1 INTRODUCTION

Business and simulating games play an important

role in processes of education. Many books and

scientific papers are devoted to games designing and

their realization in various fields of economy and

industry (Campbell, 1980, Keys and Wolfe, 1990,

Platov, 1991, Pidkasistiy, 1996, Anderson, 2009, etc.).

But, professional development of maritime specialists

supposes learning new theoretical knowledge and its

actualization because of their activity is realized in

"an aggressive environment” with a high probability

of extreme situations occurrence. However, in actual

practice of port activity, navigation and cargo

transportation many theoretical developments are not

often in demand (Belyaev, 1999). For this reason a

specialist is not familiar sometimes with the relevant

skills in the proper degree. Such a gap can be

eliminated through "artificial/virtual" methods of

knowledge actualization: training and business/

simulation games. The effectiveness of these methods

is proved into practice (Moiseenko, 2004, Meyler and

Moiseenko, 2009). The development of business

games for maritime specialists requires high

professionalism both from the developers themselves

and from teachers/experts who lead the game and

generate situations in the play activity of trainees.

Simulation Methods of Designing Specialist’

Qualification Improvement System

S.S. Moyseenko & L.E. Meyler

Baltic Fishing Fleet State Academy of the Kaliningrad State Technical University, Kaliningrad, Russia

ABSTRACT: Development of the specialists’ professional competence can be achieved both directly during

games and a post-game analysis. Since the continuing education system must respond quickly to changes in

external and internal conditions it is necessary to adapt it to new conditions. This is possible when scientific and

pedagogical staff of the university is ready to the project activity. In this regard the problem of teachers training

for such activities is actual one. The most effective methods of such preparedness development are game

methods and, in particular, business and simulation games. There are situations of "conflict" of interest during

games as in real life and teachers of different subjects must search a compromise that satisfies basic learning

goals. During the game, participants consider many variants for solving certain project tasks, methods of

training schemes designing. It is very important in the sphere of maritime specialists training. Participants are

often faced with a lack of methodological training that is an important motivating factor for self-development

and new knowledge. Business and simulations games have an aim to develop readiness of teachers to design

educational systems. The paper discusses the methodological approaches to the development of conceptual

designs of professional business/simulation games for seafarers and managers of maritime transport and

describes a business/simulation game scenario “Ensuring the safety of maritime cargo transportation”. The

problems of the game organization, a results analysis and developing measures to improve the system of

training and self-improvement plans of participants are considered..

http://www.transnav.eu

the International Journal

on Marine Navigation

and Safety of Sea Transportation

Volume 13

Number 1

March 2019

DOI: 10.12716/1001.13.01.07

The important task of selecting the training content

has to be solved both during designing the game and

in the process of its realization. It was suggested

(Meyler and Moiseenko, 2010, Moiseenko and Meyler,

2011, Meyler et al., 2012) a method for the game

content determination based on the principle of

integration of diagnostic, simulation and expert

methods. The diagnostic method allows to make an

analysis of the existing specialist’s level of training,

opportunities, advantages and disadvantages of his

self-development system. Using this method it is

possible to study the development of the situation in

the past, present and to identify trends,

approximating them for future. It is identified the

need for compensatory education as a result of the

diagnostics of the specialist. In accordance with the

given objectives the selection of the content can be

corrected in the context of development plans.

Our investigations (Moiseenko and Meyler, 2009,

2010, 2011, 2012) show that he level of professional

preparedness can be estimated by testing the ability to

analyse various situations and to make adequate

decisions. A considerable experience has been gained

in estimating specialists’ professional level in recent

years. In particular, a new generation of training

simulators allows modelling various situations at sea

ports and in the process of cargo transportation

(http://www.transas.ru/). However, issues of complex

estimation of the professional level of specialists in

the field of maritime transport management,

including a psychological aspect, are not developed

enough.

For a complex estimation of the professionalism

level, it is necessary to develop criteria that can be

represented as a “standard of a professional"

(Campbell, 1980, Novikov, 1998, Melnitchuk and

Yakovleva, 2000, Sergeev at al., 2003, Meyler and

Moiseenko, 2007). Such a standard has to be an

integrated image of the specialist linking his various

features. Since the analysis of interactions occurring in

the process of a specialist’s activity can reveal more

completely individual features, his training level and

causes influencing on a decrease of his activity

effectiveness, the structure of the “standard portrait”

should include:

 requirements for a personality nature;

 professional features and knowledge,

 psychological features of a personality specific to

the concrete work.

An analysis of existing methods (Nazarenko, 2007)

of forming a specialist portrait shows that the most

effective approach is the expert evaluation method in

combination with the system-activity analysis

method. The “standard of a professional” should be

oriented to a specific area of his activity (for example,

the Head of a sea port, a stevedore of a container

terminal, a port Chief technologist, a Master of a

container ship, etc.). In this regard, it is necessary to

be guided by opinions of experts in the field of the

activity for which the “standard of a professional” is

created.

In the context of scientific and technological

progress and a continuous "renewal of knowledge"

individual personal educational values are becoming

the priority. This process results in transition of the

educational theory and practice from the paradigm of

learning within which a person acts as an "object of

learning impact" to the paradigm of lifelong learning,

self-development and self-improvement of

individuals. However, the process of continuous

education and professional development will be

effective only under condition of its controllability.

Hence, it is necessary to create certain conditions

and management of the educational process. Real

needs in the continuous development of

professionalism, self-development and self-

improvement of specialists determine the relevance of

creation of the adaptive system of the continuous

education (qualification improvement). The system

which is being designed should be based on the

principles of: systemacy, adaptability (rapid response

and change), integration (e.g. into the global

educational environment), accessibility, technological

effectiveness and dynamism.

Practical implementation of these principles

requires that the system has a high potential for self-

perfection and its improvement through integration

into the existing system of new high-tech modules.

An adaptive continuing education (qualification

improvement) specialist’ system is "mobile" and must

rapidly respond to changing internal and external

conditions, new challenges. Thus, it is necessary to

adjust the existing system and create new subsystems

integrating them into the main system. A response to

changes of conditions or challenges should be

prompt. It is possible on condition that the academic

staff of an institution of higher education will be

prepared to carry out a project activity and possess

scientific tools to optimize the design decisions.

In this regard, the issue of qualification

improvement (teachers’ training) for design activities

is the most relevant. The most effective methods to

develop readiness for the project activity are gaming

techniques, in particular, business and simulation

games. This statement is based on the results of the

practical application of such games in the Institute for

qualification improvement of the Baltic Fishing Fleet

State Academy (BFFSA) and in the course of cadets

training in the field of maritime transport (Meyler and

Moiseenko, 2009, 2010, Moiseenko and Meyler, 2003,

2009, 2010).

A "conflict of interests" arises in the course of

games as well as in real-life situations. In such

situation teachers of different disciplines have to find

a compromise for solving the main problem. For

example, it is important to consider interdisciplinary

connections while forming training systems. Games

simulate the professional communication

environment. During the game all the problems

concerning rational organization (logistics) of

interdisciplinary connections are solved more

effectively. At the same time, participation of highly

qualified experts allows teachers of special and

general-theoretical sciences (applied mathematics,

information technology, mechanics, cybernetics, etc.)

to deepen their knowledge in new trends and their

specificity. Thus, the actual task is to develop an

appropriate model of a business/simulation game

allowing to carry out multi-purpose game simulation

experiments within the problem: creation of the

person-oriented pedagogical qualification

improvement system. Only the structural elements of

a fishing-industrial complex having both internal

logistics links and links to the external environment

are considered in the paper.

2 CREATING BUSINESS/SIMULATION GAME

2.1 A methodological basis

Such a work is essential for creation of new areas of

qualification improvement, having no prototype. It is

especially important when there is a need to improve

the skills of experts in relation to the technical re-

equipment of enterprises (ports, fleet), introduction of

innovative technologies, etc. Creating

business/simulation game (which is an analytical act)

gives a researcher full understanding of the system

being modelled. At the same time, the game can be

regarded as an operationalization of hypotheses,

theoretical positions and relationships which are

known before the game is created (Pidkasistiy, 1996).

During the development of a business/simulation

game model, these theoretical positions are

systematically summarized and supplemented so that

the created game model becomes a virtual reflection

of a studied object or a process. In some cases after

creating such a model the investigated problem

becomes so clear that there is no need for simulation

experiment. Thus, there is the problem of professional

readiness development of academics and specialists

which are involved in educational processes. As a

methodological basis, we use a systematic approach

and methodological seminars and

business/simulation games as educational

technologies. In the games teachers have to develop a

project of a pedagogical system of professional

development. Thus, the process of teachers’

qualification improvement in the context of

development of competencies is launched. The goal of

the game is development of knowledge and skills of

teachers, researchers and professionals in the field of

education to carry out project work connected with

creation of new adaptive educational systems of

qualification improvement.

The following scheme is proposed for designing

the pedagogical system of qualification improvement

of maritime specialists using business/simulation

games:

 goals of forthcoming studies and designing are

formulated;

 a team of teachers / professionals and experts is

formed;

 hypotheses and theoretical concepts of the

researched object or subject are put forward;

 hypotheses and theoretical concepts are made as a

prototype of the expected outcome;

 a supposed structure of the solution is developed,

i.e. to emphasize the issues and problems of the

study which can have a variety of alternatives for

their implementation;

 an analytical overview on the study problems is

carried out;

 the information that it would be desirable to

obtain is defined.

A business/simulation game has been created on

the basis of the formulated hypotheses, theoretical

concepts and relations in accordance with the set

goals. It is necessary to clearly define the simplicity of

a game development in relation to the reality, which

makes it possible to change the planned game model

in future in order to test hypotheses or new

theoretical concepts:

 a team of participants and experts of a research

group (they may be the same participants and

experts) is created;

 programmes and plans for the game with fixed

"points" of a control, the structure of the controlled

parameters and variables are developed.

A business/simulation game is created as a self-

developing system with adaptive properties which

ensure the principle of an autonomy of subjects and

episodes of the game. This principle provides the

flexibility of the simulation model which makes it

possible to "complete" and "adjust" the game for a

specific group of participants and gives an

opportunity to rationalise a training course plan, if the

game is used for training purposes.

2.2 A business/simulation game structure

The process of designing the game has four main

phases: preparation for the game, gathering initial

information and development of the technical task,

development of the project; its assessment, reviewing,

the project defence; delivery of the project to the

customer. The preparatory period includes a set of

works related to the formation of reference literature,

software for solving optimization problems,

preparation of tasks; generation of disturbances that

will be included into the game; specifying system of

ratings, penalties and incentives; acting and

discussing the game scenario with experts/arbitrators,

etc. At this stage instructing the game participants

takes place. The formation of project teams and the

initial knowledge control of the project participants (if

necessary) as well as methodological consultations are

conducted. Designing pedagogical system for

qualification improvement suggests development of a

draft project of the system including such basic

elements as a subject and an object of teaching, the

process of teaching and self-development, the

teaching content and the technology, methodological,

methodical, technical and information support. Let’s

consider a business/simulation game structure shown

in figure 1.

2.2.1 Brief description of the game

The game process is managed by a specialist

imitating the role of the project leader. There is also

an expert group consisting of 2 or 3 people and

maritime specialists working together with the leader.

The specialists are representatives of companies for

the personnel of which the system is created. It is

reasonable to include in the group of experts a

researcher/methodologist who would use the game as

a tool for scientific purposes. Each group develops its

own version of the system, discusses the various

views of the participants and finds compromise

solutions. Then each group prepares a summary and

defends the own project. The group of experts

reviews and evaluates all projects. Rewards and

penalties are assessed in points. The points also assess

and the quality of the projects. During the game there

is a break from time to time for a meeting of the game

group management (the leader and the experts) when

the game itself and claims are discussed. At the

meeting it is possible to change members of the group

if needed. At the end of the game the leader and the

experts choose the winner of the game. The project

options presented by different groups become then a

basis for further discussion which is the subject of the

postgame activity of experts and individuals involved

(e.g. group leaders). A detailed analysis of the game

and results of the research are performed during the

postgame activity. After that the decisions on the use

of the projects both for the further game development

and for creating a real system of qualification

improvement / continuing education are made.

The game participants are: the leader of the game

(the project manager), methodologist, assistant,

researcher, teachers and specialists who form project

groups; an expert group which may also acts as client

representatives and opponents of the project. All the

participants are divided into groups according to

their choice. Groups can include 3-5 people who

choose the leader of the group.

The leader of the game formulates the goal and

main objectives which are to be solved in the course

of the game.

The main objectives include:

1 an analysis of the situation in post-graduate

education and in terms of implementation of the

ideas of continuing professional development, self-

development and self-improvement;

2 formulation of contradictions and problems,

setting up tasks in their logical relationship;

3 development of a draft project of the pedagogical

system for qualification improvement:

 development of the system ideology;

 formulation of the main requirements for the

designed system and efficiency criteria;

 development of a process model of the system;

 definition of inputs and outputs of the system,

parameters, controllable and uncontrollable

variables;

 development of a structural model of

qualification improvement;

 development of a functioning algorithm of the

system of qualification improvement;

 definition of functional work places (demo

version) and a set of technical devices;

 carrying out simulation experiments on the use

of the system;

 checking the system for compliance with the

conditions and requirements according to the

eligible criteria;

 assessment of the project.

4 calculation of the efficiency of the project.

5 the project defence.

2.2.2 The game process

When all the prescribed procedures have been

completed, the project groups come into the main

period of the game. To present the content of the

game project the appropriate scheme blocks presented

in figure 1 are commented below.

Pre

aration to the

ame

1.1. Instruction of the

experts

1.2 Preparation of work

places

1.3 Instruction of the game

participants

1.4. Participants self-

instructions, groups self-

anization

2. Game

rocess

2.1. To hand out the task for designing 2.2. To define the composition of initial

information

2.3. Collecting initial information

2.4. Analysis of the situation 2.5. Formation of the problems, goals

and ob

ectives

2.6. Requirements of the project

formation

2.7. Development of technical task for

designing

2.8. Development of conceptual design

of the system of the educational

improvement system

2.9. Defining the set of

competences which will be form

during the process of qualification

rovement

2.10. Defining the content of the

teaching process. (with experts

artici

ation

)

2.11. Defining inter-subjects links and

optimal combination of disciplines

2.12. Selecting methods of the input

control of specialists’ knowledge

2.13. Developing / selecting methods

for planning trajectory of the

educational process regarding the

needs of the societ

and an individual

2.14. Defining methods and techniques

of teaching and self-development,

informational and methodological

ort, technical means

2.15. Making and preparing project

presentations (each group prepares

a presentation/report)

2.16 Projects presentation 2.17. Projects evaluation. Selection of

the best project

2.18. Preparation of

recommendations for game

participants (in terms of further

self-im

rovement

)

3. Summin

the

ame

Figure 1 - Block diagram of the business/simulation game for the design of qualification improvement system

Blocks 2.1.-2.2. A project task is given by "a

customer" to the each project group. The task contains

information about the specialization of maritime

specialists, training objectives and expected results.

For example, the goal is forming competences in the

field of innovative technologies implementation for

container terminals or for the specialized vessels. The

leader of the project group presents the task for

designers in order to analyse the task, to define the

content and sources of initial information needed for

the development of technical task and the project.

Blocks 2.3.-2.7. The following works are carried

out: gathering initial information, an analysis of the

situation in ports and in the fleet. For example,

innovative technologies and experience in specialists’

training in the field of activity are analysed. On the

basis of the analysis problems, goals, objectives and

requirements for the project are formulated. The

technical task for designing is then developed and

agreed with the customer. After developing the

technical task the project groups submit their brief

progress reports to be discussed at a plenary session

by all the game participants. In the reports it is

necessary to prove the relevance and fundamental

ability to perform the project task in accordance with

the customer specifications. The designers should

present their vision of the project at the level of

abstraction and the possibility to work out

alternatives. It is necessary to define which quality

and effectiveness criteria are supposed to be taken

into account. The fulfilled work will be assessed by

experts/arbitrators.

Blocks 2.8.-2.9. The groups start designing. At the

first stage the process model of qualification

improvement system is developed. The main

elements / modules and their main parameters, inputs

and outputs of the system are defined. On the basis of

an analysis of the activity for which specialists’

teaching is planned, the game participants (teachers

and experts) define and formulate the main

competencies which should be mastered by specialists

as the result of the teaching process.

Blocks 2.10.-2.11. On the basis of the analysis of a

new type of activity in the field of which a specialist

should acquire a complex of new competencies the

structural component of the designed system is

defined. Interdisciplinary links and logical chain of

the teaching process are defined. Defining these links

and volume of teaching courses should follow the

logic of common sense, but not ambitions of teachers.

Therefore the volume of study hours of teaching

courses should be reasonably based on the priority

and complexity of the acquiring competencies, and

the course corrections will be performed after the

results of testing experts. Options for determining the

content of the study process should be agreed with

the customer. After the customer’s approval the

groups continue their work on the project.

Blocks 2.11-2.13. Teachers-participants determine

jointly with specialists and maritime experts

interdisciplinary links and rational combination of

courses. At the same time the following problems are

solved: a) selection of the methods of input testing of

specialists arriving for improving qualification,

selection/development of methodological approaches

to the process of qualification improving. A rational

logistic chain/trajectory is developed virtually

showing organization of the process of qualification

improvement. In this case, it is important to show

how the idea of person-oriented teaching will be

implemented.

Blocks 2.14-2.16 Methods and techniques of

training/self-development are selected on the basis of

the analysis of the required competences, the

educational and professional level of specialists. The

methodological, informational, technical and

technological support of the educational process is

defined. The groups complete the developed projects,

prepare their presentations and to report the results of

the work at the plenary session.

Blocks 2.17-2.18. The game leader, experts and

arbitrators determine the best project, the best project

group, the best project designer. Summing up the

game and its discussing, approving recommendations

are made at the plenary session. The leader

announces completion of the game.

2.3 The business/simulation game “Ensuring the safety of

maritime cargo transportation”

As an example of designing a business/simulation

game it is considered the methodological approach to

the game the main purpose of which is formation of

abilities and skills for managing processes of the

cargo transportation safety (Moiseenko and Meyler,

2011). The following tasks are necessary to solve in

order to achieve this purpose:

 determination of professional preparedness of

specialists to act in difficult circumstances and

unusual situations;

 development of skills for an analysis and decision-

making during the process of the professional

activity;

 study of integrative processes of the maritime

engineer’s professional preparedness formation;

 analysis of maritime safety ensuring problems and

efficiency of fleet commercial operations.

A preliminary design of the business/simulation

game is given in table 1. It is seen that the game

provides simulating six plots directly linked to the

game process. Participants get instructions and learn

the game rules as a part of the first plot. At the same

time the lead of the game, formulating goals of the

game simulation experiment and analysing the

situation, notes existing substantial contradictions

between the desirable and realizable and thereby

“running” problematization processes, goals setting

and self-determinations.

Table 1. Scenario plan of the business/simulation game "Ensuring the safety of maritime cargo transportation"

__________________________________________________________________________________________________

Plot Episodes Actions

__________________________________________________________________________________________________

1. Preparation for the game 1.1. Instructing the game organizers Theme, goals, tasks, area of responsibility,

and experts. regulations. Instructing, distribution and

1.2. Instructing the game participants, study of materials, etc.

studying of regulations, systems of the Clarification of the game governance, penalties

game control and evaluation of and bonuses systems, etc.

participants actions. Formation of play groups and roles

1.3. Determination of play groups and distribution.

roles distribution.

2. Incoming control of 2.1. Participant’s testing. Presentation of a test card to a participant of

participants knowledge 2.2. Definition of testing results. the game.

and skills Explanation of the testing task and an

evaluation procedure.

3. A ship voyage planning 3.1. Definition of initial information, A ship owner sends the ship's captain a telex

its collection and analysis. containing instructions on the next voyage:

3.2. Route selection of the voyage to the ports of the ship loading/unloading, kind,

port of loading/unloading. type and quantity of cargo, special cargo

3.3. Project and the ship cargo plan characteristics, time for loading,

development according to the criteria loading/unloading rates, handling

of safety and effectiveness. procedures of shipping documents, lay-time

3.4. Planning ship stores, material and calculation, etc.

technical supply, crew completing The captain of the ship distributes tasks to

and training for the voyage. prepare the ship for the voyage.

3.5. Ship voyage planning.

3.6. Planning safety actions.

4. Loading the ship 4.1. Coordination of a cargo plan with The head of the game and experts performing

stevedores and the action plan for the roles of shippers, agents, inspectors,

work safety providing and surveyors, stevedores, etc. generate

environmental protection. introductory data oriented to the growing

4.2. Monitoring the condition status of complexity of the situation.

cargo, its stowage in holds and storage, Situation of a conflict between the ship and the

mounting, etc. shipper regarding the quality of packaging

4.3. Control of hydrometeorogical and labeling cargo is created.

conditions. The situation of the ship structures or cargo

4.4. Drawing up primary shipping damage due to negligence of dockers (crane

documents. operators) is initiated.

4.5. Drawing up protest letters in case of Participants of the game execute the required

infraction of rules by stevedores in documents (notices, protests and acts of

loading or delivery of cargo which damage, etc.) and try to find compromise

has "defects ", as well as of the ship solutions.

structures damage during loading. Fixing knowledge and skills needed for solving

professional problems and situations,

definition of "gaps" in knowledge and skills.

5. Issuing documents for cargo 5.1. Issuing Bills of Lading, addition of Experts initiate a conflict in terms of remarks

(Bills of Lading, cargo remarks and lay-time commencement. including in the bill of lading, as well as in

manifest, etc.) 5.2. Drawing up permission for the ship the act of laytime preparation.

to leave the port. The situation when port authorities’ claims

concerning technical condition of the ship,

etc. are simulated.

6. Preparation of the ship for 6.1. Implementation of actions in Implementation of inspections in accordance

leaving the port accordance with the regulations for with checklists.

navigation safety. Diagnostics of technical means, etc.

6.2. Definition of the time of the pilot’s Discussing with the agent problems related to

arrival onboard, the required number leave the ship at sea.

of tugs, a weather forecast, navigation Clarification of the weather forecast and

conditions, etc. navigation conditions at the time of the ship

6.3. Drawing up a statement of a fact the leave.

ship's readiness to a voyage. Filling in the logbook and other forms of

documents.

Experts initiate conflicts, complicate the

situation.

Simultaneous fixation of the captain’s and his

mate’s errors as well as errors of experts.

7. Analysis and summarizing 7.1. Organization of discussing Reports of the play groups leaders, self-

of the game. the game results. evaluation of the actions of the game

7.2. Estimation of the working groups’ participants with an emphasis the attention

actions in the game. on the occurred errors and the "gaps" in

7.3. Formation of the block of "gaps" in knowledge and skills, relation to the game

the knowledge and skills of the and wishes.

participants, typical mistakes and The experimental material accumulated during

miscalculations. the game is systematized and processed in

7.4. Final selection of learning content and order it will be possible to carry out the

development of professionalism of procedure of training content selection, to

marine specialists. build the system of subject knowledge and

7.5. Specification of the training programs ways of their integration.

for specialists for the postgame period. Training programs are corrected according to

7.6. Consulting assistance to the the results of the game experiment if

participants of the game in participants continue training in play

development of their programs of groups.

self-development/self-designing. Participants receive consulting assistance,

7.7. Development by the game organizers including assistance in development of the

of the postgame activity program program of self-training and self-

concerning the game and preparation development if they continue studies

of the report on the game simulation independently.

experiment

8. Postgame activity concerning 8.1. Processing the results of the game Results of the experiment are processed taking

the game . simulation experiment with a goal to into account the earlier obtained data from

determine dependences, rational other experiments of the same direction, that

methods of formation of the allows to accumulate the empirical material.

professional personality, knowledge Comparing the results, establishing

of integration and configurators. dependences, confirmation of the previous

8.2. Conducting methodological seminars results is considerable contribution to the

for teachers and experts. development of our theoretical

8.3. Development of the complex of representations about the subject of the

purpose-oriented programs of study.

vocational development of marine

specialists and ways to adapt these

programs to a person.

__________________________________________________________________________________________________

The second plot provides preliminary estimates of

participants’ readiness to the game. In case of

unsatisfactory test results it is assumed that such a

result helps to intensify the process of motivation of

specialists for developing professionalism. “Gaps” in

knowledge and skills found as the test results are

eliminated by the decision of the game leader. Thus,

the compensatory function of education is realized,

i.e. advices can be given to participants of the game

and special literature for self-study may be

recommended.

The third, fourth and sixth plots are extremely

important because at these stages many of the major

issues of navigation safety ensuring and sea cargo

transportation are solved in real practise. It is

assumed that not only typical real situations are

fulfilled at these stages, but a complex of non-

standard situations that happen rarely in real activity

is simulated too. In cases of such situations

appearance serious negative consequences can entail

if adequate solutions will not be found by responsible

specialists.

Thus, the task of the game leader and experts

playing roles of officials, who can counteract the

captain of the ship and other persons involved in the

process of sea cargo transportation under certain

conditions, is to generate episodes and situations

“provoking” a conflict and thereby substantially

complicating making a solution of professional tasks.

At the same time, as “home prepared” tasks, as

actions according to a present situation can be

performed for generating the game situations. It

allows to implement the game variation into the real

game situation, i.e. the structure of the game has

many degrees of freedom. Thus, the game adapts

depending on the goals and specific problems

requiring the solution. The game participants fix

results of the analysis, calculations, decisions and the

effect of these decisions. They take into account the

specific conditions, the professional experience of all

participants of the game group. The experts record

the work of groups and individuals in the each

episode and plot. Their duties include clear fixating

errors, “gaps” in knowledge, abilities and skills of

specialists and their ability to integrate with various

kinds of knowledge for solving complex professional

problems. In addition experts observe the behaviour

of game participants in difficult situations.

During the game experts and the leader of the

game analyse activities of participants and estimate

their performance, identify areas of knowledge and

skills in which it is useful to hold substantive and

methodological consultations. For example, our

experience in business/simulation games designing

shows that there is practically always a need for

methodological consultations in a systematic

approach methodology, a system analysis, designing

without prototypes, etc. (Moiseenko and Meyler,

2011). Decisions obtained for each plot are discussed

by all participants of the game. Representatives of

groups make reports where the idea of the design

decision is revealed, as well its motivation and

implementation methods with evaluation of possible

consequences of the decision implementation.

Speakers answer questions from experts and other

participants of the game, fixing critical remarks and

opponents’ suggestions. Final estimates for each plot

are determined after the public discussion of the play

groups’ reports. All working materials relating to the

analysis of situations in each plot, developing design

solutions, a decisions’ motivation and a choice of the

decisions implementing methods are given to the

game leader for the further examination in accordance

with the objectives of the game simulation

experiment. Processing game results requires certain

time. Therefore, it is possible to realise partially

selection of the content of the training and

professional development directly during the game,

as it was mentioned above. But a careful analysis of

the game materials is held in the postgame period. In

the process of the analysis it is often possible to detect

some important regularity, to get an understanding of

some of the integration processes, interdisciplinary

system links and to evaluate the effectiveness of

various knowledge integrating methods for

professional problems solving. The experimental

results allow to select the content of training and

development of maritime specialists on the higher

qualitative level, as well as to find new plots of the

game and new opportunities for the whole game. An

example of the training content selection and

professional development of ships masters on the

results of game simulating experiments is given in

table 2.

Table 2. Matrix representation of the content selection scheme for maritime specialists training and development

__________________________________________________________________________________________________

Plot or Acts of Subject Skills and

operation activity knowledge abilities

__________________________________________________________________________________________________

Ship’s voyage Route selection Hydrometeorology and oceanography. Be able:

planning of the voyage to Navigation and sailing directions to find sources of information;

the port of Cyclones and anticyclones, sea to analyze synoptic chart data and long-term

destination currents. forecasts;

Aid to navigation, etc. to determine risk factors and their assessment

correlated to concrete constructive and

exploitations characteristics of the ship, its

purpose;

to evaluate the impact of the navigation

conditions on the operating parameters of

the ship;

to find necessary documents regulating cargo

transportation,

to apply them;

to make the cargo plan showing the holds

rotation during loading;

to perform calculations of stowage;

to calculate ship stability and sitting, bending

moments and shear forces;

to assess the impact of the extreme conditions

on the longitudinal and local strength of the

ship, etc.

Planning The project The theory of the ship. Be able:

measures to and plan Theoretical mechanics. to find necessary document, to assess its

ensure the of ship Strength of materials. adequacy;

safety of loading Regulations for the cargo to the studied problem;

maritime cargo transportation to apply creatively legal acts, regulations,

transportation Requirements of the international recommendations in order to solve practical

convention (SOLAS, MARPOL). problems;

Ship’s stability at high angles of heel, to present systemically whole range of

local and general ship's longitudinal measures to ensure the safety of maritime

strength, ship’s unsinkability. cargo transportation and to correlate

Requirements and recommended everything with methods and means of

schemes of different cargo strapping. these measures practical implementation.

International Sea Law. to fix performance facts in the logbook.

International regulations related to

navigation.

Rules of technical exploitation.

Fire safety rules.

Navigation safety rules.

Knowledge of rules and their

application, basic legal acts

(territorial waters, economic zones,

etc.)

Execution of Issuing the Commercial work in the merchant Be able:

shipping Bill of Lading fleet. to issue the Bill of Lading correctly and

documents Notion of the Bill of Lading, its kinds, formulate remarks (if there are any) in

and functions. accordance with cargo insurer’s

Master’s remarks to the Bill of Lading recommendations;

concerning cargo quality or it’s to champion/to protect the commercial

packing, etc. interests of the ship owner or the charterer

in the case of a conflict with shippers;

to formulate claims and to justify them;

to prove invalidity of the claims to the ship.

__________________________________________________________________________________________________

The matrix representation of the content selection

scheme for maritime specialists training and

development allows to realize a deductive method of

the each plot analysis, differentiation of activities and

subjects of knowledge required for their

implementation. Further, it is possible to determine

what skills and abilities of a specialist must have to

solve professional problems and, therefore, what the

specialist’s skills and abilities it is necessary to

develop to achieve a high level of professionalism.

3 CONCLUSIONS

The analysis of the experience of business/simulation

games development and their use for purposes of

qualification improvement shows that the games are

special training grounds for testing the participants’

behaviour and interaction. The simulation model of

the professionally-oriented communication

environment created in the games shows the

processes of communication, searching a compromise

and rational decisions, the adoption of innovative

technologies, the study of the implications of group

actions and (if required) the individual participants in

dynamics. It should be noted that in

simulation/business games conditions are created

through the use of background knowledge to acquire

new knowledge and its updating, i.e. enriching

experience of practical implementation of knowledge.

Game forms of designing qualification

improvement systems will be fruitful if teachers and

experts/highly qualified specialists of companies –

employers play a role of designers.

It enables to solve the three major problems:

1 to improve the skills of teachers and maritime

specialists involved in terms of studying specific

new activities, acquiring know-how of systematic

projecting educational processes, improving

communication culture;

2 to develop an "almost" optimal algorithm for

designing educational systems for qualification

improvement within new activities;

3 to develop optional projects which can be

considered as prototypes and recommendations

for adaptability to changing conditions.

The effectiveness of the game largely depends not

only on its ideology and content-intensity, but also on

the level of organization of the games. It is important

that the system of motivation does not contradict the

goals of the experiment and the participants

themselves become researchers, assistants of

experimenters and play an active role.

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