Mariner Training Designed for Today’s Needs
s global demand for highly skilled mariners’ increases, a combination of factors has made it difficult for the maritime industry to recruit, train, and retain mariners. These factors include an aging workforce, expanding regulations, and technology. In response, Maritime Training and Simulation Centers, such as the Maritime Institute of Technology and Graduate Studies (MITAGS) and its West Coast affiliate, the Pacific Maritime Institute (PMI), have become an integral part of the strategy that has been established by ship operators and labor organizations to meet this important challenge.
Structured Programs
The 1978 Standards of Training, Certification, and Watchstanding Code (STCW), as amended in 1995, forever changed the way mariners train for career advancement. For example, the Code requires twelve weeks of structured training, plus successful completion of a comprehensive U.S. Coast Guard written examination, for a mariner to upgrade from Second Mate to Chief Mate/Master (management level). In addition, this type of program must be monitored by a formal Quality Standards System (QSS) that includes both internal and external audits.
In response, MITAGS has made substantial investments in the areas of course development and simulation technologies to meet the new demands of the Code that are associated with the upgrade to Chief Mate/Master. In fact, MITAGS was one of only two schools in the country that was willing to make the upfront investment that was required to provide the complete twelve weeks of training. Today, there are many mariners steadily advancing through the ranks due to the schools early commitment to meet the licensing requirements of the Code.
Re-Opening the Hawse Pipe
The implementation of STCW has been especially challenging for the traditional “hawse pipe” career path, which ranges from Able Seafarer to Officer-in-Charge of a Navigation Watch (OICNW or Third Mate). An Able Seafarer must now complete over twenty-two weeks of training and assessments, plus the traditional U.S. Coast Guard written examination, which combines elements from both the Third Mate and Second Mate subject areas. In response, PMI took on the challenge of developing and implementing the required twenty-two weeks of training. Crucial to this effort was the formation of partnerships within the maritime industry and the State of Washington, which provided both guidance and funding. As with the Chief Mate/Master upgrades, many hawse-pipe mariners have been able to continue along their career path, without interruption, due to the leadership of PMI. Furthermore, the AB to Mate Program at PMI has been so successful that it is now being offered at MITAGS.
Workboat Mate Program
Today, the AB to Mate and Chief Mate/Master Programs have helped define career paths for existing mariners. However, they do little to bring new people into the industry. The shortage of new officers is especially critical in the tug and offshore supply industry since ninety percent (90%) of their officers typically come up through the “hawse pipe.” Again, PMI took the lead with a unique apprenticeship program that was specifically designed for the near coastal tug industry.
PMI’s “Workboat Mate Program” reduces the required sea service by one year and provides more “hands-on” vocational training than most maritime colleges. Furthermore, it gives the towing company and the apprentice mariner a two-year timeframe to “get to know each other.” By the end of the training, the company has an apprentice mariner who meets all of the regulatory requirements, possesses an in-depth knowledge of the job onboard the vessel, and understands the company’s specific operational requirements.
In addition to providing structured training, the Workboat Mate Program also helps resolve one of the most difficult problems for new mariners - - how to pay for the training. The cost associated with the Workboat Mate Program is distributed between the student and the company. The student is responsible for the tuition, room/board, and transportation. However, the company provides a stipend during the sea-service period of the program. In most cases, the stipend exceeds the overall tuition cost. In addition, financing is also available for eligible individuals through SLM Financial Corporation (also known as “Sallie Mae”) or through Veterans Administration loans. This setup helps ensure that all parties involved have a financial investment in the success of the program. Please note that the Sallie Mae and Veterans Administration loans are also available for eligible participants in the MITAGS/PMI AB to Mate Program.
As an added retention incentive, many companies are now offering to “pay off” the apprentice mariner’s loan at the end of the program in exchange for longevity with the company. In this situation, the mariner “wins” because he/she has an affordable way to move up the organizational ladder. However, the company also “wins” since it does not have to make the training investment up front or face the potential risk of the mariner quitting or leaving for another company.
Full-Mission Simulation for Operational Research and Integrated Training
In today’s demanding regulatory environment, it is imperative that mariners be a part of the decision-making process that is associated with the development of terminal/vessel designs and operational parameters. As such, this has generated a new demand for sophisticated Full-Mission Ship Simulation (FMSS) that allows senior Pilots, Masters, and Engineers to work together in the simulated environment. For this reason, MITAGS and PMI continually invest an average of $1 million dollars annually to provide the very latest in simulation technology and hydrodynamic modeling.
One such example would be a project that included the modeling of Liquefied Natural Gas Carriers (LNGC) and related terminals and waterways for pilot organizations and terminal operators. This allowed both design and operational procedures to be vetted by experienced mariners long before the first ship actually arrived. Note that the container and cruise industry sectors also use full-mission simulation for similar purposes.
The integration of multiple ship simulators has greatly enhanced the realism of the training. Now pilots, bridge crews, and tug masters can train together in the same simulated environment. This has been especially useful when new technologies (such as tractor tugs, portable piloting navigation units, and vessel traffic services) are being implemented in new locations.
Today’s Training Center - Recruitment, Retention, and Risk Management
Training Centers, like MITAGS and PMI, have now become an integral part of the recruitment, training, retention, and risk management processes. The development of program advisory committees, structured career pathways, and advanced simulation modeling are the latest innovations in this area. These strategic partnerships will continue to evolve to meet the increasingly complex maritime operating environment.
About the Author:
Glen Paine is the Executive Director of the Maritime Institute of Technology and Graduate Studies (MITAGS), the Pacific Maritime Institute (PMI), and the Conference Center at the Maritime Institute (CCMIT). During his ten-year tenure, Mr. Paine has been responsible for the implementation of over one hundred and fifty (150) training courses. He currently possesses a Master’s Degree in General Administration from the University of Maryland and a U.S. Coast Guard Chief Mate’s license. Glen is also a 1978 graduate of U.S. Merchant Marine Academy (USMMA).
