge and response en(ironment e(er +od assumptions and actions and positi(e responses are normal/ ,eels ,ree to %uestion

In +rie,ings and in his communication with the +ridge team it is the master?s responsi+ilities to set an en(ironment that supports challenges/ The master should make it clear that challenges are not onl e&pected +ut also welcomed/ But i, the master has not set the en(ironment then the other +ridge team mem+ers should diplomaticall persuade him to set it/ There are three points to remem+er a+out challenges> Encourage challenges 3lwa s challenge a di,,erence o, concept 4hen making a challenge +e diplomatic I, ou ha(e enough time; take action to con,irm the challenge/ I, possi+le use a third source o, in,ormation to check di,,erences in concept +etween the originator and the challenger/ 'elcome challenges even if they are incorrect/ But i, time is short; take cautious action to protect sa,et / Too %uick a reaction could +e unsa,e/ Howe(er in certain emergenc situations ou must act instincti(el /

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4e must +e alert ,or +locks that stop the working o, challenge and response/ Blocks ma +e inside the challengers head$ He ma +e %uiet Lack con,idence He ma +e not asserti(e He ma +e ,rom a high power distance societ He ma not understand s stem He ma not accept responsi+ilities Bad e&periences ,rom pre(ious challenges Blocks ma +e caused + the master or pilot$ He ma ,eel that his authorit is +eing threatened He ma lack con,idence He ma respond emotionall He ma simpl +e a poor communicator He ma +e +ad manager

C&a+te' 1#
St'ess Ma%a3eme%t
Rea1it/

A 5 Rea1it/ B : -i1ter C : Persona1 ;er5e;tion C

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3> =ain control o(er our personal li,e + RE!3LIBR3TI.= our e&pectations and attitudes/ 1i, ou cannot change realit ; change attitude2/ B> !H3.=E li,e situation/st le i, necessar 17ne has to change ,ilters ,or another look at realit 2/ Rec,3%ise st'ess1 "/ Aou lose our sense o, humor 1irritation2 -/ Aou get a peripherical (ision 1tunnel (ision2 5/ Aou lose the a+ilit to register oral in,ormation 8/ Aou lose our a+ilit o, treating in,ormation 1hampering2 F/ 3ll senses are +locked St'ess a%- c,mmu%icati,%1 Reduction Regression Loss o, pro,essional language Back to nati(e#tongue Bad sel,#control Ker+al aggressi(eness

St'ess a%- +e'0,'ma%ce

Perfor"ance E e5t o training

(ood ;er or7an5e

'ad ;er or7an5e

*o3 stress

A5ute stress

STRESS !ruise Berthing/un+erthing Emergenc situations Gncontrolla+le e(ents

4hat can ou do to a(oid stressC E&ercise and eat health to sta ,it 1ph sical e&ercise2 Increase our knowledge 1mental e&ercise2 Impro(e our communication skills Learn more a+out handling con,licts 1con,lict#management2 Lean 1how2 to delegate Lear to observe oursel, and our team mem+ers

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I, ou recognize stress# s mptoms ask for or offer help Learn to pro(ide indi(idual attention 1eali%e$ what is our relation to time2

C&a+te' 1"
Maste'FPi/,t Re/ati,%s&i+
The relation +etween a Master & ship?s pilot is purel pro,essional/ The ship?s Master is charged with the responsi+ilit ,or the sa,et o, ship/ The pilots are engaged to assist with na(igation in con,ined waters & to ,acilitate port approach; +erthing & departure/ Howe(er; the Master has the ultimate responsi+ilit & has the right and o+ligation to take o(er ,rom the pilot in the rare e(ent o, the pilot?s ine&perience or mis<udgment/ Ideall ; the Master & his team should make themsel(es aware o, the pilot?s intentions & +e in a position to support him and i, necessar ; %uer his actions at an stage o, the passage/ This can +e +rought a+out onl + an e,,ecti(e Master/)ilot e&change/

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4hen the pilot enters the +ridge; it is good practice ,or the master to make time ,or 3 +rie, discussion with the pilot/ Such discussion will include items such as pilot?s planned route; his anticipated speeds & ET3s +oth en route & at the destination; what assistance he e&pects ,rom the shore; such as tugs & KTS in,ormation and what contingencies he ma ha(e in mind/ $or his part; the master needs to ad(ise the pilot o, the handling characteristics o, his ship; in particular an unusual ,eatures & rele(ant in,ormation such as anchor condition; engine t pe & control and personnel a(aila+ilit / 3lso he will need to know a+out location o, KH$; radar in use & mode & a(aila+ilit / The ship?s position should +e monitored when the pilot has con e&actl as it has to +e under an other conditions/ Such monitoring needs to +e carried out + the 774 and an de(iations ,rom the planned track or speed o+ser(ed should +e made aware to the master as i, he had the con/

C&a+te' 1
Ju-3eme%t a%- Decisi,% Ma(i%3
Let?s de,ine <udgment as processing in,ormation to produce a decision; and a decision as the conclusion o, a <udgment process; showing the action to +e taken/

In or7ation In or7ation In or7ation <udg7ent Pro5essing De5ision

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$irst gather in,ormation ' ,ind all the a(aila+le pieces/ Sometimes in,ormation is eas to ,ind; o,ten ou will need to search/ !heck that it?s rele(ant and correct/ )rocess is weighting the options 1processing2/ !onsult with people throughout this operation/ Make a decision/ Aou will need to summarize the options; make the choice and get agreement to proceed/ 6udgment is in(ol(ed in choosing the pieces o, in,ormation and in processing them to +uild up the picture/ 3 <udgment is a chain o, decisions/ Aou can think o, each decision as a switch +etween two options/ Each decision can in(ol(e good <udgment or poor <udgment/

>es

No

(ood =udg7ent

Poor =udg7ent

Bigger decisions can alwa s +e +roken down into smaller ones/ So the whole process is decision tree with man +ranches/ 7ne +ad <udgment usuall leads to another; as more and more options +ecome closed/ This can gi(e a poor (udgment chain possi+l leading to an incident or accident/ I, we make a +ad <udgment we pro+a+l ha(e an incorrect concept o, a situation/ This could +e +ecause o, misin,ormation; missing in,ormation; weak knowledge; or an num+er o, other reasons/ To +reak the chain; challenge and change our concept/ I, possi+le go +ack to take the right action/ I, going +ack completel is impossi+le then ou?ll ha(e to make the +est

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compromise/ This ma mean that the ,inal decision is not ideal/ But when ou can go right +ack to ,irst wrong decision ou can switch to the good <udgment chain/ 6udgment can +e clouded + ,our ma<or ,actors that a,,ect us as humans> Gncertaint that can result ,rom either lack o, in,ormation ,or one or +oth options; lack o, knowledge; or lack o, a+ilit / !omple&it o, the situation/ Lack o, time Stress; caused + risk; or + high workload/ 5i--e% +'essu'e 7ne ,actor that o,ten a,,ects our <udgment is called hidden pressure/ Hidden +ecause it o,ten goes unnoticed; and pressure +ecause it graduall increases/ So hidden pressure is not immediatel o+ser(ed; it?s hard to detect and hard to cure/ Some o, the hidden pressure> the personal reasons o, the o,,icers to get home/ 3nd not#so#hidden pressure> the weather and technical pro+lems/ 5,: t, -ea/ :it& &i--e% +'essu'eA Be aware o, it as a possi+le pro+lem and +e alert ,or it/ Separate ,acts ,rom emotions/ 4hen making an unpopular decision it?s good idea to e&plain the +asis ,or the decision/ )eople will o,ten see the logic in the decision and go with it/ Kua/ity ,0 Ju-3me%t The %ualit o, our <udgment depends on our skills and technical knowledge; our BRM skills and the collecti(e e&perience o, the shipping industr / The com+ination helps to impro(e decision and rein,orces the decision process/ Skills & technical knowledge !ollecti(e E&perience Impro(ed decision

BRM

Eme'3e%cies
$rom e&perience a master will o,ten know what to do/ 4hen a situation arises that is out o, the ordinar or (er rare; he will re%uire assistance ,rom whate(er source he can get it to regain the initiati(e and control/ !ontrolling the situation is (ital/ Ha(ing an esta+lished; tried and tested processes and procedures will aid the master in this control/ 7,ten + taking a step#+ack and o(er# (iewing the situation is more e,,ecti(e than rushing in without an o(erall idea or plan/

C,%t',//e!ontingenc )lanned )rocedural Iualit

E(ent Situation )ro+lem 3ccident Incident Emergenc !risis Grgent .on#routine

U%c,%t',//e-

P',!acti9e

Re!acti9e

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Emergencies come in di,,erent le(els/ Gn,ortunatel man people onl recognize the are in a higher le(el emergenc when it is too late/ Eme'3e%cies are situations that re%uire special attention/ The need good <udgment and strong personal a+ilities/ Leadership is important all the time +ut it is essential during emergencies/ 3n emergenc can +e +'e+a'e- ,or ' that is with a procedure alread handle it; ,or e&ample ,ire; e(acuation; man o(er+oard; or collision/ designed to

Emergenc can +e a%tici+ate- ' either the are e&pected or there is enough warning; ,or e&ample ice+ergs; or u%a%tici+ate-; such as e%uipment mal,unctions/ The emergenc can re%uire slow reaction ' ou ha(e time to respond care,ull ; or a ,ast reaction; possi+l e(en a re,le& reaction/ 7+(iousl prepared; anticipated; slow reaction emergencies are eas to handle/ 3t the other end unprepared; unanticipated; ,ast reaction emergencies are the more di,,icult to deal with/ The situation can +e con,used or unclear/ 4e ma see clues; +ut we do not know where to start +ecause we cannot de,ine the real pro+lem/ I, things are sta+le then pla sa,e and do not act too ,ast; until ou?re sure ou?re doing the right thing/ I, the situation is unsta+le then ou need to rel on past e&perience; a+ilit and technical skills to take immediate action/

Tr to mo(e the di,,icult emergencies into eas ones/ )reparation and anticipation o, di,,erent situations can assist/ Rehearsing what could +e necessar is use,ul/ 4hat i, this happens; what would we doC Jeep alert and get read ,or possi+le emergencies; e(en unlikel ones/ *rills and e&ercises pro(ide a (ital part o, emergenc preparedness/ !hanging reaction speed ma sometimes +e impossi+le/ 3t other times ou !3. slow down reactions + using all the time a(aila+le ' reducing the risk o, an error/

(e6iew
The ,oregoing has identi,ied man important aspects o, Teamwork/ )assage )lanning and Master/)ilot inter,ace/ Lessons can +e learned and incidents a(oided/ The most important thing is that A7G ha(e completed the course and A7G are now a+le to pass on the in,ormation recei(ed/

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A7GR Kessel?s Bridge Team will +ene,it ,rom A7GR communication and teaching/ 7nl A7G can put into practice the ideas and in,ormation recei(ed o(er the last two da s/ Remem+er that it is the people factor; which is the most prominent cause o, ship incidents/ Aour 7,,icers are in(ol(ed in ma<or decisions in coastal waters where most o, the incidents o, pollution; collision and grounding occur/ Ensure that the know a+out )assage )lanning/ The are also on the Bridge with ou; as part o, our Bridge team; in restricted waters near port entrances and tra,,ic con(ergence; ensure the know what is e&pected o, them and are aware o, the importance o, their role/ The do ,orm part o, A7GR Team/ =ood ships depend on =ood 3eamanship ' ne(er ,orget the +asic skills/

MMMMMMMMMMMMMNNNNNNN THE

E.* NNNNNNNMMMMMMMMMMMMMM