Chapter 1-3, Capt. Aguillon

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.
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The Structured Shipboard Training Program:

Its Effects on the Job Performance
Among Deck Cadets
Alvin G. Aguillon
Chapter 1
Introduction to the Study
This chapter covers five parts: (1) Background and Theoretical

Framework of the Study, (2) Statement of the Problem , (3) Significance of
the Study, (4) Definition of Terms, and (5) Delimitation of the Study.
Part One, Background and Theoretical Framework of the Study,
presents the rationale for the choice of the problem and the theoretical
framework upon which the study is anchored.
Part Two, Statement of the Problem, gives the general and the
specific objectives of the research.
Part Three, Significance of the Study, enumerates and explains the
benefits that could be drawn from the findings of the investigation.
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Part Four, Definition of Terms, presents the conceptual and

operational meanings of essential terms used in the study.
Part Five, Delimitation of the Study, presents the scope and
coverage of the study in connection with the problem, variables,
participants, sources of data and statistics utilized.
Background and Theoretical Framework of the Study
The world is dynamic where everything is on the move whether it

is a galaxy, environment, organization, industry, technology or people. The
shipping industry does not remain untouched by the change. Major
development in the maritime sector began with steam powered ships,
information technology has not only impacted ship communication and
operations, but also ship documentation systems. Seafarers now need to
have computer skills as well ( PAL, 2003 ) . Ship-owners are increasingly
installing Integrated Bridge Systems ( IBS ) for navigation safety ( Grinter ,
2007).
The shipping industry and a seafaring career are invisible to
society in so much as that society is unaware that the majority of goods
coming to them are through the sea link by shipping and more so for the
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seafarer. Seagoing careers would have the prospective of making vital

contributions to the nations educational, economic and social development.
A seaman of today still to a relatively large degree is informed
about and able to perform a wide range of the tasks on board, regardless
of whether these tasks are within his specific area of responsibility or not ,
that there is after all an element of change included in the seafaring
experience. Despite the vacuum and repetitiveness on board, seamen
bring with them back home knowledge and new ideas obtained on board
the ship. Competence obtained by seafarers on board lies on what we
called experience, intuition or practice. ( Bjerkan, 2001 ).
According to the STCW 78, as amended, and its implications for
Maritime Education and Training ( MET ) , The competence of seafarers is
the most critical factor in the safe and efficient operation of ships, and
has a direct impact on the safety of life at sea and the protection of the
marine environment ( International Chamber of Shipping & International
Shipping Federation, 2011, p.1 ) .
Competence or competency denotes the ability of seafarers to
execute their duties aboard ships in line with the stipulations of the
Convention, as amended , by incorporating specified levels of knowledge,
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understanding and demonstrated skills ( Fisher & Muirhead, 2013;

International Shipping Federation, 2011 ) .
Thus, the above assertion tends to suggest that most accidents at
sea can be prevented by ensuring that ships are manned by proficient
crews. Besides, it also prompts reflection and awakens interrogations on
the quality of mariners education and training; what is the requisite
degree of competency and can this be attained equally or equitably by all
IMO States?
In this regard, Visan ( 2009 ) argues that seafarers competency
ought to be imparted alongside a framework of a safety culture.
Furthermore, she maintained that though the quality and effectiveness of
seafarers training can instill both competency and a safety culture, the
shipping industry also has the responsibility of inculcating a safety culture
attitude amongst mariners . As a result, a safe and secure shipping may
only be realistic when compliance to given regulations, keenness to
seafarers Maritime Education and Training, as well as mentorship of
mariners ( to indoctrinate in them a safety culture and attitude ), is
observed simultaneously .
Indeed the ships are only as good as the officers who are able to
operate them correctly. Thus, the need for proficient seafarers seems to
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be a key global concern for present day maritime effectiveness,

especially in the wake of shifting shipping trends, heightened ship
automation and technologies, modification of ship size and speed ( larger
and faster ), increasing cargo capacity as well as the pressing seafarer
demand issues, with the requirement for skilled officers projected at 38,500
by end of 2018 ( Drewry Maritime Research, 2014; Yongxing, 2006 ).
To prepare future seafarers of the lucrative demands being offered
by the seafaring industry, manning companies / industry must be able to
provide intense trainings in order to preserve the quality, practical skills
and competence of qualified human resources ( International Maritime
Organization, 2014a, para.3 ).
In view of the above concepts, 2GO Group Incorporated , one of
the countrys largest and premier logistics provider in the Philippines
developed its own Cadetship Programs whose commitment is to help build
successful careers for seafarers onboard passenger and cargo vessels .
Maritime students can have actual work exposure to the different service
areas onboard the vessel . The purpose of the programs is to establish
young , well trained and disciplined seafarers to become future officers of
the company . Hiring of Cadets had been part of Company's Social
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Responsibility to extend help to Maritime Profession aside from having

reserve pool of technical crew in the future.
The 1978 STCW Convention and Code, as amended, has set the
international benchmark for the training and education of seafarers. While
compliance with its standards is essential for serving on board ships, the
skills and competence of seafarers, and indeed, the human element
ashore, can only be adequately underpinned, updated and maintained
through effective maritime education and training. (International Maritime
Organization, 2014a, para. 4) .
MET institutions aim to attain some levels of quality so as to
ensure high levels of competency on the part of student cadet. However,
the term quality is very fluid, in terms of what it actually means. ( Fan
Cun and Wei, cited in Manuel, 2010 ) are of the view that a quality
seafarer should be equipped with skills to utilize ship technology,
computers and other safety management systems; should be well versed
in communication, management, leadership and human relations; and
should have high levels of professional ethics. Manuel ( 2010 ) adds that
an attribute of quality in a seafarer is that the seafarer should have a
desire for self-improvement, so as to keep pace with developments in the
maritime sector. The shipping industry has been marked not only with
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sophisticated vessels, but also developments in navigation technology.

Seafarers are therefore expected to keep updated with these technological
developments in order to carry out their duties effectively. What this
means is that, the nature of maritime education and training will continue
to be adjusted on a regular basis in order to meet the changes in the
maritime sector.
This investigation was anchored on the concept that the
programme of on-board training should be an integral part of the overall
training plan of any manning or shipping industry. Actual training enhances
the job performance, skills or possible potentials of a cadet not only in
physical being but also their character to their job.
At all times, the prospective officer should be aware of two
identifiable individuals who are immediately responsible for the
management of the programme of on-board training. The first of these is
a qualified seagoing officer, referred to as the shipboard training officer
who, under the authority of the master, should organize and supervise the
programme of training for the duration of each voyage. The second should
be a person nominated by the company, referred to as the company
training officer, who should have an overall responsibility for the training
programme and for co-ordination with colleges and training institutions.
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The study thus stipulated that structured monitoring system and

unstructured monitoring system would differ in terms of the cadets job
performance.
The framework of the study is graphically illustrated in Figure 1.
INDEPENDENT VARIABLE
DEPENDENT VARIABLE
Shipboard Training
Program
Company
Unstructured
Monitoring
Job Performance
System
Company
Structured
Monitoring
System
Deck Cadet
Knowledge
Skills
Attitude
STCW
Convention
and Code
Figure 1 : Cadets job performance level as associated with the

shipboard training program employed and the STCW convention and code
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Statement of the Problem
This descriptive study aimed at looking into the effects of the

structured shipboard training program on the job performance level among
deck cadets at 2GO Group Incorporated.
Specifically, the study sought answers to the following questions:
1. What is the effect of the following shipboard training programs on
the deck cadets job performance level namely :
a. company unstructured monitoring system and
b.
company structured monitoring system
2. What is the effect of the companys unstructured monitoring system

on the deck cadets job performance level in terms of their :
a.
knowledge,
b.
skills and
c.
attitude
3. What is the effect of the companys structured monitoring system

on the deck cadets performance level in terms of their :
a. knowledge
b. skills
c. attitude
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4. How effective is the STCW s convention and code in monitoring

the deck cadets job performance level using the following shipboard
training programs :
a.
company unstructured monitoring system and
b.
company structured monitoring system
5. Is there a significant difference between the level of deck cadets

job performance level using the unstructured monitoring system and the
structured monitoring system ?
Significance of the Study

The study may be significant in the following context :
Shipping companies may take inspiration from the findings of the
study. This will allow them to secure competent workforce in the future
who will build loyalty to the company. Thus, will also help ensuring the
proper documentation in the training of deck cadets on board.
Vessel Masters and shipboard officers will be guided on the proper
scheduling of cadets rotation to cover all areas of task and competencies
required to deck cadets especially the requirement of at least six (6)
months bridge watchkeeping duties.
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Deck Cadets will be able to gain the proper knowledge, skills and
attitude to carry out the required task and competencies on board. This
will also help build their confidence level to become competent future
officers.
The Maritime Schools in partnership with Shipping Companies can
request a copy of monitoring system for their own monitoring of cadetship
training on board that will form part of their documentation especially
graduates from their institution.
Maritime Schools Shipboard Training Officers can coordinate with
the Shipping Company and/or Manning Agency where the seagoing service
is being undertaken to include shipboard training agreement and monitor
the progress of cadets/students undergoing on board training ( CMO No. 20
series of 2014 ) .
The seafarers families may learn from the present research that
they must be considerate in extending to the deck cadets the best
consideration, support and prayers while the shipboard training program is
on - going .
Finally, the ultimate beneficiaries of the findings are the future Deck
Officers that will contribute to safer Maritime and Shipping Industry .
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With the structured monitoring system implementation, learning and

carrier paths are established providing the cadets opportunities for
promotion, carrier development, competence and confidence level required
for an officer in - charge of a Navigational Watch .
Definition of Terms
For a clearer understanding of this research, the following vital
terms were given their conceptual and operational definitions .
Structure construct or arrange according to plan, give pattern or
organization to (Oxford Dictionary 2000) .
In this study, it referred to the structured monitoring system of the
Shipping Company and/or Manning Agency in the implementation of the
Structured Shipboard Training Program .
Unstructure without formal organization or structure ( Oxford
Dictionary 2000 ) .
In this study, it referred to the unstructured monitoring system of the
Shipping Company and/or Manning Agency in the implementation of the
Structured Shipboard Training Program .
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Knowledge facts, information, and skills acquired by a person

through experience or education; the theoretical or practical understanding
of a subject . ( Oxford Dictionary 2000 ) .
In this study, it referred to the knowledge gained by Deck Cadet in
the implementation of monitoring system by Shipping Company and/or
Manning Agency to Structured Shipboard Training Program .
Skill the ability to do something well; expertise ( Oxford Dictionary
2000 ) .
In this study, the term referred to the skill acquired by Deck Cadet
in the implementation of monitoring system by Shipping Company and/or
Manning Agency to Structured Shipboard Training Program .
Attitude is a psychological tendency that is expressed by
evaluating a particular entity with some degree of favor or disfavor ( Cagly
and Chaiken, 1993 ) .
In this study, the term referred to the attitude adapted by Deck
Cadet in the implementation of monitoring system by Shipping Company
and/or Manning Agency to Structured Shipboard Training Program .
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Delimitation of the Study

The main purpose of this descriptive study was to determine the
effects of the structured shipboard training program on the job
performance level among deck cadets at 2GO Group Incorporated.
The participants of the study were deck cadets having their
shipboard trainings at 2GO Group Incorporated .
The dependent variables in this study were the knowledge, skill and
attitude of the deck cadet s toward shipboard training program monitoring
system of the company while the independent variables were their
structured shipboard training program and STCW convention and code.
Statistical tools used were means, standard deviations, ranks, and the
t-test for independent samples and Persons r, both set at 0.05 alpha
levels.
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Chapter 2
Review of Related Literature
This chapter gives a review of the literature related to the present

study. It is divided in three parts : ( 1 ) CHED Memorandum Order No. 20 ,
( 2 ) STCW Convention and Code and ( 3 ) Structured Shipboard Training
Program and ( 4 ) Evaluation of Competence .
Part One, CHED Memorandum Order No. 20, gives a brief glimpse
of seagoing service requirement for the conferment of the degree in
Bachelor of Science in Marine Transportation ( BSMT ) and Bachelor of
Science in Marine Engineering ( BSMarE ) Programs.
Part Two, STCW Convention and Code, delineates the importance of
the STCW in the training process of the deck cadets.
Part Three, Structured Shipboard Training Program , presents 2GOs
Group Incorporated monitoring system .
Part Four, Evaluation of Competence, stipulates different methods
of assessment which can provide different types of evidence about deck
cadets competence .
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CHED Memorandum Order No. 20
In the revised implementing guidelines of Commission on Higher

Education ( CHED ) Memorandum Order No. 20 series of 2014 on the
approved seagoing service requirement for the conferment of the degree
in Bachelor of Science in Marine Transportation ( BSMT ) and Bachelor of
Science in Marine Engineering ( BSMarE ) Programs, Shipboard Training is
a mandatory requirement and component of BSMT and BSMarE Programs
that pertains to the required sea going service as provided under
Regulation II/1 and Regulation III/1 of the 1978 STCW Convention and
Code, as amended.
This requirement aims to ensure that every BSMT and BSMarE

cadets / students shall have the opportunity to :
A. For BSMT cadets / students

1) Undergo an approved sea going service of not less than 12
months as part of an approved training programme which includes
onboard training that meets the requirements of Section A-III/1 of the 1978
STCW Convention and Code, as amended and is documented in an
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approved training record book (TRB) , or otherwise an approved sea going

service of not less than 36 months ; and
2) Perform , during the required seagoing service , bridge
watchkeeping duties under the supervision of the master or a qualified
officer for a period of not less than six ( 6 ) months .
B. For BSMarE cadets / students

1) Undergo a combined workshop skills training and an approved
seagoing service of not less than 12 months as part of an approved
training programme , which includes onboard training that meets the
requirements of Section A - III / 1 of the 1978 STCW Convention and Code
, as amended and is documented in an approved training record book
( TRB ) , or otherwise have completed combined workshop skills training
and an approved seagoing service an approved sea going service of not
less than 36 months of which not less than 30 months shall be sea
going service in the engine department ; and
2) Perform , during the required seagoing service , engine - room

watchkeeping duties under the supervision of the chief engineer officer or
a qualified engineer officer for a period of not less than six ( 6 ) months .
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Pursuant to the 1978 STCW Convention and Code, as amended ,

sea going service shall be categorized into either : ( a ) twelve ( 12 )
months sea going service or ( b ) thirty six ( 36 ) months sea going
service that shall be undertaken by the BSMT and BSMarE cadets /
students in order to complete the requirements for the conferment of a
Bachelors Degree in Marine Transportation or in Marine Engineering ,
respectively and to be qualified for certification as an Officer In Charge of
a watch , to wit :
A . Structured twelve months sea going service

1) For BSMT cadets / students , refers to a structured accumulated
sea going service of not less than twelve months under the Deck
Department which includes onboard training that meets the requirements of
Section A II / 1 of the 1978 STCW Convention and Code, as amended ,
documented in an approved TRB and companys training program and at
least six ( 6 ) months of which shall involve the performance of bridge
watchkeeping duties the supervision of the master or qualified officer
onboard seagoing vessel of not less than 500 gross tons.
2) For BSMarE cadets / students and those under the bridging
program, refer to a combined workshop skills and training and structured
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accumulated sea going service of not less than twelve months under the
engine department which includes onboard training that meets the
requirements of Section A-III / 1 of the 1978 STCW Convention and
Code, as amended, documented in an approved TRB and companys
training program and at least six (6) months of which shall involve the
performance of engine watchkeeping duties under the supervision of the
chief engineer officer or a qualified engineer officer on board
sea going vessel of not less than 750 kw propulsion power .
B. Thirty six ( 36 ) months seagoing service

1) For BSMT cadets / students, refer to an approved seagoing
service of not less than 36 months under the Deck Department, and at
least six ( 6 ) months of which shall involve a documented performance of
bridge watchkeeping duties under the supervision of the Master or a
qualified officer onboard seagoing vessel of not 500 gross tons .
2) For BSMarE cadets / students and those under the bridging

program, refer to a combined workshop skills training and an approved
seagoing service of not less than 36 months of which not less than 30
months shall be seagoing service under the Engine Department and at
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least six ( 6 ) months of which shall involve a documented performance of

engine watchkeeping duties under the supervision of the chief engineer
officer or a qualified engineer on board seagoing vessel of not less than
750 kW propulsion power. The effective Monitoring and Assessment of
Cadets on board largely depends on the Monitoring System instituted by
respective Shipping Companies.
MARINA requires Shipping Companies in the country to help the
Maritime Higher Education Institution to accept Cadetship Training to help
the Maritime Profession . A certain numbers required for each vessel but
2GO hiring even go beyond to the requirement of MARINA . The
Management devised a program started last year 2015 for Deck Cadets
only to test the effectiveness of the Company's Structured Monitoring
System of SSTP.
2GO Group Inc. devised a monitoring system for activity tracking of
cadets onboard under Structured Shipboard Training Program ( STTP )
using the Training Record Book ( TRB ) as reference. This is to ensure
that Training Task and Competences required under SSTP will all be
covered and achieved based on the timeline of twelve ( 12 ) months upon
embarkation. Details of 2GO Group Inc. monitoring system are as follows :
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Figure 1.0 - Deck Cadets Training Guide and Schedule (Rotation Plan)
Figure 1.1 - Deck Cadet Rotation Schedule (sample embarkation is Jan.)
Figure 1.2 - Deck Cadet Rotation Schedule (sample embarkation is May)
Figure 1.3 - Deck Cadet detailed individual schedule
(Rotation Tracking Chart Form)
Figure 1.0 Deck Cadets Training Guide and Schedule ( Rotation Plan )
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Figure 1.1 Deck Cadet Rotation Schedule ( Sample embarkation is

January )
22
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Figure 1.2 Deck Cadet Rotation Schedule ( Sample embarkation is

May )
23
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Figure 1.3 Deck Cadet Detailed Individual Schedule
24
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The Vessel Master will ensure that Deck Cadets training schedule
and assignment will be religiously followed especially the requirement of at
least six ( 6 ) months of bridge watchkeeping duties .
( STCW Chapter 2, Section B - II/1 ) Guidance regarding the certification

of officers in charge of a navigational watch on ships of 500 gross
tonnage or more :
Training
1. Every candidate for certification as officer in charge of a navigational
watch should have completed a planned and structured programme of
training designed to assist a prospective officer to achieve the standard of
competence in accordance with table A-II/1.
2. The structure of the programme of training should be set out in a

training plan which clearly expresses for all parties involved the objectives
of each stage of training on board and ashore . It is important that the
prospective officer, tutors , ships' staff and company personnel are clear
about the competences which are to be achieved at the end of the
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programme and how they are to be achieved through a combination of

education , training and practical experience on board and ashore .
3. The mandatory periods of seagoing service are of prime importance in

learning the job of being a ship's officer and in achieving the overall standard of
competence required. Properly planned and structured, the periods of seagoing
service will enable prospective officers to acquire and practise skills and will offer
opportunities for competences achieved to be demonstrated and assessed.
4. Where the seagoing service forms part of an approved training

programme , the following principles should be observed:
1. The programme of on-board training should be an integral part of
the overall training plan
2. The programme of on-board training should be managed and coordinated by the company which manages the ship on which the seagoing
service is to be performed.
3 . The prospective officer should be provided with a training record
book to enable a comprehensive record of practical training and
experience at sea to be maintained . The training record book should be
laid out in such a way that it can provide detailed information about the
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tasks and duties which should be undertaken and the progress towards
their completion. Duly completed, the record book will provide unique
evidence that a structured programme of onboard training has been
completed which can be taken into account in the process of evaluating
competence for the issue of a certificate .
4. At all times , the prospective officer should be aware of two
identifiable individuals who are immediately responsible for the
management of the programme of on-board training . The first of these is
a qualified seagoing officer, referred to as the shipboard training officer
who , under the authority of the master, should organize and supervise the
programme of training for the duration of each voyage . The second
should be a person nominated by the company , referred to as the
company training officer , who should have an overall responsibility for the
training programme and for co-ordination with colleges and training
institutions .
5. The company should ensure that appropriate periods are set
aside for completion of the programme of on-board training within the
normal operational requirements of the ship .
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Roles and Responsibilities

The following section summarizes the roles and responsibilities of those
individuals involved in organizing and conducting on-board training:
1. The company training officer should be responsible for:
1.1 overall administration of the programme of training,
1.2 monitoring the progress of the prospective officer throughout,
and
1.3 issuing guidance as required and ensuring that all concerned
with the training programme play their parts.
2. The shipboard training officer should be responsible for:
2.1 organizing the programme of practical training at sea,
2.2 ensuring in a supervisory capacity that the training record book
is properly maintained and that all other requirements are
fulfilled, and
2.3 making sure, so far as is practicable, that the time the
prospective officer spends on board is as useful as possible in
terms of training and experience, and is consistent with the
objectives of the training programme, the progress of training
and the operational constraints of the ship.
3. The master's responsibilities should be to:
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3.1 provide the link between the shipboard training officer and the
company training officer ashore,
3.2 fulfill the role of continuity if the shipboard training officer is
relieved during the voyage, and
3.3 ensure that all concerned are effectively carrying out the onboard training programme.
4 . The prospective officer's responsibilities should be to:
4.1 follow diligently the programme of training as laid down,
4.2 make the most of the opportunities presented, be they in or
outside working hours, and
4.3 keep the training record book up to date and ensure that it is
available at all times for scrutiny.
INDUCTION
6. At the beginning of the programme and at the start of each voyage on a
different ship, prospective officers should be given full information and guidance
as to what is expected of them and how the training programme is to be
organized. Induction presents the opportunity to brief prospective officers about
important aspects of the tasks they will be undertaking, with particular regard to
safe working practices and protection of the marine environment.
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SHIPBOARD PROGRAMME OF TRAINING

7. The training record book should contain , amongst other things , a
number of training tasks or duties which should be undertaken as part of
the approved programme of on-board training. Such tasks and duties
should relate to at least the following areas :
7. 1 steering systems;
7. 2 general seamanship;
7. 3 mooring, anchoring and port operations;
7. 4 life-saving and fire-fighting appliances;
7. 5 systems and equipment;
7.6
cargo work;
7.7
bridge work and watchkeeping ; and
7. 8 engine-room familiarization.
8. It is extremely important that the prospective officer is given

adequate opportunity for supervised bridge watchkeeping experience,
particularly in the later stages of the on-board training programme.
9. The performance of the prospective officers in each of the tasks

and duties itemized in the training record book should be initialed by a
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qualified officer when, in the opinion of the officer concerned, a prospective

officer has achieved a satisfactory standard of proficiency. It is important to
appreciate that a prospective officer may need to demonstrate ability on several
occasions before a qualified officer is confident that a satisfactory standard has
been achieved.
MONITORING AND REVIEWING
10. Guidance and reviewing are essential to ensure that prospective

officers are fully aware of the progress they are making and to enable them to
join in decisions about their future programme. To be effective, reviews should be
linked to information gained through the training record book and other sources
as appropriate. The training record book should be scrutinized and endorsed
formally by the master and the shipboard training officer at the beginning, during
and at the end of each voyage. The training record book should also be
examined and endorsed by the company training officer between voyages.
ASSESSMENT OF ABILITIES AND SKILLS IN NAVIGATIONAL

WATCHKEEPING
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11. A candidate for certification who is required to have received special

training and assessment of abilities and skills in navigational watchkeeping duties
should be required to provide evidence, through demonstration either on a
simulator or on board ship as part of an approved programme of shipboard
training, that the skills and ability to perform as officer in charge of a navigational
watch in at least the following areas have been acquired, namely to:
1. prepare for and conduct a passage, including:
1.1 interpreting and applying information obtained from charts,
1.2 fixing position in coastal waters,
1.3 applying basic information obtained from tide tables and other
navigational publications,
1.4 checking and operating bridge equipment,
1.5 checking magnetic and gyro-compasses,
1.6 assessing available meteorological information,
1.7 using celestial bodies to fix position,
1.8 determining the compass error by celestial and terrestrial
means, and
1.9 performing calculations for sailings of up to 24 hours;
2. operate and apply information obtained from electronic navigation
systems;
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3. operate radar and ARPA and apply radar information for navigation
and collision avoidance;
4. operate propulsion and steering systems to control heading and
speed;
5. implement navigational watch routines and procedures;
6. implement the maneuvers required for rescue of persons overboard;
7. initiate action to be taken in the event of an imminent emergency
situation (e.g. fire, collision, stranding) and action in the immediate
aftermath of an emergency;
8. initiate action to be taken in event of malfunction or failure of major
items of equipment or plant (e.g. steering gear, power, navigation
systems);
9. conduct radio communications and visual and sound signalling in
normal and emergency situations; and
10. monitor and operate safety and alarm systems including internal
communications.
11. assessment of abilities and skills in navigational watchkeeping should:
12. be made against the criteria for evaluation competence for the
function of navigation set out in table A-II/1;
13. ensure that the candidate performs navigational watchkeeping duties
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in accordance with the principles to be observed in keeping a safe

navigational watch (section A-VIII/2, part 3-1) and the Guidance on
keeping a navigational watch (section B-VIII/2, part 3-1).
EVALUATION OF COMPETENCE
14. The standard of competence to be achieved for certification as officer
in charge of a navigational watch is set out in table A-II/1. The standard specifies
the knowledge and skill required and the application of that knowledge and skill
to the standard of performance required on board ship.
15. Scope of knowledge is implicit in the concept of competence.

Assessment of competence should, therefore, encompass more than the
immediate technical requirements of the job, the skills and tasks to be performed,
and should reflect the broader aspects needed to meet the full expectations of
competent performance as a ships' officer. This includes relevant knowledge,
theory, principles and cognitive skills which, to varying degrees, underpin all
levels of competence. It also encompasses proficiency in what to do, how and
when to do it, and why it should be done. Properly applied, this will help to
ensure that a candidate can:
1. work competently in different ships and across a range of
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circumstances;
2. anticipate, prepare for and deal with contingencies; and
3. adapt to new and changing requirements.
16. The criteria for evaluating competence (column 4 of table A-II/1)

identify, primarily in outcome terms, the essential aspects of competent
performance. They are expressed so that assessment of a candidate's
performance can be made against them and should be adequately documented
in the training record book.
17. Evaluation of competence is the process of collecting sufficient valid

and reliable evidence about the candidate's knowledge, understanding and
proficiency to accomplish the tasks, duties and responsibilities listed in column 1
of table A-II/1; and
18. The arrangements for evaluating competence should be designed to

take account of different methods of assessment which can provide different
types of evidence about candidates' competence, e.g.:
1. direct observation of work activities (including seagoing service);
2. skills/proficiency/competency tests;
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3. projects and assignments;

4. evidence from previous experience; and
5. written, oral and computer-based questioning techniques.*
19. One or more of the first four methods listed should almost invariably
be used to provide evidence of ability, in addition to appropriate questioning
techniques to provide evidence of supporting knowledge and understanding.
In addition to the requirements stated in table A-II/4 of this Code, Parties

are encouraged for safety reasons to include the following subjects in the training
of ratings forming part of a navigational watch:
1. a basic knowledge of the International Regulations for Preventing
Collisions at Sea;
2. rigging a pilot ladder;
3. an understanding of wheel orders given by pilots in English;
4. training for proficiency in survival craft and rescue boats;
5. support duties when berthing and unberthing and during towing
operations;
6. a basic knowledge of anchoring;
7. a basic knowledge of dangerous cargoes;
8. a basic knowledge of stowage procedures and arrangements for
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bringing stores on board; and

9. a basic knowledge of deck maintenance and tools used on deck.
Chapter 3
Research Design and Methodology
Chapter 3 consists of three parts : ( 1 ) Purpose of the Study and

Research Design , ( 2 ) Methods and ( 3 ) Statistical Treatment of Data.
Part One, Purpose of the Study and Research Design, restates the
research problem and explains the research design employed and the
variables in the investigation.
Part Two , Methods , describes the participants , the sources of data
and the research procedure followed.
Part Three , Statistical Treatment of Data , presents and explains the
statistical tools used in the investigation .
Purpose of the Study and Research Design
The main purpose of this descriptive research was to

determine the effects of the structured shipboard training program on the
job performance level among deck cadets at 2GO Group Incorporated
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Descriptive research describes and interprets what is . It is concerned

with conditions of relationships that exists ; practices that prevail ; beliefs ;
processes that are going on ; effects that are being felt , or trends that
are developing ( Best , 2007 ) .
This research was descriptive since it was an attempt to interpret
the meaning or significance of what is described ( Aquino , 2010 ) .
The dependent variables in this study were the knowledge , skill and
attitude of the deck cadet s toward the structured shipboard training
program monitoring of the company while the independent variables were
their structured shipboard training program and STCW convention and
code.
Descriptive statistics employed are means, standard deviations,
ranks, and the t test for independent samples. Inferential statistics is the
Pearsons r , set at .05 level .
Methods
Participants
The participants of this research, determined through purposive
sampling , were the deck cadets who are undergoing the structured
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Iloilo City
shipboard training program at 2GO Group Incorporated . The researcher

uses Slovens formula to determine the number of samples
who were
having their deck cadets trainings at 2GO Group Incorporated , stratified

sampling to determine the distribution of respondents in each strata and
the systematic random sampling with draw lot to determine respondents
from the group in each strata .
Sources of Data
The data utilized for the present investigation were the deck cadets
training records results provided by the officers - in-charged of the
shipboard training program at 2GO Group Incorporated. The data were
classified and statistically processed .
Statistical Treatment of Data
The data gathered were subjected to the appropriate descriptive
statistics through the SPSS software.
Descriptive Statistics
Frequency and percentage , means , standard deviation and ranks are
the descriptive statistical tools to be employed in the study .
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Frequency and percentage are used to determine the profile of

respondents .
Means are used to determine the level of quality in the structured
training program .
Standard deviations are used to determine 2GO s deck cadets
trainings using the unstructured monitoring system and structured
monitoring system and on the basis of the STCW Convention and Code .
Ranks are used to show the hierarchical order of the specific items
in each questionnaire based on obtained means.
To interpret the obtained means on the level of quality of the
structured training program , the following scale and corresponding
descriptions are used :
Scale
Description
4.50 5.00
Strongly Agree
3.50 4.49
Agree
2.50 3.49
Fairly Agree
1.50 2.49
Agree
1.00 1.49
Strongly Disagree
To interpret the obtained scores of the competence skills of trainees

based on the structured training program , the following scale and
corresponding descriptions are used :
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Scale
Description
4.50 5.00
Excellent
3.50 4.49
Very Good
2.50 3.49
Good
1.50 2.49
Satisfactory
1.00 1.49
Fair
41
Inferential Statistics
The inferential statistical tools utilize in this study are the t-test for
independent samples and Persons r, both set at 0.05 alpha levels .
T- test . The t-test for independent samples was employed to
determine significance of the difference between two compared groups of
training programs . Alpha level was set at 0.05.
Pearsons . This statistical tool is employed to determine the
significance of the association among the quality of cadetship training
program and job competence skills of the deck cadets . Alpha level is set
at 0.05 .
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References
Aquino, G. (2006). Principles & methods of research. Manila: Rex Book Store,
Inc.
Best, J. W. ( 2006 ) . Research in education . New Jersey: Prentice Hall Inc.
Bjerkan, L. ( 2001) . Faces of a Sadhu. ( Forthcoming) . Dept. of Social
Anthropology. Norwegian University of Science and Technology
CHED (CMO-20-2014)
http://www.ched.gov.ph/wp-content/uploads/2014/temp/1023/cmo/cmo20s14.pdf
CHED ((CMO-20-2015)
http://www.ched.gov.ph/wp-content/uploads/2015/06/CMO-20-2015CONSOLIDATED-PSG-FOR-BSMT-AND-BSMARE.pdf
Deck Cadetship Structured Training Program:
http://www.maritimeinfo.org/en/Careers-Guide/deck-cadet
https://www.gigamare.com/programs-and-courses/maritime/cadetprogrammes/structured-training-for-cadets/
Drewry Maritime Research. (2014). Manning 2014: Annual report (pp. 1-7, Rep.)
(P. Neylan & M. Jupe, Eds.). London, UK: Nigel Gardiner. Retrieved July
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43
7, 2015, from https://drive.google.com/a/wmu.se/folderview?

id=0B_XFQobVFYh7UTk2e
jJ6Tktzcms
Fisher, D., & Muirhead, P. (2013). Practical teaching skills for maritime
instructors (3rd ed.). Malmo, Sweden: WMU publications.
Grinter, M. (2007). One man bridges becoming the norm. Lloyd's List maritime
Asia, Winter 2006, 52.
International Maritime Organization. (2014a). Council 112th session: Summary of
decisions (pp. 19-20, Rep.). London, UK: IMO. Retrieved from
https://docs.imo.org/Category.aspx?cid=36&session=112.
International Chamber of Shipping, & International Shipping Federation. (2011).
Manila amendments to the STCW Convention: A quick guide for
seafarers. UK: ICS & ISF.
Visan, I. R. (2009). Approaches to the concept of safety culture. Analele
Universitatii Maritime Constanta, 12, 159-162. Retrieved from
http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=5553edb2
-470c-4be8-8749-e5ba79b741e4%40sessionmgr4004&hid=4110
Training of Deck Cadets in India - A dissertation
http://commons.wmu.se/cgi/viewcontent.cgi?
article=1486&context=all_dissertations
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University of Cebu Shipboard Training

http://www.shipboardtraining.com/resources/HOW%20TO%20USE%20ISF-TRB
%20&%20SCHOOL%20REQUIREMENTS.pdf

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JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

The Structured Shipboard Training Program:

This chapter covers five parts: (1) Background and Theoretical

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

Part Four, Definition of Terms, presents the conceptual and

Background and Theoretical Framework of the Study

The world is dynamic where everything is on the move whether it

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

seafarer. Seagoing careers would have the prospective of making vital

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

understanding and demonstrated skills ( Fisher & Muirhead, 2013;

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

be a key global concern for present day maritime effectiveness,

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

Responsibility to extend help to Maritime Profession aside from having

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

sophisticated vessels, but also developments in navigation technology.

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

The study thus stipulated that structured monitoring system and

Figure 1 : Cadets job performance level as associated with the

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

Statement of the Problem

This descriptive study aimed at looking into the effects of the

company structured monitoring system

2. What is the effect of the companys unstructured monitoring system

3. What is the effect of the companys structured monitoring system

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

4. How effective is the STCW s convention and code in monitoring

company unstructured monitoring system and

company structured monitoring system

5. Is there a significant difference between the level of deck cadets

Significance of the Study

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

With the structured monitoring system implementation, learning and

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

Knowledge facts, information, and skills acquired by a person

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

Delimitation of the Study

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

Review of Related Literature

This chapter gives a review of the literature related to the present

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

CHED Memorandum Order No. 20

In the revised implementing guidelines of Commission on Higher

This requirement aims to ensure that every BSMT and BSMarE

A. For BSMT cadets / students

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

approved training record book (TRB) , or otherwise an approved sea going

B. For BSMarE cadets / students

2) Perform , during the required seagoing service , engine - room

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

Pursuant to the 1978 STCW Convention and Code, as amended ,

A . Structured twelve months sea going service

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

B. Thirty six ( 36 ) months seagoing service

2) For BSMarE cadets / students and those under the bridging

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

least six ( 6 ) months of which shall involve a documented performance of

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

(Rotation Tracking Chart Form)

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

Figure 1.1 Deck Cadet Rotation Schedule ( Sample embarkation is