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Media type:
E-Article
Title:
Effects of a classroom-based bridge resource management training on knowledge, attitudes, behaviour and performance of junior naval officers
Contributor:
Röttger, Stefan;
Vetter, Saskia;
Kowalski, Jens T.
Published:
Springer Science and Business Media LLC, 2016
Published in:
WMU Journal of Maritime Affairs, 15 (2016) 1, Seite 143-162
Language:
English
DOI:
10.1007/s13437-014-0073-x
ISSN:
1651-436X;
1654-1642
Origination:
Footnote:
Description:
Abstract This study asses the effectiveness of classroom-based bridge resource management (BRM) training for junior naval officers, in which general principles of human behaviour and performance in teams and under stress were conveyed. Although BRM training is recommended by the International Maritime Organization and is increasingly common in seafaring, very little is known about whether the adaptation of crew resource management (CRM) training from aviation to the maritime domain has been successful and what type of training is effective. A study with a quasi-experimental, two-factorial mixed design was conducted with BRM training as the between factor and time as the within factor. For 117 study participants, evaluation criteria were assessed on all levels as defined by Kirkpatrick (Train Dev J, 178–192 1979): subjective training evaluation, knowledge, attitudes and behaviour as well as performance while commanding a vessel during a real-world exercise. BRM participants showed better subjective training evaluations and more BRM-related knowledge than controls. Training did not produce differences between groups regarding BRM-related attitudes, the demonstration of non-technical skills or the overall success in the real-world exercise. Overall, BRM training effectiveness was rather low, which can most probably be attributed to the focus of training on generalizable knowledge, skills and attitudes at the expense of their specific application to the context of the real-world exercise. In the design of BRM and CRM training courses alike, the effective application of general principles to a given context must be defined, and the application must be emphasised during training delivery.