District II Quebec City-Les Escoumins - Transports Canada

3.2 Approach and learning strategies
Skill-based training program
This is a skill-based training program. These skills have been identified using a work
environment analysis that considers various job factors and the context and draws on the
experience of senior officers. An objective and standard have been assigned to each skill to be
mastered. These skills have been incorporated into a training plan aimed at preparing candidates
for certification. Organizing the skills by system makes it possible to move smoothly from one
objective to the next, avoiding pointless repetition and promoting absorption of the material.
Recommended adult training approach
Since this program is intended for adults with varying academic backgrounds and levels of
work experience, the adult education approach has been used to develop teaching and learning
strategies. This approach takes into account how adults function in a learning situation and the
working context in which they exercise their profession.
Preparatory training for certification of officers takes place in three compulsory basic modules
over a ten-week session. Preferably, these modules should each be taken in a single session.
Practical training sessions in the simulator and on the river may vary according to the candidate’s
ability. A job-related diagnostic test will be administered before training starts. It will enable the
instructor and candidate to determine what has already been learned and to target skills to be
developed for certification. The optional modules will be offered at times and under conditions
set by the training institution.
The introductory module is the cornerstone: it sets the parameters for a safe environment where
experimentation is valued and interaction with colleagues is encouraged. It enables candidates
to make the connection between the program, the job, and the skills to be developed, in order to
learn the ways of the organization. Shipping accidents can be used to initiate a discussion and
generate interest in the training program. Finally, the module will explain certain notions relating
to learning strategies to facilitate the memorization of local knowledge.
Complementary learning methods are highly recommended to ensure adequate preparation and
meshing with candidates’ availability. We will alternate between self-learning, classroom work,
simulator sessions, and shipboard training. For example, much local knowledge might be gained
in the classroom while learning to prepare a passage plan, followed by a period of self-learning
with a tutorial. After this, local knowledge might be applied to practical situations in the
simulator. River passages, under the supervision of a senior officer, might be made either during
or after the training, depending on how the program is organized. Finally, in preparation for
certification, candidates might perform bridge watch emergency situation simulations in the
simulator, followed by analysis sessions. The instructor should take every opportunity to
reinforce the values associated with teamwork on the bridge. In the medium term, modern
computer-assisted training material may be prepared to facilitate self-learning.
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