MV4002 SIMULATION AND TRAINING

WINTER 2010

FINAL PROJECT

TRAINING SYSTEM ANALYSIS

–
IMPROVING BRAZILIAN NAVAL ACADEMY’S SHIP
HANDLING TRAINING SYSTEM

Authors: Georgios Varelas (Helenic Navy), Ozkan Ozcan (Turkish Air Force) and Claudio
Coreixas (Brazilian Navy)
Contents

1. INTRODUCTION ................................................................................................... 1
1.1. Purpose ...................................................................................................... 1
1.2. Background ................................................................................................. 1
1.3. Problem Definition ....................................................................................... 2
2. MISSION TASK ANALYSIS .................................................................................. 4
2.1. Mission Scenario ......................................................................................... 4
2.2. Training Environment .................................................................................. 6
2.3. Top-Level Tasks.......................................................................................... 7
Step............................................................................................................................ 8
2.4. Learning Objectives .................................................................................. 24
3. TRAINING SYSTEM DEFINITION ...................................................................... 25
3.1. Instructional Strategies .............................................................................. 25
3.2. Media Options and Selection .................................................................... 25
3.3. Functional Description of Training System ................................................ 28
4. DISCUSSION AND RECOMENDATIONS........................................................... 30
5. REFERENCES .................................................................................................... 31
1. INTRODUCTION

1.1. Purpose

This paper addresses an issue in the Brazilian Naval Academy’s (BNA) Ship
Handling Training System (SHTS), proposing a feasible solution at the end. The SHTS
is responsible to provide knowledge and skills in ship maneuvers (basics and tactical)
and navigation to the cadets in order to make them reach the learning objectives
purposed in the BNA curriculum. The Brazilian Navy, using institutional feedback
reviews, has noticed that the existing system is no longer capable to support the current
training demand and requires modifications that will be studied and purposed here.

1.2. Background

The Brazilian Naval Academy (BNA) provide ship handling instruction (basic
maneuvers, tactical maneuvers and navigation) to its cadets (midshipman) using both
classroom and “hands on” methods.

Course First Year Second Year Third Year Fourth Year

Navigation
Yes Yes No No
(Classroom)
Tactical Maneuver
No No Yes Yes
(Classroom)
On the Job
No Yes Yes Yes
Training (aboard)

For the classroom part, the cadets, during the first and second year, have three
navigation courses and later, during the third and fourth years, have two tactical
maneuvers courses. The On the Job Training (OJT) part of their training is conducted
aboard three 97-ft Training Ships (similar to the US Naval Academy Yard Patrol Crafts),
at the second, third and fourth years of the curriculum. These small ships have a very
important role at the cadet’s formation, not only providing source of practical knowledge
to the classroom instruction, but also motivating the young generation with leadership
and experiences at sea. Both classroom and ships create a loop of knowledge. First,
the cadet gather theoretical skills in the classroom , later on, aboard, he can apply them
in the real world providing a better understanding of that topic. Thus, going back to the
classroom, they are motivated to learn more, being sure that it’s something really
important to their careers. The most relevant problem to make this system work
perfectly is only one: time. For an efficient instruction aboard, at least 3 hours are
required for a group of 15 cadets per ship, and this is a major problem when many
parallel activities going on ashore are existed. It is very hard to have availability greater

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than 15 hours of instruction per cadet, per year (approximately five aboard classes),
when in fact 20 hours should be ideal. During the past years, the Fleet Commanding
Officers (CO’s) were concerned about Junior Officer’s (JO) lack of proficiency in those
skills, when the JOs were exposed to regular OOD (Officer of the Deck) duty situations.

1.3. Problem Definition

The actual BNA’s Ship Handling Training System (SHTS) is designed to provide
“hands on” training to the second, third and fourth year cadets. The primary concept is
to use three small Training Ships (97-ft LOA), directly subordinated to the BNA Admiral,
as a laboratory to apply the knowledge acquired in the classroom. The classes aboard
are scheduled according to the classroom curriculum, accommodating tasks for cadets
of second, third and fourth year, as follows:

- second year cadet: execute more basic functions aboard as watchman, pelorus,
helmsman and lee-helmsman and communicator, these tasks are more
behaviour intended since it’s their first experience aboard;
- third year: execute tasks mixing behaviour and cognitive processes, start to be
involved in the decision making matrix of the Ship Handling problem. Radar
operator, navigation chart plotter and maneuvering board are the regular tasks
to a third year cadet; and
- fourth year: after two years of experience at the Training Ships, the cadets are
now executing more complex tasks with a more cognitive and sometimes
constructive approach. They will lead the navigation team, assume the OOD and
JOOD (Junior Officer of the Deck) function and CIC (Combat Information Center)
team leader. They are now at the top of the training decision making matrix and
will explore this opportunity to try classroom’s knowledge and develop their own
skills.

The OJT aboard is a curriculum requirement for all second year cadets and line
officers cadets of the third and fourth years. An average cadet will accomplish the
learning objectives related to the basic and intermediate tasks (more behavioural and
less cognitive) after between four and five afloat classes. The more advanced learning
objectives, required for the fourth year cadets, the more exposure to the SHTS is
needed. An average student will achieve proficiency between six and seven aboard
instructions (20 hours), since more time to construct higher-level skills are required. The
cadet’s mean availability time to SHTS is 15 hours per year. Although this is enough
time for the second and third year learning objectives, it is not sufficient for the fourth
year cadets (who require 20 hours on average).

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 Because of this, under training process is a normal proficiency curve with a mean
slightly less than the expected for a Junior Officer who will embark at the Fleet in few
months more. A system feedback coming from the Commanding Officers of the Fleet,
BNA’s main clients, confirm this resulted lack of performance in JO at OOD functions.
They usually complain that the young officers lack confidence in maneuvers decision-
making processes. As a result, too much time is required to decide the correct
procedure, something that should have been learned at the fourth year’s SHTS.

Figure 1 - BNA's SHTS idealized performance curve

The above graph (Figure 1) describes how the BNA’s SHTS interacts with the
cadets skills/performance versus time, from the second to fourth years of instruction.
Some important points about the graph interpretation:
- The red straight line is the ideal expected performance across the system
effective time;
- The blue line is the observed mean performance based on Training Ship’s
CO evaluation (as an instructor) and classroom exams. The yellow area
represents the 95% percentile of the cadets performance;
- The entry point in the system is at the second year and the cadet had already
gather some basics knowledge from the first year classroom instruction,
explaining the initial level different than zero.
- There is a noticeable difference in the curvature shape between years. During
the second year the cadet has some initial knowledge but no practical
experience, he is motivated and anxious to practice, his tasks are low level
and directly applied from the theory. The learning is fast at the beginning and
since he is dealing with basic skills, rapidly reaches the objective and the
plateau, starting to learn more advanced skills from observation (example) of
the most advanced cadets (3rd and 4th years);

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 - During the third year, a cognitive and more complex task than before starts
taking a little longer to reach the learning objectives. The trainee now needs
more experience to master, since the skills now gather all the previous basic
learning applied in a mid level role. At the end of the third year the mean is
more closer to the expected, but still greater;
- The fourth year is a completely new experience, the cadets will learn how to
manage the team, develop leadership and be in charge of the ship. It’s a
completely cognitive and constructive world of tasks that will require
experience and decision-making process in order to achieve the objective. At
the end we notice a faster learning curve due to cadet’s familiarization with
the tasks increasing the ability to perform better and learn the advanced
topics. But the lack of more practice at this year doesn’t allow the mean to
reach the objective. So, only a few percentage of the class will reach it; and
- The yellow area surrounding the mean performance curve represent the 2σ
interval (95%) and the spread increase along the time axis.

Understanding how the SHTS works, affecting the cadet’s ship handling
skills/performance, and how it is implemented, we can notice that a master problem is
ongoing: the final learning objective is not achieved due to the lack of time exposure to
the practical instruction (OJT), in order to increase the fourth year cadet skills. The great
question is how to provide more practice to the fourth year cadets. Maybe a redesign of
the way the SHTS is implemented, providing more afloat classes to them? We’ve
already seen that time is a major constrain to the (at least) 3 hours onboard sessions,
plus the displacement time to the ships (on average 30 minutes) so this is very unlikely
to happen. We will now check the tasks required to this mission and later discuss the
possible ways to solve the problem providing an appropriate solution.

2. MISSION TASK ANALYSIS

2.1. Mission Scenario

Apparently, the training system problem explored by this paper does not require
changes in the main original BNA’s SHTS tasks, but instead, a search for a better way
to implement the fourth year tasks seems to be the solution. In order to have a specific
viewpoint of the problem, we are going to depict the task analysis to the fourth year
cadets “hands on” training that are currently covered by the SHTS. There are six ship
handling main tasks that are expected to be proficiently executed by an Ensign at the
Fleet (end of fourth year of Academy), which skills/knowledge should be transferred to
his first job at the Fleet (as a JO):

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 - Tactical Maneuvers
o Calculate, interpret and disseminate the maneuvering solution in a
“Maneuvering Board”; and
o As OOD, execute the appropriate maneuvers during a complete
exercise;
- Underway Replenishment:
o As OOD, execute the appropriate maneuvers during a “leapfrog”
positioning exercise;
- Mooring/Unmooring:
o As OOD, execute the appropriate maneuvers during a
mooring/unmooring maneuvers;
- Man Overboard (MOB):
o As OOD, execute the appropriate maneuvers during a MOB
maneuver;
- Navigation:
o As OOD, demonstrate proficiency in navigation, including piloting,
radar navigation; and
- Anchoring:
o As OOD, execute the appropriate maneuvers during a precision
anchoring.

After graduation, the Ensign will spend one year of academic and practical
training outside the BNA’s classroom, during his final training trip (embarked on the U-
27, Training Ship “Brasil” - similar to Frigate). But at that time, no opportunity to train this
tasks will be offered, the goal will be regular navigation, leadership and other personal
skills. The SHTS training transfer needs to be very high during the transition from
Academy to the Fleet, once the JO will be required to execute those tasks in real
situations and at ships with different characteristics (Destroyers, Patrol Crafts, Frigates,
Supply Ships, Carrier, Auxiliary Ships, etc.), under any condition (stress or
environmental).

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Figure 2 - On left, the Training Ship "Brazil", the next step in Naval Officer's formation, just after the four
years at the Academy (on right).

2.2. Training Environment

The main clients of the SHTS are the Fleet CO’s and they need a JO capable to
perform the above listed tasks in a specific ship after a quick period of familiarization.
The familiarization period is required since each ship has particular maneuvering
characteristics and it is practically impossible to provide such specific skills during the
Academy. The more training is transferred from SHTS, the more quick the
familiarization period will be, and less other officers will be required to instruct the JO at
the new job, meaning a more efficient process.

Figure 3 - A picture of the three BNA's Training Ships moored at a brazilian port during a summer trip with
the cadets. OJT activities are conducted using these small ships as a laboratory.

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 The SHTS is designed to provide a didactical ship handling knowledge/skills
based on a ship such that the basic concepts will be clear to the cadet. The combination
of: classroom previous knowledge; and the basic training - will lead to the additional
cognitive and constructive processes required in the Fleet familiarization period. A
versatile and robust two shafts small boats of 97-ft was chosen to be the training
platform, operable in sea state less or equal than four. The training is conducted during
the week days in three hours sections, between 1400 and 1700, with the three ships
operating inside the Guanabara Bay (interior waters, in any weather conditions) and 10
nautical miles outside the bay (open sea, only good weather, no rough sea). During the
weekends additional training trips to ports closer than 100 nautical miles are conducted,
providing additional training, more related to the seamanship and ship-life adaptation.
The fourth year cadets are required to attend six training sections aboard, one for
each task, were they will execute different functions, shifting duties with other
colleagues. The OOD role is the most desired duty aboard but unfortunately there is
only one such place in each one of the three ships, but they still can learn just from
observing or serving as a support role to the OOD. In the current framework, the
“Repetition” learning principle is sacrificed, and this is undesirable for such complex
cognitive and constructive tasks! The trainee needs to redo the tasks, as many times he
needs, in order to build a solid skill and construct his own decision-making process to
accomplish the mission. There is no more availability in the cadet curricular schedule to
program more training sections, since parallel activities (sports and Physical Education,
duty and administrative) and regular studies also demand the cadets afternoons.

2.3. Top-Level Tasks

The hierarchical task analysis proposed to the six tasks explored by this paper
(Tactical Maneuvers; Underway Replenishment; Mooring; Man Overboard (MOB);
Navigation; and Anchoring) is listed in a comprehensive Task Analysis Worksheet,
organized by chronological sequential tasks/subtasks:

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 System Action/
Step OOD Mission User Action/task
User Feedback
1 Tactical Maneuvers
1.1 Provide a solution to Interpret a radio Tactical Communications skills are not
a Tactical Maneuver. Sign coming from the ODE required anymore (second
(Officer Director of the year cadet task), the fourth
Exercise), calculate the year cadet will interpret the
course and time of ODE tactical signal using the
maneuver to the next appropriate code (Allied
position in the ships Tactical Procedures). Given
formation. the actual ships position,
speed and course, will execute
vector calculations using the
Maneuvering Board and
provide a solution (course, and
time of execution) to reach the
new position. The cadet will
make a quick time situational
awareness for safety
evaluation of his solution. If
any dangerous situation is
notice, a new calculation
should be done.
1.2 Assume new position Give appropriate orders to Using the standard
in a formation of Helmsman and Lee phraseology, will be able to
ships. Helmsman in order to reach convert the suggested
a new position in the maneuver in course and speed
formation. and disseminate them to
helmsman and lee-helmsman.
Helmsman and Lee Helmsman
acknowledge the order.
Ship’s rudder and speed
indicator will change. Some
visual cues from the relative
position of the external objects
will indicate ship’s turning.
1.2.1 Situational Quick check if the maneuver Using the pelorus, make a
Awareness solution fits in the current visual check in the suggested
situation and is safe. new course to see any other
ship offering risk.
Check other ships new
positions and interpret if their
maneuver will offer risk.

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Step OOD Mission User Action/task
1.2.2 On course corrections Apply the sensors feedback
during the maneuver and
provide small corrections in
course and speed.
Disseminate orders to
Helmsman and Lee
Helmsman if appropriate.
2 Underway
Replenishment
2.1 Conduct a Underway Interpret the tactical signals,
Replenishment execute standard
maneuver as delivery procedures and place the
ship ship at the correct position,
course and speed to a
delivery ship in a underway
replenishment maneuver.
2.1.1 Pre Static Procedures Interpret the radio signal
from ODE, giving orders to
be the delivery ship at given
course and speed.
Ensure completion of the
Replenishment at Sea
check-off list.
Determine signal station to
handle ROMEO flag and
restricted maneuver visual
sign (ball-diamond-ball).
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System Action/
User Feedback
Check guide ship radar
position frequently and pelorus
relative bearing in order to
provide self-feedback and
correct the course and speed.
Helmsman and Lee-Helmsman
acknowledge the order.
Using the standard
phraseology, will be able to
convert the suggested
maneuver in course and speed
and disseminate them to
helmsman and lee-helmsman.
Helmsman and Lee Helmsman
acknowledge the order.
Ship’s rudder and speed
indicator will change. Some
visual cues from the relative
position of the external objects
will indicate ship’s turning.
Be able to operate the proper
code and interpret the tactical
signal.
When on replenishment course
and speed, display ROMEO
flag at the dip on the yardarm
on the side it has rigged to
signal that it is preparing to
receive a ship alongside.
Signal station acknowledges
the order.
The delivery ship will close up
ROMEO when ready to receive
the ship alongside.
Flag ROMEO is hauled down
on both ships when the first
line is secure.
 System Action/
Step OOD Mission User Action/task
User Feedback
2.1.2 Action Procedures Maneuver the ship to the Helmsman and Lee Helmsman
proper position, assuming acknowledge the orders.
correct speed and course. Visual cues to feel the ships
Orders to Helmsman and motion to new course and
Lee Helmsman. speed. Visual and radar check,
Keep correct course and situational awareness updated
speed during the to a safe maneuver.
replenishment. Underway Replenishment at
sea is one of the most intense
maneuvers and requires a lot
of attention and quick reaction
to too close distance between
ships or rudder failures. The
cadet should be able to quickly
react to these emergencies
and has an updated solution in
mind!
Frequently check the speed
and course during the
maneuver, feedback the Lee
Helmsman to
increase/decrease engines
when appropriate, wind and
sea current can change the
ship speed.
2.2 Conduct a Underway Interpret the tactical signals, Using the standard
Replenishment execute standard phraseology, will be able to
maneuver as procedures and place the convert the suggested
receiving ship ship at the correct position, maneuver in course and speed
course and speed to a and disseminate them to
receiving ship in a underway helmsman and lee-helmsman.
replenishment maneuver. Helmsman and Lee Helmsman
acknowledge the order.
Ship’s rudder and speed
indicator will change. Using the
wing pelorus, keep track of the
delivery ships bearing
movements to check if your
course if effective.

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Step OOD Mission User Action/task
2.2.1 Pre Static Procedures Interpret the radio signal
from ODE, giving orders to
be the receiving ship at
given course and speed.
Ensure completion of the
Replenishment at Sea
check-off list.
Determine signal station to
handle ROMEO flag and
restricted maneuver visual
sign (ball-diamond-ball).
2.2.2 Action Procedures Maneuver the ship to the
proper position, assuming
correct speed and course.
Orders to Helmsman and
Lee Helmsman.
Keep correct course and
speed during the
replenishment.
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System Action/
User Feedback
Be able to operate the proper
code and interpret the tactical
signal.
Order flag ROMEO at the dip
on the yardarm on the side
that it is rigged when it is ready
to come alongside the delivery
ship.
Signal station acknowledges
the order.
Order close up flag ROMEO
when commencing the
approach to delivery ship.
ROMEO is hauled down on
both ships when the first line is
secure.
Helmsman and Lee Helmsman
acknowledge the orders.
Visual cues to feel the ships
motion to new course and
speed. Visual and radar check,
situational awareness updated
to a safe maneuver.
Position the ship 100 to 200
yards astern of the delivery
ship upon commencing its
approach. Both ships should
hoist the ball diamond ball
dayshape indicating that they
will be restricted in their ability
to maneuver.
The receiving ship should
increase speed to 5 knots
greater than replenishment
speed and maneuver to take
station alongside the delivery
ship at an optimum distance of
20 to 60 feet.
Also see safety
recommendations in 2.1.2.

Step OOD Mission User Action/task
2.2.3 Post Static Determine signal station to
Procedures handle PREP pennant.
2.2.4 Disengagement Interpret the ODE tactical
Action signal giving the new
position in the formation.
Maneuver the ship to
assigned station.
Orders to Helmsman and
Lee Helmsman.
3 Mooring/Unmooring
3.1 Mooring the ship Solve the decision making
alongside a pier process to move to the
mooring position, starting at
1,000 yards away.
Correctly apply the available
forces (engines, rudder and
handling lines) to perfectly
set the ship tied to the pier.
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System Action/
User Feedback
When ready to breakaway, the
receiving ship will hoist PREP
at the dip on the outboard
halyard 2 minutes prior to
commencing breakaway (the
procedure in the fleet is 15
minutes prior).
PREP is closed up when
commencing breakaway.
PREP is hauled down when all
lines are clear.
Signal Station acknowledge all
orders given.
Be able to operate the proper
code and interpret the tactical
signal.
When disengaging, the
increase speed and change
course in small increments
until clear of the delivery ship.
When clear, proceed to new
station. For an emergency
breakaway the normal
procedure for disconnecting
the rig is followed except that
the steps are carried out in an
accelerated manner.
Orders to Helmsman, Lee
Helmsman and deck (aft and
stern) stations.
All stations acknowledge the
orders.
 System Action/
Step OOD Mission User Action/task
User Feedback
3.1.1 Set environmental Set a situational awareness Check anemometer to current
scenario picture of all the forces that wind direction and speed.
will act during the maneuver. Check tide current affecting the
Decide which side will be present position, between and
alongside the pier. at the mooring position.
Information coming from
navigation team are important
but the most precise
information will be collect from
the visual cues available, such
debris moving alongside the
pier, other ships handling lines
tied in one direction, buoys
and you ship itself moving
laterally. Some people require
more experience to notice this
visual cues, so be ready to
practice it many times.
With the environmental
scenario in your mind, choose
the appropriate mooring side
(port/stbd), it is always a good
idea to mooring facing the
forces (wind and current)
because the ship responds
better to maneuver.

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 System Action/
Step OOD Mission User Action/task
User Feedback
3.1.2 Approximation Give orders to move the ship Visually (using binoculars)
from original position (1,000 inspect the mooring position
yards away) to the mooring and select the appropriate pier
position. bollard that will be used to
pass the first handling line
(usually the FWD bow spring).
The approximation course
should be in (approximately)
45o angle with the pier, so if
you are not in a present
position such that angle is
easily reached by your course,
consider a good idea to turn
around and go to a better
position.
Set speed to 4 knots until 200
yards, reducing at the final
approximation. There is no
exact speed at the final
approximation, just need to be
a safety speed and enough to
keep steering the ship
(remember that rudders affect
the ship based upon the
amount of water passing thru
them).
Be aware that at low speeds,
transversal forces are more
evident, producing a larger
drifting effect. If you noticed
before that a strong wind or
current will affect you, give a
correct course to the
Helmsman.
Always feedback with new
courses and speed, the visual
cues and sensors (radar, GPS)
will help you. Select two shore
objects at your bow and keep
track of their alignment, it’s a
very good indicator of drifting.

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 System Action/
Step OOD Mission User Action/task
User Feedback
3.1.2 Get ship tied to the Give appropriate orders to Using conjugated engines,
pier. Helmsman, Lee Helmsman rudder and the handling lines
and deck stations in order to as pivots, reduce the ships
position the ship parallel and distance to the pier. The final
close to the pier. position should parallel with
fenders touching both ship and
pier.
3.2 Unmooring the ship Solve the decision making Orders to Helmsman, Lee
process to move the ship Helmsman and deck (aft and
from mooring position to stern) stations.
1,000 yards away. All stations acknowledge the
Correctly apply the available orders.
forces (engines, rudder and
handling lines) to perfectly
remove the ship from the
mooring position and steer
to the final destination.
3.2.1 Set environmental Set a situational awareness Check the same conditions in
scenario picture of all the forces that 3.1.1.
will act during the maneuver. Remember that now the
Decide the retrieving line environmental forces coming
sequence. from the bow (wind and tide
current) will push the ship
against the pier, forces from
the stern will open. The correct
retrieving sequence will be the
one that produces a better
response in the ships rotation
and put it in a 45o angle with
the pier.
3.2.2 Retrieve the lines Give appropriate orders to Deck stations acknowledge the
line handling deck stations in orders, check the correct lines
order to correctly position being retrieved, this feedback
the ship at 45o with the pier. is very important because
sometimes the line handlers
retrieve the wrong line and the
ship could response in an
opposite way than you
expected.

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 System Action/
Step OOD Mission User Action/task
User Feedback
3.2.3 Using engine Give orders to engine and Using conjugated engines (one
rudder to help the initial side ahead and other astern)
rotation can help the ship open from
the pier, this is usually done.
Remember to boost the
conjugated engine effect
setting the rudder to the side
you want to turn.
Visually check the bow moving
relatively to any fixed object
ashore.
Helmsman and Lee Helmsman
acknowledge the orders.
3.2.4 Go to a safe place Select a safe place (far from Helmsman and Lee Helmsman
and rotate the ship to other ships and obstacles) acknowledge the orders.
the final course. and move backward to Navigation Team report the
there. Apply the correct bearing and distance to the
forces to rotate the ship to destination.
the desired course and steer
to the destination (1,000
yards from the mooring
position).
4 Man Overboard
(MOB)
4.1 Recover a man
overboard during the
day
4.1.1 Move the ship’s stern Order the Helmsman turn to Helmsman acknowledge the
away from the man the same side the man felt order.
with full rudder. Rudder indicator go to full
rudder angle at the side
desired.
Cues from the horizon
movement trigger the
sensation of moving to the
right direction.
Feel the ship rolling to the
correct side, another good
indicator.

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 System Action/
Step OOD Mission User Action/task
User Feedback
4.1.2 Increase ship’s speed Order “All Engines Ahead Lee Helmsman acknowledge
Flank” to the Lee the order.
Helmsman. Ship’s speed indicator starts to
increase.
Acoustical cues from the
engines noise changing
indicate acceleration.
Visual cues from the ship’s
wake increasing also helps.
4.1.3 Disseminate the MOB Determine to the Conning Conning Officer assistant
situation Officer assistant to acknowledge the order and
disseminate “Ship’s MOB” in disseminate it. Make sure you
the Power Amplified (PA) can hear the order being
system. disseminated.
4.1.4 Check water Determine Conning Officer Conning Officer assistant
temperature, time of assistant to take note of the acknowledge the order and
MOB and survival water temperature and the report the information required.
time in such MOB time.
conditions.
4.1.5 Determine the Check the sea state, wind The visual cues are very
recovery method. conditions and MOB important in this action, it’s
consciousness a decide very important to be able to
among the options you check the wind direction and
have: small boat or diver. sea state be your “feelings”.
Decide which side you will During the maneuver be
approach the MOB. focused in keep the MOB in
Determine to the Conning the leeward side, since the
Officer assistant disseminate
wind effect over the ship is
your decision (PA system). much bigger.
4.1.6 Reduce ship’s speed When MOB is at abeam Lee Helmsman acknowledge
position, order “All Enginesthe order.
Ahead 2/3” to the Lee Ship’s speed indicator starts to
Helmsman. decrease.
Acoustical cues from the
engines noise changing
indicate deceleration.
Visual cues from the ship’s
wake changing helps.
4.1.7 Reduce ship’s speed When MOB is at your The same than before.
again port/stbd-bow position, order
“All Engines Ahead 1/3” to
the Lee Helmsman.

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 System Action/
Step OOD Mission User Action/task
User Feedback
4.1.8 Reduce turning rate Just after 1.10, order the Helmsman acknowledge the
Helmsman “EASY YOUR order.
RUDDER”. At this time you probably will
be at the bridge’s wing and
have no more access to the
indicators, trust in the
information provided by your
team! A very good visual cue is
the rate that the MOB
approximates to the ship’s
bow.
4.1.9 Steady the course Order the Helmsman The same than before, from
and approach the “RUDDER AMIDSHIPS”. this point you make small
MOB corrections to keep the MOB at
your bow or slightly to the
recovery side.
4.1.10 Break ship’s inertia When MOB is at your bow Feel the ship’s speed being
position, order “All Engines reduced to zero, the
STOP” to the Lee deceleration rate needs to be
Helmsman. such that to ship is stopped
when the MOB is at the
recovering position. This is
very hard to achieve without
reversing the engines to make
a good stop.
4.1.11 Make the final If the diver method was The visual cues will be crucial
approach to the selected, maneuver the ship at this point, doing a good
recovery position with rudder and engines to maneuver depends upon you
have the MOB around 15 reaction time, with you have a
yards from the recovery feedback from the cues, apply
station. the reaction quickly or the
If the small boat method was situation will be changed and
your choice, stop at least the feedback is obsolete.
150 yards from the MOB.
4.1.12 Recover the man Determine the station to Station acknowledge the order.
recover the MOB If diver will be used, make sure
to do not use the engines,
propellers are very dangerous
at this time.
4.1.13 Dismiss stations. Man recovered, determine to Resume ships route, course
all stations to resume normal and speed.
activities.

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 System Action/
Step OOD Mission User Action/task
User Feedback
4.2 Recover a MOB
during the night or low
visibility conditions
4.2.1 Actions are the same Exceptions to:
– than 4.1.1 – 4.1.8. 4.1.5: change smoking marker
4.2.8 Not repeated to the to a flare or strobe light device.
scope of this paper. 4.1.6: flag “OSCAR” is not
required at night.
4.2.9 Invert the rudder Order the Helmsman “SHIFT Helmsman acknowledge the
YOUR RUDDER” after order.
deviating 60o from the At this time you probably will
original course. be at the bridge’s wing and
have no more access to the
indicators, trust in the
information provided by your
team! No visual cues available
at night, balance cues are
valuable now, you will fill a
very hard roll movement.
4.2.10 Actions are the same Exceptions to:
- than 4.1.9 – 4.1.13. 4.1.12: Order to Helmsman
4.2.14 Not repeated to the should be to “STEER ON
scope of this paper. COURSE” reciprocal to the
original from the beginning of
the maneuver.
5 Navigation

Page 19

Step OOD Mission User Action/task
5.1 Safely conduct the Go from the present position
ship in a restricted to a destination, using a
water environment previously defined route,
navigation information
(present position, bearing
and range to the next
waypoint and current), radar
and navigation aids.
Give appropriate orders to
Helmsman and Lee
Helmsman.
Safely manage the other
ships traffic using the
navigation regulation.
Page 20
System Action/
User Feedback
Feel visual cues affecting ships
movements like tide current
and wind crest foam at the sea
waves.
Identify correctly the navigation
aids (buoys and light house)
correlating them to the
expected position at the
nautical chart.
Interpret a radar screen in a
low range scale, correlating the
radar contacts with visual
contacts.
Correctly estimate the CPA
(Closest Point of Approach)
based upon visual bearing
movements.
Apply the course and speed
corrections in order to reach
the intermediate waypoints in
the route and compensate
external forces (wind and
current).
Check depth and evaluate if
safe.
Navigation information are
supplied from the Navigation
Team (third year cadets) and
create the appropriate
feedback to check your
position and progress, used it!
 System Action/
Step OOD Mission User Action/task
User Feedback
5.2 Safely conduct the The same than before, but The OOD will be operating the
ship in a open waters now with less traffic and sensors, watching for contacts,
environment restrictions of depth and checking for navigational aids
narrow channels. The focus and managing the navigation
now is provide the OOD with hazards by himself. Navigation
less information and let him team is not available and this
decide how to gather the will provide a more
cues available to conclude constructive environment to
the right course, speed to check the self-confidence and
safely take the ship to decision-making at the top of
destination. the chain.
Safety is paramount, some
cadets get confused at initial
stressful situations, if this is the
case, reduce speed and
proceed to a safe place!
6 Precision Anchoring
6.1 Pre-Action Acquire all important Conduct a “hot-briefing” at the
Procedures information available about Bridge with the Boatswain,
maneuver (1 hour prior to Navigation Team and Deck
the maneuver). Officer.
6.1.1 Check Anchoring Ask to the navigation team The navigation team leader
position in the leader to show and describe should have all these
nautical chart. the anchoring position in the information
nautical chart. ready to be shown.
Conduct a mental evaluation if
all the information provided
make perfect sense and
everything is safe.
6.1.2 Check the Anchoring Ask to the navigation team The navigation team leader
depth and nature of leader to show the estimated presents the information
the seabed. depth and the expected required. Quickly evaluate the
nature of seabed. data provided, checking about
safety limits and ships draught.
Calculate the necessary
amount of chain shackles and
inform the Deck Officer.
6.1.4 Check tide current. Ask the navigation team Navigation team leader
leader about the expected provide the information. Make
tide current at the anchoring a quick evaluation if this data
position. will affect you maneuver.

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 System Action/
Step OOD Mission User Action/task
User Feedback
6.1.3 Check meteorological See the last records of wind Navigation Officer provide the
conditions. direction and speed and information required. Check if
expected forecast for the these information reflect the
next hours. current weather and your
personal assumptions about
how it will affect your
maneuver. Remember that is
always a good idea to
approach the anchoring
position against wind and tide
current.
6.1.4 Disseminate your Tell to the other members of Team members acknowledge
intentions the team (Navigation Officer, your intentions.
Navigation Team and It’s very important to make it
Boatswain) your maneuver clear so everyone is able to
intentions. see any lack of safety or
intentions.
6.2 Disseminate “Anchor Determine the Conning Conning Officer assistant
Stations” Officer assistant to acknowledge the order and
disseminate “ANCHOR disseminates.
STATIONS” in the PA All the Stations report when
System. (15 minutes prior “ready”.
the maneuver begins). Once all the stations are ready,
you are in conditions to anchor
the ship, the team is set
waiting for your orders and
they know what kind of
maneuver will be conducted.
6.3 Navigate to the Conduct the ship to the The ships position is getting
anchoring position. anchoring position giving closer to the anchoring
orders to the Helmsman and position according to the route
Lee Helmsman, based upon suggested.
the Navigation Team Navigation Team provide
suggestions. accurate information each 3
During the whole maneuver minutes so you can correct you
provide the Deck station course and speed.
information about the Deck Station acknowledge the
distance to the anchoring distance information.
position (2,000 , 1,000 , 500
, 200, 100, 50 yards) .

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 System Action/
Step OOD Mission User Action/task
User Feedback
6.3.1 First speed reduction. At 1,000 yards from the Lee Helmsman acknowledge
anchoring position, reduce the order.
ships speed to 6 knots. Visual cues are a good
Determine to the Lee indicator of speed reduction,
Helmsman “All Engines like ship’s wake reducing.
Ahead 2/3”. Engine noise also reduces,
and speed indicator start to
drop to 6 knots.
6.3.2 Second speed At 300 yards from the The same than before, but
reduction. anchoring position, reduce now expected the speed
ships speed to 3 knots. indicator drop to 3 knots.
Determine to the Lee
Helmsman “All Engines
Ahead 1/3”.
6.3.3 Third speed reduction At 100 yards from the The same than before, but
anchoring position, stop know you expect the ship to
engines. Determine to the gradually stop.
Lee Helmsman “All Engines Deck Station acknowledge the
STOP”. order.
Disseminate to the Deck
Station “Stand by to drop
anchor”.
6.3.4 Break the inertia. At 50 yards from the Lee Helmsman acknowledge
anchoring position, break the order.
the inertia by reversed Visual cues coming from the
engines. water movement close to the
Determine to the Lee hull are fundamental to notice
Helmsman “All Engines the ship stopping. Also, if close
Astern 1/3”. to shore, you can align two
ashore objects at abeam and
check their relative motions.
6.4 Drop Anchor. Determine Deck Station to When you feel the ship moving
drop anchor. astern, by your visual cues,
Determine Lee Helmsman like 1 knot, determine Deck
“All Engines STOP”. Station to drop anchor.
Deck Station acknowledge the
order.
Listen the anchor drop on the
water.
Lee Helmsman acknowledge
the order.

Page 23
 System Action/
Step OOD Mission User Action/task
User Feedback
6.5 Grip the anchor. Give some tension to the Providing some astern engine
chain in order to grip the power will create a tension in
anchor to the seabed. the chain and this will allow the
anchor to grip the seabed.
Observe the angle that the
chain is entering the sea, this
is a very good indicator if the
chain has enough tension or
not. If the anchor is not grip at
the seabed, then you still move
astern when the engines are
pulling the ship, use the visual
perception methods (water
movement or ashore objects)
to check this.
Deck station reports chain
condition frequently and finally
if the anchor is gripped to the
seabed.

2.4. Learning Objectives

At the end of the fourth year, the cadet who successfully passed the BNA’s
SHTS will be able to:

- safely perform a basic tactical maneuver exercise (as OOD), including the
calculations of course and time for stationing (procedure – steps and
perceptual – interpreting and applying the right course);
- provide useful navigational information to a conning officer based upon data
from many different sources available at bridge (procedure – steps of
calculation and concept – recognition of relevant information filtering
unnecessary data);
- interpret basic and intermediate tactical signals and critically evaluate the
future consequences of these signals (procedure – manipulating tactical code
and concept – evaluating the consequences);
- evaluate the CPA (Closest Point of Approach) of other contacts and mentally
decide if it’s a safe or not situation, if not safe correctly decide the appropriate
change of course and speed (purely perceptual – using pattern recognition
from other experiences);

Page 24
 - describe and understand the basic procedures involved in a underway
replenishment maneuver (procedure – steps);
- safely conduct mooring/unmooring maneuvers under friendly environmental
conditions - calm sea, low/mid windy, good visibility, and low/mid current
(concept – given a specific situation will recognize the appropriate course and
perceptual – connecting with experienced situations);
- safely conduct Man Overboard maneuvers under friendly environmental
conditions – the same as before (procedure – steps and and perceptual –
connecting with experienced situations); and
- safely conduct an precision anchoring maneuver under friendly environmental
conditions – the same as before (concept – given a specific situation will
recognize the appropriate course and perceptual – connecting with
experienced situations).

No basics sub-tasks executed during the second and third year of academy are
listed here and were considered pre-requisites as an entry point to the fourth year
training (such as radar, helmsman, communications, pelorus and plotting operation).

3. TRAINING SYSTEM DEFINITION

3.1. Instructional Strategies

The actual BNA’s SHTS methodology, of gathering classroom and “hands on”
training, has a proved efficiency if more practical instruction is given to the fourth year
cadets, the ones who require more experience to develop more cognitive/constructive
learning objectives. There is no evidence of a better strategy to achieve proficiency at
the end of the training system, only more training time in OOD functions (the top of the
decision making chain). Since the fourth year cadets don’t have more time to be
dedicated to the afloat classes, all the ideas converge to a new model of instruction to
be additionally applied to the traditional and current system. This new model should be
able to provide a training experience in which the cadet can freely reproduce and
rehearse the above mentioned OOD tasks. The goal is to immerse the trainee in a
environment where he can constructively learn with his mistakes, using this information
as a feedback to achieve proficiency at a level prior to the afloat classes (OJT), not
limited by time constrains.

3.2. Media Options and Selection

Adopting the “Two-stage process of media selection” proposed by Sugrue &

Clark (2000), we will present the set of candidate media to match task, trainee, and

Page 25
instructional event characteristics than select among them the one that better fits our
problem.

3.2.1. Set of candidates:

The tasks to be explored are the OOD functions aboard the BNA’s Training
Ships:
o Tactical Manuevers;
o Underway Replenishment;
o Mooring/Unmooring;
o Man Overboard (MOB);
o Navigation; and
o Anchoring.

The trainee could be described as:

o Fourth year cadets of BNA, male, age from 20 to 24 years, highly
anxious, multi-tasking generation and computer friendly;
o Intermediate/high entry point, with previous classroom instruction
given;
o Potential trainees are cadets from the other grades, with the same
characteristics, who can use the training system as a motivational aid;
and
o Training availability described as short time period slots, not exceeding
2 hours.

The instructional events are:

o Previous visualization of the tasks being correctly executed as a pre-
training guidance (interactive lesson);
o Selection of environmental sets to conduct the task, meaning difficult
level;
o Conduct the task, with or without immediate feedback during the
course of action;
o Provide effectiveness assessment at the end of task;
o Provide interactive visualization of the task during the post action
period, recording the data to instructor assessment; and
o Replicate the situation and conduct the task again until master, if
needed.
Based upon these characteristics, the following systems were selected as
possible candidates to be added to the traditional SHTS, offering more training to the
fourth year cadets:

Page 26
 a. More Training Ships to the original set of instructional resources, meaning
no changes on the original system;
b. Keep the same number of Training Ships but increase the number of OJT
sections to the fourth years;
c. A full mission bridge simulator of the BNA’s Training Ship, to be installed
at the Academy;
d. A PC game based bridge simulator; and
e. An on-line Adaptative Training System, using intelligent tutoring.

3.2.2. Selection
Just adding more ships to the original training fleet, doesn’t represent more
training opportunities to the fourth year cadets. This is a costly implementation and
would represent a personal managing problem to the Naval Administration, since more
crew members are needed to populate the ships. We have already seen that the cadets
schedule doesn’t allow more long training sections (three hours) during the afternoon
(the only time slot available to OJT), so candidate a is not very likely to solve the
problem. For the same reasons candidate b is also discharged from the selection
process.
A full mission bridge simulator will allow more flexibility to the training sections,
with less mobilization efforts than the traditional ships. Using this simulator, the fourth
year cadets could rehearse the tasks before the OJT classes at any time or
environmental conditions. Some issues about this implementation are high initial cost,
be dependable of other cadets to assume secondary functions at the bridge (radar
operator, navigation team, pelorus, etc...), highly dependable on a instructor or assistant
to operate the simulator. Full mission simulator can provide good effectiveness
assessments and reproduce the mission to debriefing sections.
The development of an Adaptative Training System to be used as an on-line
course is a more formal way to present the classroom contents in a interactive way,
possibly using 3D virtual environment to enhance the mission situational awareness.
Using intelligent tutoring (McCarthy 2008) can provide guidance during a mission task
execution and orienting the trainee thru virtual post-action debriefing sections (testing
learning). Adaptative Training Systems will require a more rigid participation of the
training in a controlled participation thru a sequence modules and assessments. Since
the trainee characteristics of high anxiety and low time availability require a flexible and
not time constrained training experience. The student should be able to access the
training system at anytime, to execute a mission or just a part of it, having or not a
Virtual Environment (VE) instruction before and not being worried about his
performance. If needed, repeat the mission, learn with the errors and mistakes and be
motivated to master on this task. The Adaptative Training System approach tends to be

Page 27
more rigid and it doesn’t allow so much flexibility, and it can be boring (if not obligatory)
to the very anxious cadet.
A game based simulation can bring, in a low cost open source implementation, a
key for the success: motivation. Using the mission tasks in a competitive way, scoring
the achievements and enabling network playing, the students can be involved to
execute the tasks and learn from these experiences. Every fourth year room at the BNA
has a PC installed, the cadets have access to Lab and library PC’s and almost all of
them have a personal laptop or computer at home. A personal computer would be the
best platform to implement a training system that should be accessed at any time of the
year. The game could be installed at any machine in a free license agreement and
executed, allowing other students to play (cadets of the other years). In a game
environment, the trainee can play stand-alone missions or interact with other students in
a network, this is important because gives a lot of independence to the trainee (doesn’t
need a complex support team or instructor to exercise). The game based simulation can
also have a library of 3D models of ships of the Fleet and ports (scenarios) available to
create an even more immersive environmental.
Based on the pros and cons of all the candidates, the select media is the PC
game based simulation, with effectiveness assessment capabilities.

3.3. Functional Description of the Training System

The PC game based simulation (AvSim, stands for “Aviso de Instrução

Simulator” or Training Ship Simulator) will comprise one of the modules of the BNA’s
SHTS, applied mandatorily during the fourth year of academy, optionally during the
other years and a instructional tool available for the instructors lectures at the
classroom. The final SHTS configuration, after the implementation of AvSim is:

Figure 4 - A final block diagram of BNA's SHTS, after implementation of AvSim module.

Page 28
 AvSim perfectly meet the “nine events of instruction” defined by Gagne’s (1965)
(Sugrue & Clark, 2000):

o gaining attention: the game approach offer a very good appeal to the
young anxious cadets;
o informing the learner of the objective: before each lesson the trainee could
be forced to navigate thru a menu listing the objectives in a classic way
and also thru 3D VE visualization to better immersion;
o stimulating recall of prerequisite learning: at the menu above a list of all
the previously acquired knowledge/skills (entry point) could be visible,
interactively triggering the trainee;
o presenting stimulus material: the game itself could have a graphics level
and physics models good enough to make the trainee feel like it was close
to reality;
o providing learning guidance: increasing the difficult level between stages
the trainee can go from the “beginner” to “expert” level in a gradual
decrease of aids offered by the system (artificial cues, such arrows
indicating the correct course, speed, distances,…);
o eliciting performance: the trainee can use practice the same mission as
many times as he wants until master in that skill/knowledge;
o providing corrective feedback: at the end of each mission an interactive
mission review could be provided for the trainee and/or instructor identify
the wrong and/or correct actions, reinforcing error learning. Almost
immediately the mission can be repeated and assessed again;
o assessing performance: scoring the tasks and keeping a record (log book)
for each player, accessible by any instructor; and
o enhancing retention and transfer: this is the main goal of AvSim and will
be reached by increasing the entry point at the OJT (aboard classes).

Figure 5 - Snapshot of AvSim with a VE Brazilian Naval Academy at the background.

Page 29
 But the AvSim module by itself is not sufficient, a systematic use of the tool
needs to be implemented in order to be efficient. If no mechanism or rule is applied to
the use of this powerful game a great percentage of less interested students will ignore
it, becoming useless. The authors propose the following implementation sequence:
- software development and validation;
- software distribution to the fourth year cadets;
- familiarization period;
- proficiency test to check cadets adaptation to the interface and controls;
- bring the cadets at the same level;
- classroom instruction of a topic is given (optionally the instructor can use
AvSim to illustrate the concepts);
- practice period using AvSim;
- performance assessment using AvSim, the instructor require the cadet to
reach some level of proficiency at a mission task and/or executing this
mission task a specific number of times above some level;
- cadet master in AvSim, ready to go to OJT (aboard class);
- feedback from OJT should be used to reproduce the same situation (mission
task and environmental conditions) using AvSim, the cadet can learn with his
errors and visualize the correct procedures; and
- cadet is ready to another topic.

AvSim can also be distributed to the other years of BNA, including the first year
(who has no OJT), in order to increment the motivation for ship handling topics at the
classroom and instructors during the lectures. A 3D VE is a very powerful tool to
visualization of such complex tasks that require a perfect situational awareness of the
other contacts and navigation hazards. In addition, AvSim could be distributed to other
training institutions such the Naval High School, Merchant Maritime School, or even to
the Fleet ships, using their appropriate 3D models.

4. DISCUSSION AND RECOMMENDATIONS

We have seen that the BNA implements a training system called Ship Handling
Training System (SHTS) in order to develop cadet’s basic ship handling
skills/knowledge. This system consists of a binomial of classroom and On Job Training
(OJT) activities from the first thru the fourth years of Academy and a problem with the
ending point at the learning curve of the cadets was identified. A lack of mission
repetitions and a small number of chances to develop their own decision-making
process during the maneuvers was diagnosed as the potential cause of the problem.
Some time constrains in the fourth year cadet schedule was pointed as the main reason
that make the actual SHTS inefficient to offer more OJT using the BNA’s Training Ships.

Page 30
 Given the circumstances, the authors decided to add a new module to the
original Training System as a problem solving recommendation. This new module
should be a PC game based simulation, called AvSim, that will fit the time constrains of
the fourth year cadets offering VE training sections. Using AvSim the cadet can
execute, for instance, a MOB mission in four minutes and repeat the same maneuver or
in different difficult levels, as many times he wants. By the other hand, at the regular
OJT, each three hours class allow the cadet to execute a maximum of two MOB
maneuvers, without the possibility of review his mistakes and learn from his errors more
efficiently. The possibility of indirect use of AvSim as an instructional tool inside a
classroom and to be used as motivational resource for cadets from the first, second and
third year makes this game an even more powerful and cheap solution.

5. REFERENCES

United States Naval Academy (1991, February). YP Standard Operating Procedures -

DEPTSEANAVINST 3120.2A.

Escola Naval Brasileira (2009, November). Programa de Ensino – PROENS

Salvatore, R. B. (2005, September). Using Open Source Software in Visual Simulation

Development.

Sugrue, B. & Clark, R. E. (2000). Media Selection for Training.

Prensky, M. (2001). Digital Game-Based Learning.

Grassi, C. R. (2000, September). A Task Analysis of Pier Side Ship-Handling for Virtual
Environment Ship-Handling Simulator Scenario Development. Master’s Thesis,
Naval Postgraduate School.

Norris, S. D. (1998). A Task Analysis of Underway Replenishment For Virtual

Environment Ship-Handling Simulator Scenario Development. Master’s Thesis,
Naval Postgraduate School.

Ship Analytics Inc. (2000). Full Mission Ship-Handling Simulation Systems,

http://pachome1.pacific.net.sg/~aptks/sa1.htm#Full (HTML Document).

Ernst, R. B. (2006, March). The Design of a Stand-Alone Division Tactics Simulator

Utilizing Non-Proprietary (Open Source) Media and Iterative Development.
Master’s Thesis, Naval Postgraduate School.

Page 31
Amory, A. (2001). Building an Educational Adventure Game: Theory, Design, and
Lessons. Journal article by; Journal of Interactive Learning Research.

Caird, J. K. (1996). Persistent Issues in the Application of Virtual Environment Systems

to Training, Department of Psychology, University of Calgary.

Ciavarelli, A. (2010, February). Task Analysis Lecture for MOVES Students. Naval
Postgraduate School.

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