a blended programme


of an annual workshop. We captured a lot of their initial responses, which were, in the main, really positive but they also had some fantastic suggestions for ways in which the e-learning could be designed to be complementary to the follow-up training.


They were also very interested in using some new teaching and training techniques which a lot of them hadn’t had the chance to try before. It became a really fantastic group design. We went from an e-learning solution to a very Carnival UK blended learning programme and, because of that, so many people have embraced it as something that’s quite special to them and special to Carnival as well.


John


The new induction programme is hugely successful, both for the business and the crewmember. For the crewmember it means they can do training in their own time and use the content as an aide memoire. We’re also able to deliver the training before people board the ship. It provides them with a broad knowledge of the experience they’ll have when they get on the ship for the first time. For the business, we’ve managed to take some of the training materials we were delivering using a ‘sheep dip’ approach and make it much more targeted. We’ve been able to extend the time between the repeat training that we do on board. For some subjects, such as Watertight Doors, we were training every three months but we’ve been able to extend that now to a 12-month period, because we can assess their competence more readily.


Analysed: Crew training at Carnival UK


The situation The need


The learning The learners The logistics The blend Methods Preparation


As part of the recruitment process, information is gathered about crewmembers’ core skills and experience.


Each new crewmember is provided with access to a suite of interactive learning mate- rials and an assessment that must be successfully completed before joining.


Once on board, a further check is made that the crewmember has the requisite knowledge.


Input Application


Depending on role and experience, crewmembers attend a short induction, as well as receiving ship-specific training.


Depending on role and experience, crewmembers get to visit key sites, such as the watertight doors.


Simulations are available to allow further practice of safety procedures, such as using fire extinguishers.


Follow up


Fleet trainers provide informal talks and Q&A sessions as needed. Reference materials are available as needed.


Follow-up


Animated mini-movies and spark cards are used to keep the learning alive. Learning is on the agenda in meetings with supervisors and in handovers. Every home has a specially trained Touch learning ambassador.


Media


Face to face Online materials


Face-to-face contact with on-board fleet trainer


Face-to-face with the fleet trainer Face to face


Interactive computer simulation used in face-to-face sessions


Face to face Online


Various Face to face


The primary need was for a more effective induction programme for crewmembers. With the previous programme, all the training was concentrated in a short period with everyone receiving the same training, regardless of need.


The requirement is for crewmembers to know the relevant health and safety and security procedures and be able to apply them in practice. Above all, they needed to support and contribute to an overall culture of safety.


There are as many as 2,000 crewmembers joining a ship. They come from across the world and therefore English will often be a second language. The training is applicable to all levels on board a ship.


When on board internet connectivity is patchy and there are no dedicated training facilities. In addition, little time is available for training.


28


e.learning age june 2015


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