Improving training outcomes: the significance of motivation when learning about new shipboard technology

Abstract

This paper reports on some of the findings from a study of new technology and training in shipping. It identifies the key significance of motivation in the learning process and identifies potential factors that motivate or demotivate seafarers when undertaking training about new equipment. It shows that seafarers’ motivation is likely to be impacted by confidence that training is good for the job as well as for promotion. It demonstrates that companies can facilitate and encourage individuals to initiate learning activities but that they may equally adopt strategies which discourage learning. Enabling factors include: establishing a positive learning environment; adopting clear policies; allowing seafarers to identify their own training needs and allowing seafarers to request support for specific courses. Conversely, companies may demotivate some seafarers in relation to training by shifting the burden of training ‘costs’, such as time and money, onto them.

Keywords:

• Training motivation
• shipping
• new technology
• informal learning

Acknowledgements

We are grateful to all of the seafarers who assisted us with this research. We are also grateful to staff within the Seafarers International Research Centre who contributed to data collection. This research was generously supported by Lloyd’s Register Foundation. Lloyd’s Register Foundation helps to protect life and property by supporting engineering-related education, public engagement and the application of research.

Notes

1. In fact, it is impossible to obtain a representative sample of seafarers since the exact population and composition of seafarers is unknown.

2. Many seafarers undertake training during their vacation periods. These are particularly precious to them as they are generally the only times when they can be with family members. Absence at training courses thus carries a very high ‘opportunity cost’ for seafarers who are employed. Conversely unemployed seafarers may have plenty of available time but may have little available cash to divert to training.

3. The question allowed for multiple responses to capture the full range of ways in which training needs were identified. The percentages therefore exceed a total of 100.