Communications and teamwork

on a coastal vessel

LOG BOOKS
Trainees should maintain a Sea Log where practical activities and experience are recorded and
witnessed. When you feel confident ask your RTO to arrange an assessment at your workplace
or other suitable location. Your assessors will and provide feedback on your assessment.

The Author acknowledges illustrations courtesy of Microsoft clip art and references to previously
published material by Lisa Rushden and AVCGA. All content is supplied on the understanding
that users exercise their own skill and care with respect to its use. Before relying on the material
in any important matter users should carefully evaluate the completeness and relevance of the
information for their purposes.
Ranger Hope © 2008
 Communications and teamwork on a coastal vessel

Contents
Element 1.
Communicate a. Instructions are attended to, interpreted and implemented
with others in
course of work b. Effective reading and listening skills are demonstrated.

c. Questions are used to gain additional information.

d. Verbal and written communication with others in the performance of duties is clear
and precise and follows established communications practice

e. Misunderstandings in communications are avoided using appropriate confirmation

techniques

f. Various forms of non-verbal communication are appropriately used when working

and communicating with others in the course of duties
Element 2.
Contribute to a. Work is carried out individually and in association with others in accordance with
teamwork and established performance standards
work standards
on board a b. Assistance and encouragement are provided to others in workplace activities
vessel
c. Feedback on assessed work performance is acknowledged, discussed and acted
upon

d. Personal skills and knowledge are developed through on-board training and other
means to ensure an effective contribution to work activities

e. Employment conditions are known, understood and followed

f. Individual rights and responsibilities on board a vessel are known, understood and
fulfilled, including allowance for any cross cultural differences and differences in
personal interests, beliefs and lifestyles

g. Appropriate action is taken to avoid and prevent harassment of others

h. Drug and alcohol abuse are avoided as required by company and vessel’s policy
and procedures and regulatory requirements

Element 3.
Resolve a. Conflict situations are recognised and appropriate assistance is sought to resolve
conflicts the conflict with the personnel involved in accordance with vessel’s procedures

b. An appropriate contribution is made to action to solve conflicts by actively

participating in conflict resolution procedures
Introduction

As in all workplaces, the ability of the crew persons of a coastal vessel to

contribute to effective communications and teamwork is pivotal to smooth
running and safe operations.

Communication is an act of imparting, giving, transmitting and receiving

information; teamwork is that of working together in an organized and
cooperative effort. Effective communication and teamwork therefore requires
giving clear and concise information, listening, questioning and receiving
feedback that confirms understanding by others in order to achieve a commonly
held purpose or goal.

It is not the purpose of this workbook to outline the colourful language of the
mariner, but rather to outline the skills and pitfalls in communicating within a
team at sea.

Element 1 - Communicate with others in course of work

a. Instructions are attended to, interpreted and implemented.

The Command Structure of a small coastal vessel:

The Maritime Industry uses universal communication techniques, but has also
formulated its own methods to suit its unique workplace, that of a small unit
remote from the outside assistance and services of the shore. Although the
coastal vessel may be at sea for limited periods as compared to her larger
offshore cousin, a similar crewing of Master, Mate, Engineer, Cook and Crew
accept responsibility and perform all the duties of a land based community.

This responsibility for safe operations is stated in the International Regulations

for Preventing Collision at Sea, “Rule Two, Responsibility”:

“Nothing…shall exonerate any vessel, or the owner, master, or crew thereof,

from the consequences …of the neglect of any precaution which may be
required by the ordinary practice of seamen.”

The command structure will adapt itself to crew size and the vessel’s
operations, but “orders” or “instructions” will usually follow an order of rank and
may include the duties as shown in the table below:
 Each position reports to the one listed above.
RANK ORDINARY PRACTICE OF RESPONSIBILITIES & DUTIES
OWNER To maintain, man and supply the vessel for its intended operations.

MASTER To ensure the safe management of the vessel in its voyage and
operations.

MATE To assist the master with particular regard to navigation, watch

keeping, deck work and loading operations.

ENGINEER To assist the master with particular regard to the operation of

propulsion machinery, auxiliary equipment & tank operations.

COOK To assist the mate with particular regard to provisioning,

housekeeping and care of the sick.

CREW To assist the mate with particular regard to, watch keeping,
housekeeping, deck work and loading operations.

Not only is it desirable that instructions to be attended to and implemented for

the smooth running and safe operations of the vessel, but it is also a legal
requirement (Collision Regulations Rule Two) and is understood in most
seaman’s contract of employment (Ship’s articles).

Interpreting orders and instructions:

Methods commonly used for instructions and orders use non verbal, verbal and
written. Signaling, a form of non verbal has its own particular place at sea.

Informal signaling requires local knowledge or experience. Fastening a broom

to a ships mast (means ship for sale), flying a long pennant flag (means ship’s
last voyage) or a fishing basket displayed aloft (means keep clear, I am still
fishing) are examples of many local traditions. The experienced watch keeper
will recognize the early and substantial change of course by another vessel
ahead as that ship’s body language of her intended side to pass you.
Formal signaling is used in both traditional and state of the art systems. The
coded information that is displayed (transmitted) requires the receiver to
interpret it using the agreed decoding manual. These systems include
Semaphore, Flags and Code Flags, Morse code by lights or sound signals and
modern radio communications systems.

Radio signaling systems can automatic decode to activate indicator lights or

sound alarms, while others systems require the use of published material such
as code books and lists of lights and radio signals. These formal signals are
more fully described in the sections of the CD that relate to Radio and the
Collision Regulations.

Informal non verbal communication is transmitted through facial expressions,

hand signals, body language, attire and attitude of the communicators. It can
result in misunderstandings with persons of differing backgrounds and cultures.
In a multicultural industry, this concern has led to the development of formal non
verbal communication in certain operational situations, such as saluting in
acknowledgment of instructions from a senior officer or using standardized hand
signals for lifting and cargo operations.

Verbal communication may be informal such as occurs in casual conversation,

advice or instruction that allows levels of voluntary participation. It may
alternatively be a formal order or command that is required to be obeyed and
implemented.

Written communications include reminder memos and temporary signs, letters

and advisories notices, emails and other print out radio services such as Telex,
Digital Selective Calling, Navtex and Immarsat. All must be considered as
formal by their nature of being an article that can be stored as permanent
evidence. However, traditional formal communications at sea are provided in
the written standing orders of the Master, the entries in the ship’s logbooks, the
records of reports and the safety management documentation.
The communication process:

Experts have taken from the language of radio communications to draw a model
for the processes that are involved in all effective communications. While the
illustration below shows that of two persons face to face, the principles apply to
all the previously mentioned non verbal, verbal and written methods.

The transmitter is the sends the message with the intention that it will be
understood.

The channel is the method that the transmitter uses to send the message. It is a
code of non verbal elements (body language, facial expression, tone), verbal
elements (language, technical terminology), or written (faxed, emailed, digital
transmission). Usually it is a combination of any of the three. A successful
communicator will use a channel that they know the receiver understands.

The receiver is who the message is sent to. They decode the information
received. If they are on the same channel as the transmitter they will interpret it
as was intended.

Interference from environmental influences (causing noise, fatigue or stress)

may cause distortion of the original message and its consequent reception and
interpretation. This is a factor in deck work where orders are usually shouted in
order that they may be heard. Often as an alternative to voice, portable radios,
hooters or sirens are used to overcome interference.

Feedback from the receiver is vital to the transmitter to confirm that the
message has been interpreted as was intended. It will require acknowledgment
and possibly further questions and answers to ensure this is the case.
In the model illustrated above, talking (transmitting) is shown as only a part of
the process. Unless the two way process of listening, interpreting,
understanding and confirmation occur, we cannot be sure that our message has
been communicated.

b. Effective reading and listening skills are demonstrated.

Communication breakdown is often results from poor listening. A person may

be a poor listener because they:

 are tired of hearing about it.

 are overcome with too much information.

 are distracted by something else.

 disagree.
 are disinterested in the subject.

 dislike of the speaker.

 are planning how to answer.

Effective listening skill is more than just hearing what is said - it requires
watching a person’s non-verbal and verbal signals and giving feedback to show
that you are attentive and that you understand.

Nodding the head, smiling and short replies, such as “OK” are indicators to the
speaker that you are listening and understand, whereas raised eye brows,
strained facial expression and requests for further information encourage a
fuller explanation of what is expected from you.

An active listener focuses on the speaker and concentrates on decoding all of

the messages being sent - words, tone, and body language This enables a
more complete and accurate understanding of the nature and importance of the
message that is being put over, and subsequently more efficiency at work or
fewer mishaps aboard.

An effective reader in an industry with much complex documentation will look to

plan their reading by its relevance to their job in hand. This process is aided by
knowledge of alphabetical order (referencing skills) and a highlighting pen.
Activity 1 - Try the quiz on the listening questionnaire below and circle the
letter which best describes how you listen.

A = always B = often C = sometimes D = never

When in a conversation do you:

1 plan your response while the other person is talking a b c d
2 finish the sentence for the other person a b c d
3 take notes of names, dates, and key information a b c d
4 change the subject if the speaker becomes emotional a b c d
5 maintain eye contact (when culturally appropriate) a b c d
6 interrupt if you think information is wrong a b c d
7 stay silent and still until the person has finished talking a b c d
8 interpret meaning from boy language a b c d
9 look for central ideas and concerns a b c d
10 think about similar experiences you have had a b c d
11 study how the person is dressed a b c d
12 listen for what the person is feeling a b c d
13 try to see things from the speaker’s perspective a b c d
14 continue doing something else while listening a b c d
15 pretend to understand to make others comfortable a b c d
16 ask questions for more information a b c d
17 summarize what the person says to check understanding a b c d
18 give your opinion and advice a b c d
19 allow silences in the conversation a b c d
20 reassure distressed persons that all is OK a b c d
Totals =
Questions 1, 2, 4, 6, 7, 10, 11, 14, 15, 18, 20
Score a=1 b=2 c=3 d=4

Questions 3, 5, 8 , 9, 12, 13, 16, 17, 19

Score a=4 b=3 c=2 d=1

Quiz adapted from original Courtesy of Lisa Rushden

More than 65- an excellent listener demonstrating through your body

language and your responses that they have your full
attention.

Between 50 and 65- some effective listening skills that can be refined.

Between 30 and 50- non-listening behaviour shows barriers to communication.

Less than 30- you will benefit from reading this workbook again.

Activity 2 - Read your vessel’s Safety Management Plan and describe its
emergency procedures.
c. Questions are used to gain additional information.

Body language may indicate that someone is listening and understanding. But
how do we know if our message is interpreted as we intended? We need more
confirmation.

By asking questions we can test the other person’s understanding. An effective

communicator considers both verbal and non-verbal feedback, and asks for
more information to be sure. Such questions can be closed or open.

Closed questions elicit short answers and can be appropriate and time efficient.
They begin with phrases such as do you, can you, have you, or are you, for
example:

“Do you have the torch?”

“Are you on duty?”

Open questions however are more revealing in clarifying if someone

understands. They cannot be answered by yes or no and begin with phrases
such as how, what, where, when or why, for example:

“What kind of light will you need?”

“How long are you on duty for?”

Leading questions implicitly suggest the answer you are looking for, and
attempt to force agreement, for example:

“Don’t you think this is correct?”

“You wouldn’t want to waste time, would you?”

Activity 3 - In the conversation below, closed and leading questions limit the
information Joe gets from his customer. Rewrite these as open questions.

Joe: “Want to book a cruise, mate?”

Customer: “Yes”

Joe: “Today?”
Customer: “O.K.”

Joe: “Here’s your ticket then, that’s 25 bucks mate?”

Customer: “But there are three of us”.

Joe: “Make up your mind mate, here’s three tickets then, that’s $75?”
Customer: “Don’t children get a discount?”

Joe: “How many?”

Customer: “Just one.”

Joe: “Okay, that’s two adults and one child, that’s $62?”
Customer: “Don’t pensioners get a discount too?”
Joe: “Okay, that’s one adult, one pensioner and one child. We leave at
12 and are back by 6. Now you know what you want that’s $59”
dollars.

Customer: “We have to be back by 4.”

Joe: “Sorry, I told you, we leave at 12 and are back by 6.”

Customer: “But my parking meter runs out at 2.”

Joe: “Not my problem, there are plenty of other boats going out …”
d. Verbal and written communication with others in the
performance of duties is clear and precise and follows
established communications practice.

Verbal Communication

We do not necessarily choose the time that we communicate with others and
how we manage it depends on our feelings, mood or stress level at the time. All
of us will have regretted saying something in the heat of the moment.
Joe’s failure to communicate with his customer may have been due to being:

 Hot and tired.

 Preoccupied with other personal issues.

 Upset by an earlier difficult customer.

The challenge for the good communicator is to try to stay in the now, put
preconceptions aside and make an effort even when you feel disinclined.

Clear and precise verbal communication requires using either pre-established

and understood commands or thinking carefully about both the words you use
and the person you’re talking to.

Common mistakes people make are:

 Mumbling, speaking too softly or loudly.

 Talking too fast.

 Repetition or talking too much.

 Using inappropriate language or unfamiliar technical terms.

 Lecturing, boasting or interrupting.

 Not speaking up or participating.

Our conversation style depends on who we are talking to; colleagues,

customers or strangers. We use normal words for our friends (mate) and
respect words for those in authority (sir). Their gender, age, relationship and
birth language moderate the words we use and the way we use them. A good
communicator considers who they are talking with and adjusts their language to
that person’s needs.

The advantage of pre-established and generally understood maritime

commands can be appreciated in this context. The full list of the “International
Standard Marine Phrases” is comprehensive. It is normal practice for those
issuing orders to brief their crew before operations, but the following commands
are examples commonly used on coastal vessels in the Australian trade:
*Orders may differ between coastal vessels that you serve on.
ORDER MEANING
Mooring and berthing orders from the Master to the crew
Let go (a named line) Untie a rope (line) securing the vessel.
Let go all Untie all lines securing the vessel.
Make fast ( a named line) Secure a line to the vessel.
Ease (a named line) Allow a line to slip out under control.
Check (a named line) Hold a line in the present position temporarily.
Orders are replied to as implemented, e.g. “Aft line gone.”

*Orders may differ between coastal vessels that you serve on.
ORDER MEANING
Steering orders from the Watch keeper to the helmsman
Hard to Starboard Turn the steering wheel all the way to the right and
hold it there.
Ten degrees to Port Turn the steering wheel until the indicator reads 10º
to Port and hold it there.
Ease to amidships Return the steering wheel until the indicator reads
0º and hold it there.
Steady as she goes Steer the vessel so she continues to head in the
present direction.
Steer 090º Turn the steering wheel until the ship’s compass
reads 090º, East.
Steady by compass Continues to steer the vessel on the present ship’s
compass setting.
Orders are be repeated by the helmsman to confirm that they are understood.

Written Communication

Seamen are not immune from having to write; messages, time sheets, log
books, receipts, equipment orders and incident report forms are examples.

Try to consider who will read your work and check to see if you have included
all the relevant information that will be understood as you intended. Try to be:

 Clear- It can be easily read.

 Concise- It is not too long.

 Complete- Everything necessary is included.

 Correct- It is accurate.

Keep these requirements in mind as you write.

Some conventions need to be applied to completing formal log books. Falsifying
a log book is a criminal offence. As a legal document the logs must be factual
(not contain opinion, observations or coarse language). As tempting as it may
be to include a humorous comment, this may not be appropriate if the document
is later read out in court.

 Log book entire should be signed and dated.

 Mistakes should not be erased, but lined through and initialed.

 Pages should not be removed.

 False entries must not be made.

Also, as the log books are checked by the next watch keeper or engineer that
comes on duty, they provide an invaluable history to monitor the progress of the
vessel’s passage or the performance of her engines. A vessel that suddenly
starts using twice the oil daily is a problem in the making. It may not be noticed
if the engineer had failed to keep a vigilant record of each time that he topped
the oil.

Activity 4 - Examine your vessel’s log books, and complete a similar day
entry of your own.

 A vessel’s log book includes information such as:

 Destination
 Times of departure, ETA and ETR
 Weather, tides and sea conditions.
 Number of crew and passengers

 Any engine or vessel repairs required

Activity 5 – Use the linked engine log to keep your own record of your
vessel’s pre-departure checks.
e. Misunderstandings in communications are avoided using
appropriate confirmation techniques.

You will remember our model illustration in section a. of how the communication
process works. Non verbal with verbal messages are encoded by the
transmitter and decoded by the receiver in any conversation. This required both
to be on the same channel.

This presupposes that those in the conversation are looking at each other to
pick up the non verbal clues, (more fully described in the next section). In fact,
in White Australian culture the convention is to maintain direct eye contact. Not
to do so is to be considered shifty. This is quite in contrast to Australian
Aboriginal culture, where to stare at another is considered rude. Such cultural
misunderstandings can cause both inter personal and larger scale community
communication breakdowns.

While being sensitive to such cultural issues it remains necessary for those
engaged in non verbal signaling to remain in sight of each other, to watch for
the signals and to return a signal in confirmation.

In many vessels it is usual for the Master to “con” the vessel, which means that
he places himself in a position with good visibility and gives instructions to a
helmsman to steer, an engineer to work the motor controls and a navigator to
watch the radar. Previously in section d. we looked at tables of common
mooring and steering orders. It is standard practice in these tasks to repeat the
order given in order to avoid any misunderstandings. In any other case of doubt
the similar technique of repetition (“Aye, aye, sir – engines half speed ahead”)
will never go amiss.

In the case of more involved conversation or instruction, feed back may have to
be continuous and punctuated by questioning and response. The substance of
this topic has been addressed in section c. (questions are used to gain
additional information). Open, closed and leading questions introduced a
number of ways that misunderstanding can be tested for and consequently
minimized.

Activity 6 - List the methods you would use to confirm that your message was
understood as was intended.
f. Various forms of non-verbal communication are
appropriately used when working and communicating with
others in the course of duties.

Non-verbal communication can be informal (intended/unintended), such as our

body language and tone of voice or formal (intended), such as hand signals
used during a vessels operations.

Informal non-verbal communication

Our stance, eye movements, expressions, gestures and dress combine to

create our body language. The tone of our voice may signal anger, friendliness,
confusion, confidence, respect/disrespect or interest/disinterest. How we say
something is often more powerful that what we say. The facial expressions
shown below are simple illustrations of the messages we can get from people
without them saying anything at all. Try matching these faces with their emotion:

While these particular examples of body language are hard to fake (are
unintentional) it is important to be aware of the message that may be
transmitted, and consider how appropriate that is to the intention or
circumstance.

Often there is misinterpretation of body language. Someone can shed tears

from sadness or from a speck of dust in the eye; a yawn could indicate boredom
or genuine fatigue.
Consider the examples of body language in the table below that may be
interpreted with two meanings. You may like to enter additional interpretations
of your own.

Examples of body language

SIGNAL INTERPRETATIONS

Face

Smile Pleasure or acceptance.

Frown Worry or disapproval.
Raise eyebrows Questioning or scorn.
Open mouth Surprise or disbelief.
Yawn Tiredness or boredom.
Eyes

Eye contact Interest or honesty.

Look away Dishonesty or not wishing to be rude.
Wink Humour or familiarity.
Stare Disbelief or concentration.
Hands

Point at listener Aggression or directing.

Clench fist Anger or determination.
Scratch head Confusion or itch.
Feet

Tap foot Anxiety or rhythm.

Stamp Demanding or exclaiming.
Posture

Stand/sit upright Confident or uncomfortable.

Lean forward Interest or poor hearing.
Slouch Low self esteem or sense of ease

Being aware of the body language you are giving and moderating it to suit the
circumstances will lessen the chance of misinterpretation and get your message
across as intended.
Formal non-verbal communication

Perhaps first developed as a tool for maintaining silence while the group
stalked its prey, hand signals to enable communicating in a commonly
understood code are used by differing cultures all around the world. In its most
complete forms, such as used by the American Indians or in signing with the
deaf, an alternative language to speech has been developed.

The thumbs up (yes, good) and thumbs down (no, bad) are universally
understood in Australia. In helicopter rescue lifting they have the more precise
meanings of thumbs up (I am ready to lift) and thumbs down (I am unready to
lift).

The handshake is said to derive from strangers offering a friendly greeting by

showing they were unarmed with their right hand, the sword wielding hand. The
Russian tradition is to embrace and the Inuit Indian to rub noses. So it can be
seen that even simple hand signals can lead to cultural misinterpretations.

In some maritime operations standard hand signaling systems are used, but in
any event it is important to brief the crew in preparation for operations that relies
on non verbal signaling.

The illustration below shows the conventional crane lifting and anchoring hand
signals used by the crew. At night time when signifying that the anchor cable is
now in an up and down situation, a torch is swung vertically up and then down
in imitation of the cables direction.
 Activity 7 – You are going for a job interview. Enter the signal you may give,
and how it may be interpreted by your prospective employer.

Giving a good impression at a job interview.

SIGNAL INTERPRETATIONS

Face

Eyes

Hands

Feet

Posture
Element 2 - Contribute to teamwork and work standards
on board a vessel.

a. Work is carried out individually and in association with

others in accordance with established performance standards.

A team needs a common purpose and a plan to reach it. Its members have
defined roles, but also work flexibly and cooperatively to support others when
required. A successful team manages:

Common goals Joint action Cooperation

The benefit of the team approach is that the whole can be greater than the sum
of its parts. Sometimes people feel it is easier to do a job on their own than with
others. This is because conflict, poor communication and different work styles
can sometimes make team work counter-productive.

Harmonious
atmosphere
Share Shared
responsibility workload

Deal with
conflict Mutual
effectively help

Reach our Help each

goals Other
Share succeed
resources

Acceptable performance standards will be available from your company in the

vessel’s Safety management Manual and Quality Assurance Standards, or from
your supervisor.
b. Assistance and encouragement are provided to others in
workplace activities.

Everyone likes to be complimented when they do something well. A word of

praise is worth a dozen harsh words. In the corporate world the use of prizes
and rewards days are common, as is the process of promotion by results.

The crew (team) of a small vessel work very closely in coordinated activities
such as mooring and anchoring, and it is unlikely that crewmen standing back
during these critical events will tolerated. A helping hand, patience and a will of
old hands to share there experience and skills are the ways of the sea.

The maritime industry places much importance on the maintenance of Sea time
log books. These are provided by the State Maritime Authorities or from the
Commonwealth by the Australian Maritime Safety Authority.

These log books not only have provision for the log of passages but also for the
drills and training that you have undertaken. The advantage of maintaining an
accurate log of the training is that you can claim reduced sea time hours for
gaining a certificate of competency to the next rank in the maritime ladder.
c. Feedback on assessed work performance is acknowledged,
discussed and acted upon.
The inclusion in log books of specific sections for recording drills and training
provides a great opportunity for the crew to share and discuss work
performance issues. Additionally, the review procedures that are part of a
functioning risk management policy require team members to regularly monitor
and evaluate how the companies risk control measures are shaping up in
practice.
While everyone likes to be complimented there is value in the use of review
processes. These may be a formal interview on a periodic basis, a friendly chat
about how you are going or a self review questionnaire such as the one below.

Activity 9 – Circle each phrase that describes your usual work behaviour,
and give yourself a point score for each box. Analyze your work style in the
DISC model overleaf by the total points you score in each box.

BOX A BOX B

Orderly and systematic Results oriented

Deliberate and unaggressive Accepts challenges
Enjoys study and analysis Strong willed
Critical thinker Takes the initiative
Detailed and thorough Willing to confront
Well organised Makes decisions easily
Likes accuracy Ambitious
Weighs alternatives Sense of urgency
Needs standard operating guidelines Assertive
Steady quiet manner Likes solving problems
Questions the status quo
BOX C BOX D

Eager to please Persuasive

Helpful Socially outgoing
Lacks interest in goal setting Sees possibilities
Not highly competitive Informal
Has difficulty saying no Fun loving
Loyal Energetic
Calms excited people Creative
Good listener Lack of concern for details
Needs security Likes participating in groups
Lets others take the initiative Creates a motivational
in social situations environment
Patient Doesn't like to be hemmed in
Enjoys assisting others Open with feelings
Copyright: © The Conflict Resolution Network. PO Box 1016 CHATSWOOD NSW 2057 AUSTRALIA (02) 419 8500.
May be reproduced if this notice appears.
d. Personal skills and knowledge are developed through
on-board training and other means to ensure an effective
contribution to work activities.

Developing personal work skills

DISC Model - People respond and behave differently depending on the context.
Those described in boxes A & B focus on the task at hand and achieving
outcomes (task oriented).
Those described in boxes C & D focus on the needs/stimuli of people around
them (work oriented).
The left side contain behavioral styles that are reserved/reflective, while the
right side contain work styles that are extroverted/outgoing.

Introverted -Task oriented Extroverted -Task oriented

BOX A - CONSCIENTIOUS BOX B - DIRECT

Behaviour Behaviour
Reserved Outgoing
Approaches work systematically Challenges status quo
Pays attention to details Keen to get things done
Focuses attention on immediate task Resists authority
Prefers to stick to established guidelines Likes to take the lead
Likes to plan for change Takes action to bring about change

Needs Fears Needs Fears

High standards Criticism Results Challenges to their authority
Appreciation Imperfection Recognition
Quality Work Inadequate explanations Challenges Lack of results by others

BOX C - STABILISING BOX D - INFLUENCING

Behaviour Behaviour
Reserved Outgoing
Works well in a team Leads by enthusing others
Accommodates others Prefers a global approach
Maintains status quo Steers away from details
Recovers slowly from hurt Acts on impulse
Prefers steady not sudden change Keen to promote change

Needs Fears Needs Fears

Security Isolation Change Disapproval
Acceptance Standing out Acknowledgment Stagnation
Teamwork Unplanned challenges New trends and ideas Detailed work

Introverted - People oriented Extroverted - People oriented

The DISC Model was initiated by Performax as part of their Personal Profile System. For more information
questionnaires and courses contact Australian Distributor, Integro Learning Systems P/L, PO Box 483, Dee Why NSW
2099
Copyright: © The Conflict Resolution Network. PO Box 1016 CHATSWOOD NSW 2057 AUSTRALIA (02) 419 8500.
May be reproduced if this notice appears.
Training

Training is a regulatory requirement, undertaken regularly in the form of musters

and drills in order to test the preparedness of both the equipment and the crew.

Regulatory intervals for musters and drills.

MONTHLY EMERGENCY DRILL (INC. EMERG. STEERING)

2 MONTHLY SURVIVAL/ABANDON SHIP

2-3 MONTHLY (2 pax) – (3 fishing) MONTHLY FIRE DRILLS

Photo Courtesy of USCG

These sessions provide the opportunity for the team to discuss the training for
feedback, comment and improvement.
e. Employment conditions are known, understood and
followed.

On taking up employment you should be informed of your job description. This

may be informal, or you may be required to sign the Ship’s articles that are kept
with the Ships log. This will detail what you have signed on to do and include
any special provisions.

Job description Deckhand Ships Articles

In general the Deckhand is responsible for:
 assisting in the implementation of the safety and environmental-policy;
 carrying out the Company’s safety and environmental-protection policy;
 obeying orders in a timely and concise manner;
 ensuring that matters relating to safe operations and pollution prevention
risk are carried out
 reporting non-conformities, accidents and hazardous occurrences to the
master;
 reporting defects to the Company;
 and carrying out any order of the master required for the safety of the
vessel.

In particular the Deckhand is responsible for:

 Cooperating in the safety of Operational procedures of:

Anchoring
Bar service hygiene
Berthing
Boarding /disembarkation
Cleaning
Deckwork
Galley safety and hygiene
Responsible service of alcohol

I have understood this job description and agree both to comply with Safety and
Pollution Prevention Regulations and Procedures at all times, and to take the
necessary precautions in the interests of human life, property and the marine
environment.

Deckhand signs ___________________ Date _________________

The company structure will depend on its size, but may involve all the positions
as shown below. A sole trader may have to do everything himself.

Owner
(Name)

Fleet Manager
(Name)

Wharfage Subcontractors

Stevedore Vessel Manager Chef

(Name & Contact details)
Security Caterers

Entertainment

Designated person
(Name & Contact details)

Office Support
Master
Legal officer Crew

Secretary Watchkeeper Bar staff

Customer service Engineer Cleaners

Promotion Deckhand

Bookkeeper Ships carpenter

Activity 10 – Draw up a job description for one of the positions shown

above.
f. Individual rights and responsibilities on board a vessel are
known, understood and fulfilled, including allowance for any
cross cultural differences and differences in personal interests,
beliefs and lifestyles.

Everyone has their own personality and way of solving problems developed
from their past experiences. When communicating with people from different
backgrounds, it’s important to be aware of these differences. Some examples of
cultural differences include:

Eye contact - Eye contact is commonly used to show we are interested and
listening. We look away when we have finished the conversation. For many
people, looking someone in the eye demonstrates honesty and confidence,
however this is not common to all cultures. Aboriginal Australians traditionally
lower their eyes in respect as maintaining eye contact with a stranger is
considered rude. In some Asian cultures it is rude to be direct in formal
interaction, including too much eye contact.

Hand gestures - The thumbs up hand signal means well done in Australia. In
Japan it is used for the number 5. Middle and index fingers held as a V is a
victory sign in Australia, but an obscene gesture in the UK.

Touch - In Australia and northern European countries, a handshake is the only

the accepted touch by strangers. In Mediterranean Europe, kissing is an
accepted part of communication. In many south east Asian countries it is
common for heterosexual men to embrace or hold hands, while in Australia this
type of contact between men is widely interpreted as homosexual.

Just as people display different personalities, everyone has their own workstyle
– a way of attacking problems, going about tasks and relating to others. Much of
this is based on our past experiences, values and attitudes, and some is
probably genetic – we are born with certain ways of behaving.

Recognising, accepting and capitalizing on the experiences and knowledge of

those team members from other traditions is an important team skill.
g. Appropriate action is taken to avoid and prevent
harassment of others.

Company policy to control harassment

The supervisor is responsible to put into effect the company’s policies for
fairness in the workplace, and the first contact to resolve problems related to:

Equal opportunity policy- The supervisor should be mindful of forceful

personalities favoring or shunning others. If allowed to go unchecked they may
develop into claims of discrimination and harassment.

Code of practice for training- The company training policies should make sure
that it is free of discrimination and harassment is not tolerated.

Grievance policy- Formal grievance procedures should be in place that save

much acrimony and can resolve differences of opinion before they escalate to
conflict.

Anti-discrimination and workplace harassment policy- if a supervisor becomes

aware of any member being treated unfairly then he/she has an obligation to
follow procedures and to take action to resolve the matter before it become an
issue. Ignoring such matters will make them worse.

Dealing with harassment

Harassment takes many forms and can include:

 Discrimination by age, sex, nationality, culture or a disability.

 ridiculing a person’s behaviour or circumstances.

 criticizing and putting someone down repeatedly.

 touching a person inappropriately.

 coercing someone do tasks that are outside of their job description.

 bullying or threatening behaviour and language.

Legislation exists to address and prevent harassment in the workplace. If you

feel you are suffering harassment, speak up. If the behaviour does not stop then
seek legal advice.
h. Drug and alcohol abuse are avoided as required by company
and vessel’s policy and procedures and regulatory
requirements.

The company will usually have a Drug & Alcohol Policy. In Commercial vessels
there is a zero level for workers. An example of such a policy is shown below:

Drug & Alcohol Policy

It is the policy of the Company that it is not acceptable for any staff member to
be under the influence of alcohol, or non medication drugs during any working
shift day or night.
Any staff member found under the influence of either alcohol or non medication
drugs would not be fit or permitted to work and will be placed on a warning by
the Manager. If a second warning has to be placed counselling would be offered
for their problem. If this behaviour continued the Manager has the right under
the OHS Act to dismiss the employee to stop any endangerment to passengers
or other staff members. In the case of suspected drug/alcohol use the Company
will operate random testing with the cooperation and consent of the workforce.

Prescribed Medication
Any medication that is prescribed by a doctor is acceptable, but if the
medication states that it causes drowsiness or do not drive, it is required that
the employee has time off from transport safety work (as described by the act-
internet link) whilst on the medication. It is prohibited to supply passengers with
Panadol, Aspirin or any other painkiller related drug at any time.

Some vessels also serve alcohol and an example of such a policy is shown
below.

Responsible Service of Alcohol

At non licenced premises the duty supervisor/person in charge will ensure that
no alcohol is allowed to be supplied or consumed contrary to the current Liqour
regulations.

At on licensed premises the licensee details are displayed at each entrance to

the vessel. A copy of the entire licence is displayed prominently along with the
liquor board posters as required; no service to the intoxicated, no service to
under 18s, comparison of standard drinks table.
All drinks are served from packaging that states their standard drinks rating.
Drinkable water is available at moderate cost. All staff supervisors and those
staff serving alcohol to the public must have completed their RSA certificate, a
copy of which will accompany this responsible service of alcohol policy
statement along with an alcohol incident diary that is available to view by staff in
the service area. The Company does not operate promotions, competitions or
inducements that encourage irresponsible drinking in compliance with current
Liquor regulations.
Element 3 - Resolve conflicts

a. Conflict situations are recognized and appropriate

assistance is sought to resolve the conflict with the personnel
involved in accordance with vessel’s procedures.

Personality clashes are common and you can do without petty squabbles within
the crew. Under stress, minor irritations can flare up threatening the safety of
all, much less the efficient completion of the operation. Common causes are:

 Different values, beliefs and attitudes

 Prejudices, stereotypes, false assumptions about others

 Physical symptoms of fatigue, overwork or illness, stress and tension.

 Clash of personalities, work styles, competition at work.

 Conflicting personal commitments and obligations.

 Communication breakdown, from poor instruction or inattention.

Conflict is the result of continuing misunderstanding of the perspective of

another and will elicit two very different responses:

FIGHT or FLIGHT
The fight mode is characterized by aggression and attempts to dominate the
other person. The fighter may clench their fists and shout. They may wave their
arms, point, lean threateningly towards the other person or commit violent acts.

The flight mode is characterized by passivity, withdrawing by walking away or

internalizing their feelings. The flight person may keep their eyes down, lower
their voice, slump their body and fold their arms. In both modes the symptoms
of stress of raised heart beat, body temperature and blood pressure, dry mouth,
shaking, dizziness, nausea or stomach pain, are common due to the body’s
release of adrenalin into the bloodstream.

The fighter in conflict usually escalates the problem. The other party will defend
themselves by becoming aggressive or by withdrawing in flight, neither of which
helps solve the conflict. Flight from the conflict internalises feelings of anger,
resentment and poor self esteem can raise the level of conflict over time.

Finding a calm and rational way to reduce a conflict flare up may include
breathing slowly and deeply, counting to ten or taking a few moments to regain
control of the fight/flight reaction. It requires responding assertively by listening
to the other person’s concerns and calmly expressing our own. Assertiveness is
an important tool in breaking down resistance, responding to criticism and
resolving conflict.

Activity 13 - Give an example of an aggressive, a passive and an assertive

response.

Aggressive ___________________________________________________

Passive ___________________________________________________

Assertive ___________________________________________________
b. An appropriate contribution is made to action to solve
conflicts by actively participating in conflict resolution
procedures.

Conflict is the result of continuing misunderstanding of the perspective of

another and is often slow to mature into open hostility. Proactively in resolving
such issues early is advised by confronting the parties to a mediated
discussion. This focused the problem and demonstrates to protagonists that it is
not just about them.

A neutral person or mediator who is not themselves part of the conflict can help
those who are involved in the parties to work towards a solution. They do this
by:

 Getting agreement from the parties to willingly work towards a solution.

 Providing a neutral ground to express their viewpoints.

 Steering conversations away from personal attack towards solutions.

 Listening, summarizing and checking understanding of viewpoints.

 Mapping the needs of each stakeholder.

 Encouraging both parties to look for win/win solutions, that meet

everyone’s needs

There may be a conflict resolution procedures and support service in your

workplace. Most conflict is quickly resolved when emotions cool and
combatants are ready to work towards a solution by focusing on the issues, not
personalities. A useful technique takes the form of stakeholders saying what
they need as shown in the mapping table below.

Customer says he needs Joe says he needs The Team say they need
Conflict resolution strategies are most successful when they seek to satisfy the
needs of all the people involved in a dispute. This is called a “win/win”
approach. Although it is not always possible to find a way of resolving the
situation so that everyone’s needs are met, when a genuine attempt is made to
find a solution that best satisfies all players, they are more likely to accept that
outcome.

Customer’s needs
Compromise
Team needs

Win/Win

Win/Lose

Joe’s needs
Win/Lose needs

Win/win solutions are only found after the needs and concerns of everyone
involved in the conflict are heard. This demands willingness to listen to other
people and to work towards resolving the conflict.

Activity 14 - Give an example of a conflict situation from your experience, and

describe how you could solve it.

References:
The Author acknowledges illustrations courtesy of Microsoft clip art and
references to previously published material including:

National Search & Rescue Manual

The Conflict Resolution Network.
AVCGA
Lisa Rushden
The International Regulations for Preventing Collisions at Sea.