General overview - Roslyn Kunin & Associates
Occupational Profiles of Selected Occupational Groups in the Marine Sector of B.C.
Revised Draft Final Report
Presented to:
Maritime Sector Human Resources Strategic Planning Committee
of the
Western Marine Community
Roslyn Kunin & Associates, Inc. (RKA, Inc.)
3449 West 23rd Avenue
Vancouver, BC V6S 1K2
Voice: (604) 736-0783 / Fax: (604) 736-0789
Rkunin@
http:/
November 2005
Acknowledgements
Roslyn Kunin and Associates, Inc. (RKA) would like to thank the marine industry and other members of the Human Resources Strategic Planning Committee, the committee Chair Greg Tolliday and economics advisor Ruth Emery, for their guidance and support of this project.
We want to especially thank all those who took the time to answer our questions via survey and interview. These individuals, many of whom are in operational roles in the marine sector, took scarce time away from their demanding work schedules to provide the current, relevant information without which this report would not have been possible. Their views are reflected in this report, but anonymity of individuals and companies is protected.
Table of Contents
Acknowledgements ii
Executive Summary 1
Chapter 1 Introduction 3
Background 3
Purpose of Study 4
Layout of Report 5
Chapter 2 Methodology and Process Used 6
Process Used – Primary Research 6
Chapter 3 Selected Occupational Profiles 8
Marine Engineers and Engineering Officers 8
Description of Field 8
List of Occupational Titles 8
Duties 9
Personality Traits 9
Recruitment to Entry Level 10
Traditional Sources 10
Challenges to Recruitment 10
Potential Sources 10
Training 11
Entry Level 11
Ongoing 11
Challenges to Training 11
Career Path 11
Barriers to Progression/Bottlenecks/ Shortages 12
Career Map 13
Naval Architects 14
Description of Field 14
List of Occupational Titles 15
Duties 15
Personality Traits 16
Recruitment to Entry Level 16
Traditional Sources 16
Challenges to Recruitment 16
Potential Sources 16
Training 17
Entry Level 17
Ongoing 17
Challenges to Training 17
Career Path 17
Barriers to Progression/Bottlenecks/ Shortages 17
Career Map 18
Marine Surveyors 19
Description of Field 19
List of Occupational Titles 20
Duties 21
Personality Traits 21
Recruitment to Entry Level 22
Traditional Sources 22
Challenges to Recruitment 22
Potential Sources 23
Training 23
Entry Level 23
Ongoing 24
Challenges to Training 24
Career Path 24
Barriers to Progression/Bottlenecks/ Shortages 25
Career Map 26
Deck Officers, Water Transport 27
Description of Field 27
List of Occupational Titles 27
Duties 29
Personality Traits 29
Recruitment to Entry Level 30
Traditional Sources 30
Challenges to Recruitment 30
Potential Sources 30
Training 31
Entry Level 31
Ongoing 32
Challenges to Training 32
Career Path 32
Barriers to Progression/Bottlenecks/ Shortages 32
Career Map 34
Foremen and Superintendents, Stevedores and Terminal Operators 35
Description of Field 35
List of Occupational Titles 35
Duties 36
Personality Traits 37
Recruitment to Entry Level 38
Traditional Sources 38
Challenges to Recruitment 38
Potential Sources 38
Training 38
Entry Level 38
Ongoing 39
Challenges to Training 39
Career Path 39
Barriers to Progression/Bottlenecks/ Shortages 40
Career Map 40
Mid to Senior Level Operations Management 41
Operations Manager, Terminal 42
Description of Field 42
List of Occupational Titles 42
Duties 43
Personality Traits 43
Recruitment to Entry Level 44
Traditional Sources 44
Challenges to Recruitment 44
Potential Sources 44
Training 44
Entry Level 44
Ongoing 45
Challenges to Training 45
Career Path 45
Barriers to Progression/Bottlenecks/ Shortages 45
Manager, Bulk Concentrates, Terminal 46
Description of Field 46
List of Occupational Titles 46
Duties 46
Personality Traits 47
Recruitment to Entry Level 47
Traditional Sources 47
Challenges to Recruitment 48
Potential Sources 48
Training 48
Entry Level 48
Ongoing 48
Challenges to Training 49
Career Path 49
Barriers to Progression/Bottlenecks/ Shortages 49
Container Yard Superintendent, Terminal 50
Description of Field 50
List of Occupational Titles 50
Duties 50
Personality Traits 51
Recruitment to Entry Level 51
Traditional Sources 51
Challenges to Recruitment 51
Potential Sources 51
Training 52
Entry Level 52
Ongoing 52
Challenges to Training 52
Career Path 52
Barriers to Progression/Bottlenecks/ Shortages 53
Boarding Agent, Shipping Agency 54
Description of Field 54
List of Occupational Titles 54
Duties 54
Personality Traits 55
Recruitment to Entry Level 55
Traditional Sources 55
Challenges to Recruitment 55
Potential Sources 56
Training 56
Entry Level 56
Ongoing 56
Challenges to Training 57
Career Path 57
Barriers to Progression/Bottlenecks/ Shortages 58
Assistant Manager, Container Operations 59
Description of Field 59
List of Occupational Titles 59
Duties 59
Personality Traits 60
Recruitment to Entry Level 60
Traditional Sources 60
Challenges to Recruitment 60
Potential Sources 61
Training 61
Entry Level 61
Ongoing 61
Challenges to Training 61
Career Path 61
Barriers to Progression/Bottlenecks/ Shortages 62
Operations Assistant, Port 63
Description of Field 63
List of Occupational Titles 63
Duties 63
Personality Traits 64
Recruitment to Entry Level 65
Traditional Sources 65
Challenges to Recruitment 65
Potential Sources 65
Training 66
Entry Level 66
Ongoing 66
Challenges to Training 66
Career Path 66
Barriers to Progression/Bottlenecks/ Shortages 66
Chapter 4 Recommendations 67
Urgency 67
Promotion / Informing the Public 67
Promotion / Demonstration In the Schools 68
Marine Sector Industry Association Action / Responsibility 69
Other (ideas about working with Unions - ILWU 500 and 514) 70
Recommendations on Training Content and Promotion 71
Wages and Incomes 71
Immigration and Relocation 72
Chapter 5 Occupational Groups for Further Analysis 73
Superintendents 73
Planners / Coordinators 74
Boarding Agents (Port Superintendents) 74
Appendix A – List of Marine Training Institutes and Universities 75
Appendix B – Key Transport Canada Documents 84
Executive Summary
The Human Resources Strategic Planning Committee of the Western Marine Community engaged Roslyn Kunin & Associates, inc. (RKA) to prepare this Phase II report to profile a selected group of marine occupations, skills and experience required to perform the occupations, the typical career path for individuals in the occupations, and issues relating to recruitment and training. The purpose of the research is to provide information on the selected occupations that is not readily captured in current industry sources, and to update information, to the extent necessary, for selected occupations that are already captured. The report is meant to generate the basic information upon which training and recruitment plans and an overall human resource strategy could be built.
To gather the relevant information, RKA first conducted interviews, during Phase I of this study, with human resources and operations personnel, when possible, from a representative group of companies active in the marine sector in B.C. The information was reported in our Phase I report, and a list of six (6) occupational groups identified for further research to be undertaken during the Phase II study. Information obtained via interviews for Phase I was supplemented with statistical data, where available.
We include, where available and relevant, job descriptions, list of alternative occupational titles, job duties and personality traits, recruitment to entry level, training and experience required, typical career path for each occupation, barriers to career progression and bottlenecks and shortages (if any), and a career map depicting career progression for the occupation.
It is noteworthy that many marine occupations are very specific to the sector and have limited transferability to other industries. For some occupations, multiple career paths exist and it is difficult to define a single ‘typical’ career path. In addition, some occupations have a somewhat generic set of skills that are required including soft skills like time management and people skills. For mid to senior level manager roles, years of experience in marine operational roles are required, as are numeracy and conflict resolution skills. Years of operational experience and conflict resolution skills are also required for foremen and superintendent positions often associated with terminal operations and stevedoring.
Some occupations, including surveying and marine agent roles, have marine-specific but diverse experience requirements and career paths. For agents, a significant amount of the knowledge and experience required is gained through work experience itself rather than through specific classroom-based education.
A common theme that has emerged throughout the interview process is the need to raise awareness among youth and young adults about the career possibilities in the marine sector and the potential for stimulating and high income occupations. A number of marine employers have defined field-trip programs for children and young adults in elementary and high schools to introduce them to and educate them about marine facilities and the activities that take place. An example of an employer that has such a program is Pacific Coast Terminals.
We conclude the report by recommending other occupational groups that would be served by similar analysis, analyzing ideas for addressing skill shortages that arose in the course of our research and recommending strategies and actions to address issues and/or shortages identified. In appendices we have included two key Transport Canada documents detailing the educational and testing requirements for government-regulated occupations, and a list of Transport Canada-approved sources of the education that is required. We have also included an extensive list of educational institutions globally that provide marine-related training.
In general, as noted during our interviews, there is the urgent need for action promoting the marine industry in schools and to the public, making it clear to audiences that marine sector careers are available well beyond, for example, trucking and warehousing occupations, improving or modifying training practices and content, and simply doing more of what is already being done.
Chapter 1 Introduction
Background
There has previously been no comprehensive human resource strategy for the marine sector in BC. With the exception of a few large companies such as BC Ferries, most companies and agencies in the sector are small and not in a position to develop comprehensive human resource strategies on their own. While employment in the sector is relatively large and growing, opportunities for jobs are not well known or understood outside the marine community and there is a perception among the public that transportation careers are limited to such activities as trucking and warehousing. The Maritime Sector Human Resource Planning Committee of the Western Marine Community has sought and obtained funding from Human Resources and Skills Development Canada (HRSDC) to develop a maritime sector human resource strategy.
The study comprised two Phases, as follows:
Phase I: Phase I included drawing together and synthesizing existing information (including information provided by the committee), undertaking primary research to provide an overview of the labour market in the marine industry, and describing labour market trends in eight (8) sub-sectors: coastal freight, coastal passenger, deep sea shipping, government, ports, services, ship building and repair, and stevedores and terminal operators. Topics covered during Phase I included:
• A sector overview with respect to labour market conditions, employers, and key occupations,
• Occupational profiles for the occupations, including job duties, demographic trends and information on future shortages, experience and career path, education and training required and gaps, and indicative human resource strategies to address shortages identified.
Working in consultation with the committee, an outcome of Phase I was the selection of six (6) occupational groups for further primary research and profiling during Phase II.
Phase II: Phase II is the subject of this report. Phase II has been concerned with further primary research and profiling of six (6) occupational groups identified by the committee. The purpose and study tasks of this Phase II report is described in the following section.
Purpose of Study
The purpose of Phase II of the study is to develop skill and experience profiles and career maps for selected occupations in the marine sector. Following submission of the Phase I report and in consultation with committee, six (6) occupational groups were selected for further primary research. The occupational groups selected are:
• Marine Engineers
• Naval Architects
• Marine Surveyors
• Deck Officers, Water Transport
• Foremen and Superintendents, Stevedores and Terminal Operators
• Mid to Senior Level Management
Primary research undertaken contains job descriptions, list of alternative occupational titles, job duties and personality traits, recruitment to entry level, training and experience required, typical career path for each occupation, barriers to career progression and bottlenecks and shortages (if any), and a career map depicting career progression for the occupation, where a typical career progression exists.
In addition to occupational profiles and career maps, Phase II research includes:
• Recommendations on other occupational groups that would be served by further similar analysis,
• Recommendations on strategies and actions to address issues and / or shortages identified, and
• A description of methodology for further research that can form the basis for subsequent work.
The third task, a description of a methodology for further research is in development, will be finalized based on input from the Committee Chair and Committee Members, and included in a Final Draft of this report.
Layout of Report
The general layout of this report is as follows. In Chapter 2, we outline the methodology with which we conducted analysis of human resources and skills needs for the six (6) selected occupational groups of the marine sector. Chapter 3 contains the occupational profiles for the occupations selected. As noted above, the occupational profiles contain job descriptions, list of alternative occupational titles, job duties and personality traits, recruitment to entry level, training and experience required, typical career path for each occupation, barriers to career progression and bottlenecks and shortages (if any), and a career map depicting career progression for the occupation. Chapter 4 summarizes our recommendations for further action, with a focus on increasing awareness of the marine sector and career possibilities within it among the general public. Finally, in Chapter 5, we list several occupational groups that would be served by further similar analysis. This list is not exhaustive and will be updated after consultation with the Committee and submitted in the Final Draft of this report.
Appendix A contains a list of marine training facilities, institutes, colleges and universities worldwide. This list is unlikely to be exhaustive however we have identified 187 such sources of training in approximately 40 countries.
Appendix B identifies key Transport Canada documents including the specific training and qualifications required to obtain various Certificates of Competency, and a list of Transport Canada-approved sources for the training required in Canada. The documents are very lengthy and consequently have not been included in this report however they are available from Transport Canada and its web site (via the Internet).
Chapter 2 Methodology and Process Used
We have relied mainly on primary research to gather information pertaining to occupations in the industry, descriptions of work activities and responsibilities, skills requirements, identification of training required, and identification of issues affecting the recruitment of skilled labour in the marine industry.
Our interviews have been supported by introductions made on our behalf by Committee members, by the Committee Chair, Greg Tolliday, and by individuals in the marine industry who we have interviewed. Employers and employees were engaged at several levels in providing information and perspectives to the research. It must be emphasized, and should be noted, that availability of operational personnel, particularly for the mid to senior-level management category for telephone interviews, is very limited, and many individuals were unable to respond to our requests, or to participate in a 15 or 20 minute telephone interview due to the demands on their time and their frequent need to be away from their offices.
We have also relied upon secondary research for information in support of primary research. We have conducted extensive searches on the Internet for occupation definitions and descriptions. We have utilized the National Occupational Classification for information on occupational descriptions, as well as other information available from collective agreements, and from Statistics Canada and BC Stats.
Process Used – Primary Research
As set out in our research proposal, we have conducted interviews among personnel and managers in the six key occupational groups defined for further research as part of Phase II of this study. The six key occupational groups selected in consultation with the committee are:
• Marine Engineers
• Naval Architects
• Marine Surveyors
• Deck Officers, Water Transport
• Foremen and Superintendents, Stevedores and Terminal Operators
• Mid to Senior Level Management
Among the latter group, our focus has been on terminal operators.
At the commencement of Phase I of this study program, a focus group meeting was contemplated however efforts to organise this focus group quickly revealed that many members of the committee would be unable to attend a group meeting at the same time and place. Consequently, the focus group was dropped from the agenda as a part of this study.
Chapter 3 Selected Occupational Profiles
Marine Engineers and Engineering Officers
Following presentation and commentary on our Phase I report, we were directed to focus attention on marine engineers, because engineering officers on ships are first required to obtain marine engineering qualifications. The role and qualifications required for a position as a marine engineer lead to engineering officer positions aboard ship and, subsequently, to shore based positions in operations management roles.
Description of Field
Marine engineering is a broad field including a wide variety of occupations and duties. In general, marine engineers design, develop, and take responsibility for the installation of ship machinery and related equipment including propulsion machines, power supply systems, HVAC (heating, ventilation, air conditioning), refrigeration systems, cargo handling equipment and others. Marine engineers also work with marine or naval architects in the design and construction of vessels and other heavy marine transportation and resource extraction platforms. Marine engineers work in coastal freight (ferries, barges, tugs), coastal passenger ships (e.g., BC Ferries and cruise lines), military, offshore oil and gas, marine surveying, government (including Transport Canada and Coast Guard), and shipbuilding and repair. The three major areas of employment are:
• Shipbuilding and repair – installation, repair and maintenance of ships and associated machinery and systems
• Marine Engineer Officer / Chief Engineer
• Ashore as superintendent engineering, and related technical operational roles.
List of Occupational Titles
Occupational titles for marine engineers include the following (from Transport Canada’s The Examination and Certification of Seafarers):
|Chief Engineer |Fourth-Class Engineer |
|First-Class Engineer |Watchkeeping Engineer |
|Second-Class Engineer |Restricted Engineer |
|Third-Class Engineer | |
Engineers are also known as Engineer officers, Marine engineers and Assistant engineers.
Officer occupational titles may include the above list with the type of ship or structure added on:
• Tugboat
• Coast Guard Vessel
• Factory Freezer Trawler
• Fishing Vessel
• Drilling Rig
• And more.
Duties
Marine engineers are responsible for:
• Installation, operation and maintenance of machinery and equipment on ships and offshore structures
• Ensuring engines, machinery, electrical, and environmental equipment (heating, ventilation, refrigeration, air conditioning) and cargo handling equipment operates properly
• Maintaining familiarity with diesel, steam, and gas turbine engines
• Standing watch in engine rooms while at sea
• Build, maintain, and repair marine vessels and floating structures, and associated marine power plants, propulsion systems and related systems and equipment.
Personality Traits
Successful marine engineers will:
• Like the sea
• Have an open and enquiring mind
• Be a creative problem solver
• Be good at math, science, and computers
• Be logical
• Have good spoken and written communications skills
• Work well under pressure
• Respond well to being away from home for long periods of time while at sea
• Be physically fit
• Have good interpersonal skills
Increasingly, employers are looking for recruits with good soft skills.
Recruitment to Entry Level
The entry level to this occupation is the Fourth Class Engineer level. Entrants will have completed a cadet training program and have obtained Transport Canada certification.
Traditional Sources
The traditional sources of recruitment for this occupation include marine institute cadet training programs with a focus on marine engineering.
Challenges to Recruitment
There are insufficient numbers of cadets in training to fill the positions left by retirees, both due to an insufficient number of placements and insufficient demand among young people. Work volumes, at entry level, are occasionally sporadic and the consequent variable income can be a concern for candidates. Total time required to become a chief engineer may be daunting for some people, given more than three years of class time and six years of sea time are required in staggered stages to achieve the most senior Certificate of Competency from Transport Canada. During certification, income insecurity can be a challenge to overcome during the staggered process of attendance at school and sea time required. Long times required at sea away from home, and the need to spend substantial amounts of time below decks standing watch in the engine room may be unattractive for some candidates.
Potential Sources
Promoting the BC marine sector as a dynamic, high profile and often lucrative sector both for senior high school students and everywhere is likely to increase awareness of, and interest in, marine training and will increase the number of people entering this and other occupations experiencing shortages in the sector.
Training
The entry level to this occupation is the Fourth Class Engineer level. Entrants will have completed a cadet training program and have obtained Transport Canada certification.
Entry Level
To enter this position, completing a three-year cadet program at an accredited marine training institute, such as BCIT Marine Campus, is the most common route. With certification being mandatory for this occupation, courses are taught to regulation. Certification is divided into steam, motor and combined categories. Additional training requirements include basic safety, operation of survival craft, marine fire fighting, first aid and others.
Other combinations of training and experience that would make a person eligible to apply for a Fourth Class Engineer Certificate of Competency from Transport Canada include:
• Three years of experience as a member of an engine room crew plus six months of formal training at a marine institute; or
• Three years of experience as an engine mechanic plus six months experience as a member of an engine room crew.
Ongoing
Special training may be required before working on certain types of ships, such as those carrying hazardous cargo. Additional training is required before moving up a level of certification, in addition to a minimum number of hours at sea.
Challenges to Training
Limited class sizes and courses offered by marine training institutes could be a problem for engineers wanting to upgrade their levels of certification. Another challenge is difficulties in recognizing coastal sea hours for increasing certification. Staggering of training and sea time may also create financial insecurity for some candidates and logistical or planning challenges relating to the need to interweave work experience and formal education.
Career Path
The standard career path for engineering officers is to graduate from a cadet program at a marine institute, obtain a certificate of competency from Transport Canada, as a Fourth Class Engineer, and get a job aboard ship. Current Transport Canada regulations mean that the way to progress through the engineering ranks in the least amount of time is to take a post on a deep-sea ship. These posts are usually on foreign-owned ships. After ascending through the ranks and obtaining a First Class Engineering ticket, a number of other career options on shore open up. These include:
• Teaching at a marine training facility or institute,
• Taking an on-shore marine-related management position,
• Becoming a marine safety inspector,
• Becoming a surveyor,
• And more.
Engineering officers may also pursue careers in coastal sectors of the marine industry. They are needed on tugboats, ferries and any number of other vessels working in coastal waters. Upgrading one’s level of certification is more difficult in this career path, as clocking sufficient watch keeping hours is challenging.
Barriers to Progression/Bottlenecks/ Shortages
Barriers to progression through the engineering officer ranks include seatime requirements and restrictions, and limited availability of the courses necessary to move to the next level of certification. Bottlenecks and shortages at entry levels are due to the low profile of the career in schools and among the public generally.
With respect to Engineers, one respondent indicated that within the tow boat industry, there are four distinct levels of operation: (i) River/Harbour Shift Vessels, (ii) Gulf Vessels, (iii) Ocean Going Vessels, and (iv) Trainship Vessels. These categories have their own designated certification levels, areas of expertise and difficulties obtaining qualified employees. An urgency of concern was expressed regarding Engineers.
Approximately ten years ago (1996), the apprentice program for Engineers was dissolved by the federal government. Subsequently, there have been no Engineers in the apprenticeship program. The average time for an apprentice to fully complete certification is five (5) years. Within the next ten years, the respondent expects to lose 18 Engineers to mandatory retirement. Barriers to progression were summarised as: (i) financial, (ii) regulatory complexity, and (iii) challenges gaining required sea time.
Career Map
At sea:
On shore:
Naval Architects
Description of Field
Naval architecture is a wide field encompassing a variety of career options and specializations. Naval architects must have a sound understanding of many branches of engineering and be at the forefront of technological innovation in their field.
Naval architects design and develop marine vessels and floating structures, associated marine power plants, propulsion systems and related systems and equipment. They also oversee the building, maintenance and repair of vessels and marine systems. Specializations within the profession include:
• Stability,
• Launching and docking,
• Structural design and analysis,
• Powering and resistance,
• Weight management,
• Ship design,
• Ship production,
• Management,
• Cost calculations,
• Manufacturing processes,
• Mechanical practices,
• Hydrodynamics and hydrostatics,
• Propulsion, and
• Systems engineering.
List of Occupational Titles
Naval architect is a title most often given to the leader of shipbuilding, refit or repair teams, with the other members of the team consisting of engineers. However, the occupation of naval architect can include junior people. Naval architects work mainly in the shipbuilding sector, under the occupational title of Naval Architect.
There are employment opportunities for naval architect in the areas of:
• Design,
• Construction and repair,
• Consultancy,
• Marketing and sales,
• Operations,
• Regulations, surveying and overseeing,
• Research and development, and
• Education and training.
Job titles for naval architects in other marine sectors include:
• Marine safety inspector, and
• Surveyor.
Duties
The occupational title of Naval Architect involves some or all of the following duties:
• Approval of designs and drawing done by consultancies,
• Conceptualization, design development and plan approval for marine structures, including small craft, high speed craft, container ships, passenger ships, fish boats, floating productions facilities, offshore drilling platforms, military ships, aircraft carriers, submarines and others,
• Supervision and management of engineering and design team.
The duties involved in the occupation of surveyor are described in another section of this paper. Marine safety inspector duties are akin to the duties of a surveyor.
Personality Traits
Naval architects tend to:
• Like technical and engineering activities,
• Me good at mathematics and physics,
• Have good oral and written communications skills,
• Be good at computing and technical design,
• Be creative and practical,
• Work well both independently and as part of a team,
• Handle responsibility well, and
• Be interested in the marine environment.
Recruitment to Entry Level
Traditional Sources
This occupation recruits from universities that offer naval architecture specializations.
Challenges to Recruitment
Maintaining sufficient numbers of graduates in the field is a challenge. The occupation has a relatively low profile and potential candidates who are interested in it may have had prior exposure to the occupation, to the sea, or to a related trade or profession. Demand exists elsewhere than Vancouver for Naval Architects, there is a small number of professionals in the occupation locally, and the profession tends to be a ‘feast or famine’ one.
Potential Sources
Increasing the profile of the marine industry and its related occupations will increase the number of young people training for occupations within the industry.
Training
Entry Level
To enter this profession, a degree in naval architecture, or a related engineering field, with an appropriate marine specialization, is required. For example, at UBC, after two years in the mechanical engineering department, students move into the thermo-fluids option, and specialize in naval architecture.
Ongoing
This occupation requires constant upgrading of skills, with new developments in design and technology.
Challenges to Training
A major challenge to naval architects who want to upgrade their skills is the limited availability of ongoing, specialized training in Canada.
Career Path
After university, a certain amount of experience is required before obtaining a job with the title of naval architect. This experience is typically with a shipbuilding and repair company, or in the shipbuilding department of a company in another sub sector, like Coastal Passenger. Naval architects may also work in research and development in e.g., hydro-dynamics or hull / platform design in a research institute.
With experience as a naval architect with a company, a naval architect can move into surveying positions, teaching positions or become a private contractor.
Barriers to Progression/Bottlenecks/ Shortages
Barriers to progression as a naval architect include the ‘feast or famine’ nature of the business, as numerous naval architects work in design engineering firms that are contract- or project-based and some relevant marine sub-sectors activity is variable or has been in decline. For example, the shipbuilding industry has been in decline locally for a number of years.
Career Map
[TO BE DONE]
Entrant – Naval Architecture
Teaching
Marine Surveyors
Description of Field
There are two main types of surveyors – cargo and marine. Cargo surveyors specialize in surveying all aspects relating to the verification and safe transportation of cargo, while marine surveyors specialize in structural integrity and safety of the ship itself. It is also possible to develop specific expertise that would allow someone to perform the functions of an auditor, investigator or inspector. These functions are closely related to those of a surveyor.
Types of marine surveys:
• Pre-purchase survey – This survey covers structural integrity, electrical systems, propulsion systems, fuel systems, navigation equipment, appearance, electronics, overall maintenance, etc.
• Insurance survey – (Sometimes called a Condition survey) Insurance companies will survey a vessel to determine whether the vessel is an acceptable risk to insure.
• Appraisal survey – (As above, this can sometimes be called a Condition survey). This will determine the fair market value of a vessel, often used for financing, estate settlements, donations and legal cases.
• Damage survey – A damage survey will be used to assess the extent of damage, recommend repairs, estimate repair costs and uncover possible causes.
Types of cargo surveys:
• Cargo damage (Bulk Liquids – Contamination) – To assess the cause, nature and extent of cargo damage.
• Pre-shipment – (Bulk Liquids – Pre-load – Tank inspections) Prior to loading.
• Cargo consolidation (Bulk Liquids – Commingling).
• Lashing and stowage – After loading.
• Heavy lifts.
Other types of surveys:
• Fire risk
• Structural and watertight integrity
• Third party risk
• Shipyard risk assessment
List of Occupational Titles
Anyone can call himself or herself a surveyor. There is no accreditation required, no specific qualifications. There exist many professional societies for surveyors, globally, that allow surveyors to earn titles and designations indicating professional, technical and ethical standards. The broad categories of surveyors are:
• Marine Surveyor
• Cargo Surveyor
• Investigator
• Auditor
• Inspector
Some examples of more specific job titles include:
• Transportation Safety Board Investigator
• Marine Safety Inspector/Surveyor
• International Safety Management (ISM) Auditor
• International Ship and Port Facility Security (ISPS) Auditor
Government Marine Surveyor Appointments include:
• Steamship Inspector / Surveyor of ships
• Port State Control Inspector
• Ship’s Tackle Inspector
• Examiner of Certificates of Competency
• Health & Safety officer
• Dangerous Goods Inspector
• Port Warden
• Pollution Prevention Officer
• Safe Containers Inspector
• Shipping Master
Transport Canada employs Marine Safety Inspectors with expertise in ship operations, engineering and naval architecture.
Duties
There are three major types of surveyors, each of which conducts a variety of different types of surveys.
Classification Society Marine Surveyors inspect and certify ensuring components and machinery are build and maintained in accordance with standards required by the ships’ Flag State and their Classification Society. They may also conduct accident investigations and research to affect change in an effort to mitigate risk in any area of shipyard practice, ship construction and operations.
Government Marine Surveyors inspect ships ensuring components and machinery meet the Administration’s safety regulations and construction standards including operational standards relating to crew and passenger safety. They work closely with the Classification Surveyors and may also assess and approve safety reports and plans, as well as examine candidates for Certificates of Competency.
Private Marine Surveyors examine ship cargoes, investigate accidents at sea, prepare accident reports on behalf of the Owners/Managers/Operators and/or for insurance purposes, and other duties. They may also carry out vetting requirements as contracted by the Owners or Managers of ships.
The duties of a surveyor vary greatly depending on what is required at any given time. In the related occupations of inspector, auditor and investigator, there is a range of duties performed, all related to ensuring that a ship meets whatever requisite criteria are relevant to the job at hand.
Personality Traits
Surveyors must possess the following attributes:
• Timeliness
• Decisiveness
• Self-confidence
• Observation abilities
• Good recollection
• Situation awareness
• Positive attitude
• Good communication skills
A thorough knowledge of the marine industry is expected of surveyors. In addition to their own specific marine experience and intended specialization, surveyors are expected to have an understanding of the operation, design and construction of ships and equipment. They must be able to recognize an unsafe situation and be able to refer it to the appropriate authority.
Recruitment to Entry Level
Surveying and associated professions generally require a good deal of education and experience in marine fields. People often enter surveying occupations after decades of work in the marine sector. As noted under potential sources below, the International Institute of Surveyors offer a Degree in Marine Surveying through the University of Portsmouth in the UK and also a number of diploma courses through Lloyds Agency London.
Traditional Sources
Traditionally, surveyors will enter the profession from one of the following disciplines: deck crews, engineering crews, and naval architects (shipbuilding and repair). Generally, for cargo especially, crews have had experience with port operations and management, after their aboard ship experience, before going into surveying. The types of ships worked on often correspond with types of ship surveyed.
Challenges to Recruitment
The main challenges for maintaining adequate supply in this occupation are related to the amount of experience required to develop the necessary skills and reputation needed for the occupation. It is a global market for specialists, in terms of both demand and supply. Reputations are developed internationally and training is pursued internationally.
Potential Sources
The government is planning to train people out of cadet programs to become marine safety inspectors, instead of requiring master mariner or 1st class engineer ticket.
The International Institute of Surveyors offer a Degree in Marine Surveying through the University of Portsmouth in the UK and also a number of diploma courses through Lloyds Agency London. They also have many reference publications in the marine surveying field. Any courses undertaken would require relevant on the job experience, to bring people into surveying at an early stage in their career.
These actions will bring people into the occupation faster and earlier. The concern with this approach is ensuring that the training received by these entrants is sufficient to offset their lack of experience.
Training
Entry Level
To become a surveyor, extensive experience in the marine industry is required. Also required is training appropriate to the entrant’s desired specialization, e.g. engineering.
To work as a surveyor for the Government, the prerequisites are at least one of the following qualifications:
• Canadian Master Mariner certification,
• Canadian First Class Engineer certification,
• A Degree in an associated marine application such as naval architecture or electrical engineering, with extensive experience.
Special training may be required for certain occupations. For example, if a marine surveyor wanted to become an International Safety Management Auditor, s/he would have to complete a course to become an Internal Auditor, and then move through a number of set steps to achieve the appropriate designation. This is one of a number of occupations in this field that requires accreditation by an external organisation such as a Classification Society or the Chemical Distribution Institute, among others.
Ongoing
Ongoing training is essential. Accreditation/professional societies offer courses, as do marine institutes. Conferences also play an important role in the professional development of surveyors.
Some examples of courses that can be pursued are:
• Draught Surveying
• Container Inspector’s Certification Examination
• P&I Insurance
• Practical Yacht Surveying and Regulations
• Cargo Surveying
• Marine Corrosion – Recognition and Prevention
• Surveying Wooden Boats
• Accident Investigation Interviewing Techniques
• Transportation of Dangerous Goods by Sea
• Introduction to Ship Inspection Principles Course
• International Safety Management Code
There are many more courses offered by accreditation societies and educational institutes for surveyors. Other ongoing training includes learning to operate new analytical equipment. This training might be provided by the manufacturer.
Challenges to Training
A challenge to training for surveyors is the diverse background from which surveyors are drawn. Unlike many other professions in the marine sector, a surveyor’s background may be, and usually is, highly varied.
Career Path
For surveyors with a crew background, i.e. deck officers and engineering officers, the typical career path is:
• Apprenticeship/cadetship at a recognized marine institute, such as BMC -BCIT
• Attainment of a Certificate of Competency through an approved training regime, with a deep sea company, moving through the ranks with periodical training at a marine college
• Surveying position, with government, classification society, salvage association, private surveying firm or independently.
This progression is fairly standard. Due to the sea time requirements for moving up certification levels, there is little variety in the path taken from entry in a cadet program to the first surveying position. The type of ship on which officer positions are taken will vary. Approximately ten years are required to move up the ranks of certification to Master Mariner or First Class Engineer.
The career path followed by surveyors entering the profession from the fields of naval architecture or engineering will have obtained a degree in their field from a college or university. After extensive marine experience, usually in the shipbuilding and repair or government sectors, naval architects and engineers will pursue work in surveying.
When entering the surveying profession, entrants may obtain accreditation through an organization such as the International Institute of Surveyors. However, this is not mandatory in order to become a surveyor.
Barriers to Progression/Bottlenecks/ Shortages
Certain specializations will have problems, especially if the number of ships/cargoes needing these surveyor specializations increases faster than the supply of qualified surveyors.
Barriers to progression in the occupation could be bad reputation. Given structure of occupation, reputation safeguards the quality of surveyors. If a surveyor is not up to the tasks at hand, his or her reputation suffers and the person finds it hard to find work in the field.
Career Map
At sea:
On shore:
Note that a Mariner may go directly to Marine Surveyor, bypassing the shore positions.
Deck Officers, Water Transport
Description of Field
Deck officers, water transport, operate ships to transport passengers and cargo on oceans, coastal and inland waters, and supervise and co-ordinate the activities of deck crews. This unit group also includes Canadian Coast Guard deck officers. Deck officers are employed by marine transportation companies and federal government departments including the armed forces. Master Mariners (Captains) also work in shore-side senior management positions (referred to as shore captains in NOC 0713 Transportation Managers) in stevedoring companies and for ship owners and operators, port authorities, terminal operators, and other marine transport related companies. Master Mariners also work as pilots, guiding ships into ports, and as cargo and marine surveyors. A pilot’s license is required to work as a pilot.
List of Occupational Titles
The list of occupational titles for deck officers is very extensive, as follows:
|apprentice master - minor waters |master, hovercraft |
|captain - water transport |master, self-propelled drilling rig |
|captain, ferryboat |master, ship |
|captain, offshore rig |mate - water transport |
|captain, passenger ship |mate, home trade |
|captain, self-propelled barge |mate, inland navigation |
|captain, self-propelled drilling rig |mate, merchant navy |
|captain, ship |mate, self-propelled drilling rig |
|chief officer, Coast Guard vessel |mate, ship |
|chief officer, ship |merchant navy mate |
|chief officer, ship operations |navigation officer - water transport |
|Coast Guard vessel commanding officer |navigation officer, Coast Guard vessel |
|Coast Guard vessel first watchkeeping officer |officer, deck |
|Coast Guard vessel navigation officer |officer, deck - water transport |
|Coast Guard vessel second officer |officer, harbour patrol |
|Coast Guard vessel second watchkeeping officer |officer, maritime surface and subsurface - military |
|Coast Guard vessel third officer |officer, navigation - water transport |
|Coast Guard vessel third watchkeeping officer |offshore drilling rig first mate |
|commanding officer - water transport |offshore rig captain |
|commanding officer, Coast Guard vessel |offshore rig commanding officer |
|commanding officer, dredge |passenger ship captain |
|commanding officer, offshore rig |pilot - water transport |
|deck officer - water transport |pilot, harbour |
|deck officer, self-propelled barge |pilot, ship |
|deck officer, self-propelled oil rig |river pilot |
|deck officer-cadet |riverboat captain |
|dredge captain |second deck officer |
|dredge commanding officer |second mate |
|dredge mate |second mate - inland waters |
|ferryboat captain |second mate, foreign-going |
|ferryboat first mate |second mate, home trade |
|ferryboat master |second mate, ship |
|ferryboat operator |second officer, Coast Guard vessel |
|first mate - inland waters |second watchkeeping officer, Coast Guard vessel |
|first mate, ferryboat |self-propelled barge captain |
|first mate, foreign-going |self-propelled barge deck officer |
|first mate, home trade |self-propelled drilling rig captain |
|first mate, offshore drilling rig |self-propelled drilling rig first mate |
|first mate, self-propelled drilling rig |self-propelled drilling rig mate |
|first mate, ship |self-propelled oil rig deck officer |
|first watchkeeping officer, Coast Guard vessel |ship first mate |
|foreign-going first mate |ship master |
|foreign-going second mate |ship pilot |
|harbour pilot |ship watchkeeping mate |
|home trade first mate |ship`s captain |
|home trade master |ship`s mate |
|home trade second mate |skipper, tugboat |
|hovercraft master |third mate, ship |
|inland navigation mate |third officer, Coast Guard vessel |
|junior mate, ship |third watchkeeping officer, Coast Guard vessel |
|launchman/woman |tugboat captain |
|Maritime surface and subsurface officer – military |tugboat master |
|Master - inland waters |tugboat skipper |
|Master - minor waters |watchkeeping mate, ship |
|Master - water transport |watchkeeping officer - water transport |
|Master mariner |watchkeeping officer, Coast Guard vessel |
|Master, dredge |waterman/woman |
|Master, ferryboat | |
Duties
• Command and operate ships or other self-propelled vessels such as barges or oil rigs, to transport passengers and cargo,
• Command and operate coast guard vessels to provide ice breaking and search and rescue services and to maintain control over ships operating in Canadian waters,
• Board vessels at berth or from a pilot boat to advise ships' captains on the course to steer for safe passage into and out of port, seaway or other waterway under pilotage authority,
• Plan and execute safe navigational passage using navigational aids,
• Determine geographical position using navigational instruments, maps and charts,
• Guide vessels in rivers, canals, and other confined or hazardous waters and waterways,
• Maintain vessel's navigational instruments and equipment,
• Direct and oversee loading and unloading of cargo,
• Supervise and co-ordinate activities of deck crews,
• Record vessel's progress, crew's activities, weather and sea conditions on ship's log,
• As a mate, stand watch when the captain is not on the bridge.
Personality Traits
Deck officers must have the following attributes:
• Leadership skills (including self confidence and good communication skills)
• Management and administrative skills
• Negotiation and dispute resolution abilities
• Ability to remain calm under severe pressure
• Ability to think and react quickly during unexpected events
Recruitment to Entry Level
Deck Officers require specific training and sea time to obtain the various levels of Certificates of Competency that are required.
Traditional Sources
Two primary streams include promotion after qualification from a deck hand, mate third class, second class or first class, or recruitment directly from an accredited marine training centre. Transport Canada administers the deck officer certification program and progression from one level to the next requires additional training, sea time, and testing.
Challenges to Recruitment
Candidates must be citizens or landed immigrants as a condition for eligibility for a Certificate of Competency administered by Transport Canada. Given the level of competition for trained deck officers as ocean shipping continues to grow, this requirement can be expected to be accompanied by a time delay between identification or recruitment of personnel internationally and the ability to meet Canadian requirements for a Certificate of Competency.
Potential Sources
Given requirements for a Certificate of Competency, the primary source of candidates for deck officer positions are the various marine training institutes and marine study programs at universities and marine training institutions domestically and abroad.
Potential sources will include high school students and university students who progress through necessary marine training. Increased awareness however among all students is needed in order to introduce more students in search of a career to the marine sector.
Training
Entry Level
Entry level training is normally a three to four year course of studies from an accredited marine training institution that provides cadet, mate, and master training programs. In addition an extensive amount of sea time is required to gain experience needed for certification by Transport Canada. Requirements are specific for fishing and non-fishing vessels, for ro-ro passenger vessels, for oil tankers and chemical tankers and liquefied natural gas tankers, and according to the tonnage of the vessel and whether the voyage is in minor or inland water, for intermediate voyages, or for overseas voyages.
For specific qualifications and experience required see The Examination and Certification of Seafarers, Transport Canada document TP 2293 E, and Cooperative Cadet Training Programs – Navigation, Transport Canada document TP 5562. For a list of Transport Canada-approved training courses and institutions and businesses that provide them, see Approved Training Courses, Transport Canada document 10655. The following table provides a highly summarised example of basic training and sea time requirements for a Master Mariner certificate of competency.
|Qualification |Requirements |
|Master Mariner |Certification of completion for a three year course set out in TP 5562 (Cooperative |
| |Cadet Training Program guide) and a minimum of 30 months of sea service when approval |
| |for graduation is granted to First Mate, Intermediate Voyage (12 months after Master, |
| |Intermediate Voyage is obtained on vessels of at least 200 tons, and 12 months after |
| |First Mate, Intermediate Voyage is obtained on vessels of at least 200 tons, and the |
| |remainder after Watchkeeping Mate, Ship on vessels of at least 25 tons) |
| | |
| |(or) |
| | |
| |36 months of sea service comprised of 12 months of sea service following certification |
| |as Master, Intermediate Voyage on ships of at least 200 tons, and 12 months of sea |
| |service following certification as First Mate, Intermediate Voyage on ships of at least|
| |200 tons, and 12 months of sea service as a Restricted Watchkeeping Mate, Ship or |
| |Watchkeeping Mate, Ship on vessels of at least 25 tons |
|Source: The Examination and Certification of Seafarers, Transport Canada (document number TP 2293 E) |
The International Maritime Organisation (IMO) is the international body charged with defining a uniform international education and training curriculum and requirements for seafarers globally.
Ongoing
Ongoing training includes training in new navigational and communications systems when implemented, additional certification requirements when moving to a different class of ship, ship specialised in a different type of cargo (particularly if the cargo is hazardous), ship with higher tonnage, or ship meant for a different class of voyage (inland, local, intermediate, international voyage).
Challenges to Training
Challenges to training include gaining a clear understanding of the Transport Canada regulations and requirements contained in them for the various levels of certificate of competency, gaining the sea time required for each of the certificates of competency, difficulties that candidates face regarding the financing of their education, logistical and financial difficulties associated with the staggered cycles of school and work, and dissatisfaction with long periods of time at sea.
Career Path
The career path for deck officers can commence from a deck hand to mate third, second and first class (or watch-keeping officer) prior to gaining a command as a ship’s master / captain. Attendance at a postsecondary training institution that offers cadet, mate and master training programs is required to gain the courses stipulated by Transport Canada.
Master Mariners (Captains) can migrate to shore-side senior management positions (referred to as ‘shore captains’ in NOC 0713 Transportation Managers) in stevedoring companies, owners and operators of ships carrying passengers and cargo, harbours and port authorities, terminal operators, and other marine transport related companies. Master Mariners also work as pilots, guiding ships into ports, as cargo surveyors, may join an agent, or may become a port or marine superintendent (e.g. all of BC Ferries’ marine superintendents are Captains). A pilot’s license is required to work as a pilot.
Barriers to Progression/Bottlenecks/ Shortages
• Financial challenges associated with staggered study and work terms,
• Regulatory complexity regarding training and qualifications required,
• Challenges gaining sea time,
• Irregular frequency of course offerings at accredited marine training institutions,
• Lack of entry level positions, especially for deck hands, cadets and mates among commercial ship owners and / or operators,
• Lack of Canadian-owned ships operating in Canada (i.e., corporate head officers are located elsewhere and hiring decisions may not be made locally and/or internal transfers may occur from the company’s international operations),
• Requirements to move,
• Citizens or landed immigrant requirements for a Certificate of Competency
The tow boat industry is included in the regulations for the shipping industry and one respondents indicated that this inclusion was ‘out of step’ with the requirements of the tow boat industry.
With respect to Deck Officers, one respondent indicated that within the tow boat industry, there are four distinct levels of operation: (i) River/Harbour Shift Vessels, (ii) Gulf Vessels, (iii) Ocean Going Vessels, and (iv) Trainship Vessels. These categories have their own designated certification levels, areas of expertise and difficulties obtaining qualified employees. An urgency of concern was expressed regarding Shift Masters and Deckhands.
Shift Masters: past practice has been for shift Deckhands, after obtaining 24 months of sea time, to attend a marine school for Mates Certification. After obtaining this certification, an additional 12 months of sea time is required prior to returning to school for a Master’s 350 ton certification. Recent changes within the federal regulatory agencies have made it impossible for a Shift Deckhand to obtain the required sea time within the areas they currently work. The respondent expects to lose 16 Shift Masters, 17 Mates and 33 Outside Masters to mandatory retirement within the next 10 years.
Deckhands: Currently, regulations require that vessels over 250 gross tons must have the Deckhands certified with a Bridge Watchman’s Certificate. This course is approximately 13 weeks in duration at a marine school. Over the next 10 years the respondent expects to lose 42 Deckhands to mandatory retirement.
Career Map
[TO BE DONE]
Study – Sea time – Study – Sea time – Study – Sea time
Foremen and Superintendents, Stevedores and Terminal Operators
Description of Field
Foremen:
Foremen belong to ILWU Local 514. Foremen direct and co-ordinate the activities of workers in the industry on a day-to-day basis. Responsibilities include: ensuring safety; receiving the directions of superintendents; organizing and planning on a short term basis to ensure the work is carried out to specification; training employees; ensuring materials and equipment are available and organized; daily scheduling and dispatching of workers; administering and ensuring time reporting including overtime; ensuring proper use and servicing of equipment; preparing foreman’s reports, situation reports and other administrative duties up to the level of verbal discipline of staff. Foremen are identified as the person in charge on the worksite, second in charge to the superintendent, and remain on the worksite when superintendents are absent. Though carrying out superintendents’ instructions, foremen are more directly involved in the work; and commonly are working foremen, who work alongside the crew. Foremen may take the place of workers absent from the crew, and equally take the place of superintendents absent from the worksite. Foremen perform quality control over portions of the work. They handle problems on the worksite, communicate issues to the superintendent, discuss plans for proceeding with the superintendent, identify human resource management problems for the superintendent to resolve, organize the worksite to use resources efficiently and carry out the superintendent’s intentions over the short term, prepare some paper work for clients; and communicate with stakeholders, including involvement in community relations.
Marine and Stevedoring superintendents:
Marine superintendents are usually employed by shipping lines or vessel operators to look after matters related to the vessels. They are responsible for managing vessel operations and maintenance, directing supervision of tradespeople, vessel personnel, and service technicians necessary to maintain and operate the fleet. Stevedoring superintendents have operational authority for cargo handling operations as related to the activities of stevedoring companies. The stevedoring superintendent supervises foremen and reports to operations managers within the stevedoring company.
List of Occupational Titles
Foremen and superintendents are occupied in a highly diverse set of roles and operations in the marine sector. A sample of occupational titles is as follows:
|Foremen |Superintendents |
|Cargo handling supervisor |Ferry superintendent |
|Crane crew foreman/woman |Marine operations superintendent |
|Dock foreman/woman - marine cargo |Marine superintendent |
|Hatch foreman/woman - marine cargo |Superintendent, marine operations |
|Foreman/woman, crane crew |Superintendent, operations |
|Foreman/woman, freight terminal |Port superintendent (also ‘boarding agent’) |
|Foreman/woman, heavy-duty equipment operators |Maintenance superintendent |
|Foreman/woman, longshore workers | |
|Foreman/woman, longshoremen/women, | |
|Freight handling foreman/woman | |
|Freight loading foreman/woman | |
|Freight terminal foreman/woman | |
|Loading dock foreman/woman | |
|Longshore workers foreman/woman | |
|Longshoremen/women, stevedores and freight handlers foreman/woman| |
|Stevedores foreman/woman | |
|Stevedoring foreman/woman | |
Duties
Duties of Foremen
The following are typical duties for a sample of foremen roles:
• Foremen duties are to supervise longshore employees in the safe and efficient process of moving cargo in both ship and dock operations,
• Hatch foremen stand at individual hatches guaranteeing cargo is stowed according to the vessel plan and in a safe manner,
• Head foremen oversee all loading and lay out work for hatch foremen,
• Crane crew foremen supervise dock and gantry crane crews in the movement of cargo on the dock,
• Trades foremen supervise craft trades (mechanics, HVAC, others),
Duties of Superintendent
The following are typical duties for a sample of superintendent roles:
• Supervises advance planning activity (the vessel plan) before ships come in to port,
• Supervises dock area for safe berthing and work areas for safe operations of stevedores and longshore workers,
• Ensures all labour is assembled for adequate and efficient operations,
• Supervises work crews and vessel loading and unloading according to the vessel plan and ensures accuracy, efficiency, and safety,
• Supervises subordinates in operating procedures and safety and provides company information,
• Counsels subordinates up to and including discipline and termination recommendations, and
• Follows and enforces company policies and procedures, collective bargaining agreements, and other obligations.
Personality Traits
Foremen and superintendents must have the following attributes:
• Tolerance and flexibility toward shift work days, evenings and weekends,
• Planning skills,
• Interpersonal skills,
• Ability to anticipate and resolve disputes (conflict resolution),
• Ability to remain calm under pressure,
• Ability to identify and solve problems that are routine or moderately complex,
• Ability to interpret and administer rules, regulations, obligations of agreements, and
• Ability to develop, implement and coordinate vessel and terminal maintenance plans
Recruitment to Entry Level
Traditional Sources
Initially, union hall casual dispatch for day and night shifts at different facilities (ILWU). Later, get ‘on the board’ for more regular dispatch and, with time, gain union membership and regular work shifts.
Challenges to Recruitment
For foremen/women, issues exist concerning relative pay and responsibilities between themselves and superintendents. Depending upon shifts worked and overtime, the former can earn higher remuneration than the latter, making recruiting from the former to the latter challenging.
Potential Sources
Potential sources will include middle and high school students, and those with training from trades and technical schools. Increased awareness however among students is needed in order to introduce more students in search of a career to the marine sector. In addition, promotion is needed to inform potential candidates that entry level positions can lead to supervisory and management responsibilities, and lucrative occupations, in a variety of marine settings. A perception exists that occupational roles are limited to, for example, trucking and warehousing.
Training
Entry Level
For formen, a high school diploma is generally required, and training from a trade or technical school is preferred. Depending upon the tasks being supervised, knowledge of procedures, health and safety, environmental protection, labour agreements, and trades is required. Knowledge of all dock operations, loading and unloading, and yard systems is required and associated machinery and systems typically requires specific training. A significant amount of training is received on the job, and training is also available from the BCMEA and the ILWU for a variety of ‘tickets’ or ‘ratings’ that qualify workers for a variety of tasks including operating machines and equipment.
For superintendents, high school diploma and two year college or vocational training is preferred. Examples of university or technical training include marine operations, operations management, business administration, transportation and logistics, seafaring experience and associated certifications, or trades certifications (electrical, mechanical, others). Extensive knowledge of dock operations including vessel inspections, loadings and documentation of loadings and operation of dock equipment is required. For superintendents involved in maintenance, electrical or mechanical engineering is preferred. Superintendents must have working knowledge of personal computers and relevant software programs. Some superintendents require formal sea-going marine training and may require higher Transport Canada certification. Two examples are marine superintendents at BC Ferries, who are Captains, and port superintendents (sometimes referred to as boarding agents) who must have good knowledge of vessel operations, policies and procedures, a substantial body of regulation, and relevant industry and vessel terminology.
Ongoing
Foremen and superintendents must stay abreast of technical and operational changes relevant to their specific operational responsibility. Such changes include use of new equipment, use of new computers and software applications, and communications technology (private radio communications is common in terminal operations). They must also periodically update knowledge concerning health and safety and environmental protection (and remediation) regulations, policies and procedures.
Challenges to Training
According to interviews, some resistance is experienced by managers who have directed personnel to take certain training courses. However, in general, the more senior personnel are more willing to participate. Given the nature, size and growth of vessel and cargo traffic, time availability is a limiting factor also. Another interviewee emphasised personality traits: people who are not natural self-starters, who lack the confidence to make decisions on their own, or who have difficulty working effectively under pressure, may have difficulty.
It has also been suggested that the training rigour surrounding new employees needs to be addressed by companies in the marine industry. Historically, employees spent considerable time in positions prior to becoming operators of expensive, new equipment. Increasingly, employees operating such equipment have less on the job experience. This suggests that the criteria used to measure competency standards should be reviewed. This will require the member companies to provide the necessary support and input to the BCMEA.
Career Path
The career path is generally movement from casual labour through ILWU 500, getting ‘on the board’ at a dispatch hall enabling more regular work assignments, and eventually membership of ILWU 500. Movement to a foreman position is accompanied by membership of ILWU 514. Several years of supervisory experience on the waterfront (2 to 5 years) is required for promotion to a superintendent position. Increasingly, superintendents are coming from outside the country, as the operators in other countries and occasionally transfer personnel internally amongst their operations.
Experience in heavy equipment operation (forklifts, dock and gantry cranes, other dock-side and ship-side loading and unloading apparatus) is needed to enable foremen and superintendents to know what level of productivity is feasible. Industry ‘tickets’ or ‘ratings’ through BCMEA and ILWU training and testing programs are preferred, as is experience in operations management roles in terminals, stevedoring companies, and other marine sector employers.
Barriers to Progression/Bottlenecks/ Shortages
• Limited awareness about opportunities as foremen and superintendents in the marine sector,
• Limited desire among school leavers to pursue a career through the longshoring and stevedoring ranks in the marine sector,
• Structure of labour supply requires a significant time commitment to rise through the ranks to these higher levels of responsibility,
• Issues concerning desire of personnel in the longshoring and stevedoring ranks to accept the responsibilities associated with higher level positions,
• Issues concerning remuneration differences between foremen and superintendents in comparison with occupational responsibilities involved,
• Transition between unions and potential loss of seniority (transferring between different locals).
Career Map
Mid to Senior Level Operations Management
Clearly, this category captures a wide variety of occupations. In order to focus the research, we have concentrated on the management level from superintendent (because this occupational group is typically the first management level in most marine segments, and plays a critical role interfacing between managers and the organised labour community), and managers. While we have attempted to make contact with more senior management at the VP level and above, we have had very limited success due to the commitments and schedules of people at this level of management and the length of time required to conduct interviews. While our mandate was to focus on stevedoring and terminal operations, we were able to conduct interviews with two executives, at the VP and President level, among shipping agents.
Due to the diversity of the interviewees and their backgrounds, we have not attempted to provide a career map for these occupations. When appropriate, we have referred to a career map in earlier sections that is representative of a ‘typical’ career path in these occupations.
We conducted seven (7) interviews with personnel whose roles are as follows:
• Operations Manager, Terminal (bulk commodities and liquids)
• Manager, Bulk Concentrates, Terminal (concentrates, pulp, agricultural products)
• Container Yard Superintendent, Terminal (containers)
• Vice President, Shipping Agent (describing Boarding Agent)
• President, Shipping Agent (describing Boarding Agent)
• Assistant Manager, Container Operations, Terminal (containers)
• Human Resources Manager, Port (describing Operations Assistant)
Occupational information from the first three interviews describes these particular occupations. The fourth and fifth interviews, with senior management in the shipping agency field, both focused on and described the boarding agent, also known as a port superintendent. Both interviewees emphasized the importance of this particular occupation. The sixth interview describes the role of an assistant manager of container operations in a terminal. The seventh and final interview describes the occupation of operations assistant. This occupation was selected by the respondent for profiling and is key management trainee entry point in port and terminal operations. The information received during interviews is organized in the same format used in previous sections.
Operations Manager, Terminal
Description of Field
Operations managers are responsible for a wide range of functions in port facilities and terminals including supervision, training and development of staff, office administration functions, health and safety, security, and procedures. They develop and manage operations budgets and supervise billing procedures for vessels and customers. They liaise with and maintain relationships with owners and customers, with other marine terminals, with government departments and regulators at the federal, provincial and municipal level, act as representatives with industry associations, and oversee community and public relations programs. Labour relations and negotiations are key functions of operational management roles.
List of Occupational Titles
|Vice president, operations |
|Operations manager |
|General manager, operations |
|Manager or Operations manager, bulk liquids |
|Manager or Operations manager, breakbulk |
|Manager or Operations manager, containers |
|Manager or Operations manager, concentrates |
|Manager or Operations manager, pulp & liquids |
|Manager or Operations manager, dry bulk |
|Manager or Operations manager, maintenance |
|Maintenance manager |
|Manager, terminal |
|Manager, terminal planning and development |
|Assistant manager, operations |
|Assistant manager, operations, health & safety |
|Assistant manager, operations, security |
|Assistant manager, operations, training & procedures |
Duties
The following are typical duties for a terminal operations manager:
• Management of all terminal operations
• Report to vice president(s) and supervise employees
• Lead labour relations activities and negotiations and develop long term strategies
• Lead employee training and development
• Develop and supervise health & safety programs
• Lead management of facility security programs
• Supervise office administration functions
• Manage technology deployment and functions (voice and data communications, facility control systems, heavy equipment operations, others)
• Develop and manage operations budgets and strategies, and billing procedures for vessels and shippers
• Maintain relationships with owners and customers, other facility operators, government and regulators, industry bodies and associations, and the community
Personality Traits
Foremen and superintendents must have the following attributes:
• Confidence
• Strong management and administration capability
• Ability to manage and lead labour relations and negotiations
• Ability to anticipate and resolve disputes (conflict resolution)
• Adept at learning and using complex technical systems, applications, controls, and equipment
• Ability to work in stressful situations and adapt to rapidly changing circumstances and priorities
Recruitment to Entry Level
Traditional Sources
Operations managers come from educational backgrounds in engineering (electrical and mechanical), maintenance, and transportation and logistics. Prior experience as a shipping agent or in labour relations or terminal operations is preferred. Operations personnel also come from the parent industry of the port or terminal customer base (from companies in forestry, mining, chemicals, oil & gas, shipping, and others).
Challenges to Recruitment
Currently there is a lack of supply of candidates for operational roles in terminals. The labour market for experienced candidates is highly competitive. Competition for experienced candidates exists between terminals, and the marine industry is competing with facilities in Alberta for appropriately trained and experienced personnel, especially people with training in trades and in engineering.
A background in organized labour may be a stumbling block for candidates, especially in specialized terminal operations (e.g., liquids, concentrates) but less so for candidates wishing to enter operations management roles in bulk and container terminal facilities.
Potential Sources
There is a trend increase in recruiting candidates with more technical training in engineering, transportation and logistics, control industries and robotics. College and university graduates with training in electrical and mechanical engineering are becoming increasingly attractive as operations management trainees. Personnel with operations management experience are transferable between terminals with different primary businesses (forest products, bulk and commodities, containers, liquids and concentrates, and others). Traditionally there has been limited mobility between public and private sector roles such as, for example, movement of personnel between government departments and commercial terminal operators.
Training
Entry Level
High school is required at a minimum. Operations managers who are high school graduates must have many years of prior experience. Technical or transportation and logistics training is desirable and increasingly required. In general, there are no federal or other formal certifications required.
Ongoing
Minimal on-going training is mandatory, however operations managers need to upgrade management and administration skills through management courses, must keep abreast of technical developments with respect to office technology (computers and software), facility control systems, security systems, and health and safety requirements (e.g., Workplace Hazardous Materials Information System ‘WHMIS’). Managers must also keep abreast of the latest trends and obligations with respect to labour relations.
Challenges to Training
There are minimal challenges to training. Training required is available.
Career Path
Operations managers often first study electrical or mechanical engineering, and have experience in maintenance and/or transportation and logistics, but not necessarily in the marine sector. A background in a mechanized and unionized industry is preferred, as is marine experience including labour relations, terminal operations and shipping agency. Earlier career experience in a parent or customer industry is also increasingly common particularly for specialized terminals. A terminal manager who is effective can expect to rise to VP-level and above.
Barriers to Progression/Bottlenecks/ Shortages
There is a degree of blockage for candidates coming from the organized labour community however career progression is possible for candidates showing the interest in and initiative to pursue management roles.
Due to the growth of the marine sector in BC, shortages exist due to competition among terminal operators for trained and experienced personnel. The marine industry is increasingly competing with other industries also, including the oil and gas industry.
Certain recruitment issues exist regarding remuneration, since experienced personnel in the ranks of organized labour receive remuneration that tends to set a benchmark level for superintendents, assistant managers and managers in operational roles of all kinds.
Manager, Bulk Concentrates, Terminal
Description of Field
A manager of bulk concentrates is responsible for the operations in a specific terminal of a multi-terminal port facility. Each terminal has a dedicated manager, and managers are responsible for supporting the operations of other terminals when the in the absence of the dedicated manager. Managers are responsible for supervising superintendents who, in turn, are responsible for supervising foremen dedicated to each berth, drawn from a core of regular foremen (ILWU 514). Managers have the overall responsibility for production, operations, training, and budgeting. They are responsible for planning and supervising what and how operations occur in the movement of cargo back and forth between feeder transportation modes (e.g., railways) and ships docking at the terminal.
List of Occupational Titles
|Manager, bulk concentrates |
|Manager, pulp |
|Manager, sulfur |
|Manager, agricultural products |
|Manager, safety |
|Manager, purchasing |
Duties
The following are typical duties for a manager, bulk concentrates:
• Management of all terminal operations
• Report to vice president(s), serve as acting vice president during absences, support other terminal managers during absences, supervise superintendents and other employees
• Supervise planning and deployment of workers (foremen, longshoremen, stevedores)
• Supervise billing of customers
• Budgeting and scheduling
• Maintain relationships with owners and customers, other facility operators, government and regulators, industry bodies and associations, and the community
Personality Traits
A manager, concentrates must have the following attributes:
• Confidence
• Ability to think strategically and to plan
• Open mindedness and ability to learn supervisors, peers and employees
• Ability to establish firm but fair relationships with staff
• Ability to supervise, motivate, reward and discipline personnel
• Adeptness at mediation and conflict resolution
• Adeptness at management and administration
• Numeracy and budgeting skills
• Ability to understand and interpret regulation
• Ability to anticipate and resolve disputes (conflict resolution)
• Adept at learning and using complex technical systems, applications, controls, and equipment
• Ability to work in stressful situations and adapt to rapidly changing circumstances and priorities
Recruitment to Entry Level
Traditional Sources
Traditional sources include organized labour. In many terminal facilities managers have been promoted from superintendent levels, particularly within stevedoring and at bulk and container terminals. Traditional sources also include customer and parent industries, particularly those with highly mechanized operations and organized labour force. Examples of occupations and source industries for terminal managers include operations and planning roles in forestry, pulp & paper, mining, oil & gas, chemicals, and transportation (especially railways).
Challenges to Recruitment
The skill level and work ethic of some candidates from the traditional source for operational managers is not sufficient to be effective in the role. Basic numeracy, PC and software skills, and ‘soft skills’ are required in order to deal effectively with the labour force.
Challenges also include lack of candidates with trades qualifications (e.g., mechanical millwrights, electricians, HVAC specialists, welders and others).
A larger pool of candidates with an engineering background in mechanical or other engineering field, or a two-year engineering diploma in chemical, civil, or mining operations, or transport & logistics management, would alleviate challenges to recruitment.
Terminals are facing challenges capturing the imagination of students, however the port is in midst of breaking the mindset about the port and port occupations.
Potential Sources
Industries with a mechanised, unionised environment are potential sources of candidates.
Training
Entry Level
A trade qualification in a vocational or technical trade (a ticket, diploma, or degree) is increasingly required. PC and software skills are required. Some experience operating heavy machinery is beneficial, as is a basic understanding of occupational health & safety codes (regulated by HRSDC rather than WCB).
Ongoing
Ongoing training is usually provided by the employer. Training concerning inter-personal relationship management is beneficial and at management level is usually required. Components include conflict resolution and management of personnel with substance abuse problems, the conduct of safety investigations, and avoiding harassment in the workplace.
Challenges to Training
There are minimal challenges to training. Training required is available.
Career Path
The career path is substantially the same as that described above under Operations Manager, Terminal.
Barriers to Progression/Bottlenecks/ Shortages
In general operational managers are in high demand and have a low turnover. Competition from other terminals and from other industries is intensifying.
Formal education is increasingly required. Foremen can become supervisors and supervisors can become managers. Benefits they bring include skills and ability, proven effectiveness on the job, and knowledge of the operations of the specific, or a similar, facility.
Container Yard Superintendent, Terminal
Description of Field
Container yard superintendents are responsible for manning (ensuring sufficient work crews are deployed loading and unloading ships), payroll, and budgeting. Superintendents also liaise with customers and shipping agents, the trucking community, railways and steamship lines to ensure efficient terminal operations and maximise productivity. Superintendents supervise foremen and planners (vessel or ship planners, yard planners, rail planners).
List of Occupational Titles
|Container yard superintendent (inter-modal transport and yard operations) |
|Vessel superintendent (supervising longshoring and stevedoring on the ship and at dockside) |
|Maintenance superintendent (supervising trades such as mechanics, electricians, and welders) |
Duties
The following are typical duties for a container yard superintendent:
• Payroll
• Manning
• Budgeting
• Production
• Training
• Health and safety
• Ensuring regulations are observed
• Working in conjunction with other company departments and committees (such as the safety committee)
Personality Traits
A container yard superintendent must have the following attributes:
• Self-starter
• Aggressive, confident
• Ability to negotiate and resolve conflicts
• Awareness of labour relations
• Ability to work in stressful situations
Recruitment to Entry Level
Traditional Sources
Traditional sources are the ‘rank and file’ longshoremen. Several years of experience are needed (2 to 5) as a foreman prior to promotion to a superintendent position.
Challenges to Recruitment
The availability of candidates with sufficient relevant operational experience is limited. Break bulk, container, and inter-modal transportation planning experience are all fairly specific. In addition, pay differentials between superintendents and foreman have emerged in some segments of the marine sector such that superintendent positions are less attractive to some foremen, who would rather not assume the additional responsibilities required of a superintendent position while simultaneously taking a reduction in income.
Potential Sources
Experienced stevedores and longshoremen with supervisory and management potential, or existing foreman with specific relevant operational experience are prime sources. Customer industries are also potential sources but candidates must have relevant dock experience. Operational experience in stevedoring is needed (experience performing heavy lifts, ship planning, and other functions).
Training
Entry Level
Currently there is no specific training required for entry level, apart from basic numeracy and literacy. On-the-job training via day to day experience is the primary learning method. Some text material is provided and new employees ‘shadow’ an experienced superintendent in order to learn company-specific operations and policy and procedures.
Ongoing
On the career path to a superintendent position, personnel will normally circuit through several jobs that require a form of certification (a ‘ticket’ or ‘rating’) via training and testing offered through the BCMEA and the ILWU. Examples include getting a rating demonstrating capability to operate, for example, a dock gantry crane, a rubber tyred gantry crane, or other heavy equipment. Certifications are required for trades (welders, heavy duty mechanics and electricians). Yard planners and rail planners are also industry ticketed through ILWU training.
Challenges to Training
Given the nature of on-the-job training provided, the main challenges to training are related to personality traits. People who are not natural self-starters, who lack the confidence to make decisions on their own, or who have difficulty working effectively under pressure, are unlikely to be successful in a superintendent position. Superintendents must anticipate problems and react effectively to them in order to keep productivity high. People management, soft skills, and conflict resolution come with experience.
Career Path
The career path is generally movement from casual labour through ILWU 500, getting ‘onto the board’ at the dispatch hall enabling more regular work assignments, and eventually membership of ILWU 500. Movement to a foreman position is accompanied by membership of ILWU 514. Several years of supervisory experience on the waterfront (2 to 5 years) is required for a promotion to a superintendent position. Increasingly, superintendents are coming from outside the country, as the operators of terminals tend to have operations in other countries and transfer personnel internally amongst their operations.
Barriers to Progression/Bottlenecks/ Shortages
The two primary paths to a superintendent position are the organized labour path and candidates who have taken a course of training at a college or technical institute in, e.g., transport and logistics. For the former, the main barrier to movement into a superintendent role is an increase in responsibilities accompanied by a reduction in pay. For the latter, a barrier is an initially low rate of pay, occasionally accompanied by a lack of motivation due to higher rates of pay for hourly workers.
Boarding Agent, Shipping Agency
Description of Field
The services of an agent are needed for ‘tramp’ ship owners or scheduled ship owners who don’t have the frequency of visits and cargo or the size of operation to have their own offices in Vancouver. “Tramp” is a reference to an unscheduled vessel moving from port to port looking for cargo to carry. For tramp vessels, agents are responsible for ship husbanding – arranging all port administration needed to move the ship in and out of port as quickly as possible. Agents also act an intermediary between shippers on land and sea, buying and selling cargo for carriage.
In the scheduled liner business, ship owners don’t always have customers who consistently book carriage on the liner vessel and agents find the cargo. If cargo volumes are consistent and high enough, the owner of the liner vessel will open its own local office and in-source the agency functions.
List of Occupational Titles
|Boarding agent |
|Boarding clerk |
|Port superintendent (also known as Operations Agent) |
Duties
The following are typical duties for a boarding agent:
• Acting as direct liaison between ship owners, deck officers, and port officials,
• Boarding ships,
• Liaison with cargo shipper,
• Arranging berths,
• Arranging for a pilot, tugs, lines, surveyors and all relevant port service people,
• Arranging departure services and finalizing relevant documentation and disbursement accounting (e.g., customs entry documents, customs clearance documents, cleanliness certificates provided by inspectors, bills of lading, ship’s manifest, stowage plan, and Mate’s receipt), and
• Ensuring all payments are secured.
Personality Traits
A boarding agent must be:
• Confident
• Articulate
• Persuasive, in order to argue their points (often there are disputes on ships and boarding agents need to know relevant law and regulation to effectively represent the people the agent is representing)
• Detail oriented
• Organised
• Flexible with respect to schedules (boarding agents are effectively on call ‘24/7’)
• Be able to focus and function under stress (due to financial consequences of delays)
Recruitment to Entry Level
Traditional Sources
There are two primary sources. One is another company in the marine industry who has personnel who understand some or all of the relevant documentation. The other source is the BCIT traffic and transportation program, which was described as consistent, providing good candidates, and providing a difficult enough program that candidates graduate with a strong work ethic.
Challenges to Recruitment
Increasing salary costs due shortages of personnel creates challenges to recruitment. A related challenge is the movement of staff to other firms, which contributes to rising costs both for salaries and for recruiting. In addition, pay scales have been historically low, and some candidates may not be aware that pay rates have been rising. A key challenge is unsocial hours required for the position. Around-the-clock availability is needed and delays can have high financial consequences for agents’ customers.
The profile of a boarding agent is rather unique. An agency requires people familiar with the waterfront, shipping, relevant terminology, transport and logistics chain (especially intermodal interdependencies), and ship’s operational supply needs. This is a rare mix of skills and experience. Larger agencies with more defined shift work, and other marine employers with higher pay and/or more regular hours, are attractive to recruits with e.g., computer and communications skills.
Potential Sources
One interviewee noted that there are very few females in the marine industry generally, including among ship agents, and the industry should do something about the lack of females in and entering the industry and that the companies in the industry should try to develop and promote more females to senior executive positions.
An interviewee stated that the previous two employees had been recent immigrants from maritime countries. Countries that have an active maritime (merchant) fleet are producing officers and those that immigrate have good experience and are highly motivated candidates and employees.
Training
Entry Level
High school graduation is required. PC skills are needed. Training in transport and logistics is preferred. Approximately one year of on the job training is required before a boarding agent is fully productive. Job shadowing other boarding clerks on different types of ships (e.g., an auto carrier, grain ship, potash ship, sulphur ship, coal ship etc.) is needed to adequately develop the range of knowledge needed.
Ongoing
Updated knowledge on changing regulations and security procedures and handling of dangerous cargoes is needed. Courses are available from the Chamber of Shipping. Training in conflict resolution is beneficial.
Challenges to Training
Larger companies are able to support staff obtaining additional relevant management and administration training, but smaller companies risk losing staff to larger employers when they support training.
An interviewee noted that the previously independent Pacific Marine Training Institute courses were easier and less time consuming than BCIT’s transport and logistics course (a two year course) which was described as “… basically a marketing diploma with a transport and logistics option”.
Consequently, there has been an impediment for people needing less upgrading. If an educational institution offered a more limited option, containing several courses relating to transport and logistics this would be attractive to some candidates and companies. The most useful courses would be ones that contain an introduction to the logistics of shipping, terminology, case studies concerning shipping laws, and specific understanding of logistics issues in Vancouver (shipping, rail, terminals) and how intermodal transportation links work together. Also useful would be an introduction to customs laws and regulations.
An interviewee noted that McGill University has a one year program that provides a certificate in transport and logistics and such a program would be useful on the west coast.
Career Path
The career path for boarding agents is highly diverse. Several alternative examples were provided during interviews as follows.
• A recruit with previous experience in a customer service function in the marine industry, which would feed into a sales role in a ship agency,
• Intermodal transportation, or a position with a shipper (e.g., breakbulk, auto carrier, containers, chemical tankers, product tankers) in order to gain specific experience with respect to different vessel types and requirements,
• A position as a traffic coordinator in a terminal supervising inbound and outbound cargo,
• A position as an operations manager contracting with terminals, rail, trucking companies, and gaining knowledge of key performance indicators (supporting contractual arrangements and performance) and level of service, claims, and other administrative and operational roles,
• A position as a port superintendent / boarding agent, which can come from experience as a deck officer who wants a shore-based position, and
• Transport and logistics certificate or degree, followed by waterfront experience, ten years in the tramp vessel business as an agent, management of a tramp vessel department at an agency, possibly followed by a position as a ship or vessel planner at a terminal or as a ship broker. A significant number of people with tramp vessel experience in an agency will enter the ship brokerage business, representing ship owners to find cargo or representing cargo providers that require carriage on a ship.
Barriers to Progression/Bottlenecks/ Shortages
A good candidate for a boarding agent position needs to understand intermodal transportation links (trucking, rail, and terminals) and how they work together in order to identify and rectify logistical issues as, or before, they arise.
An interviewee stated that industry awareness among the public is a barrier to recruitment. There has been high growth in the ports during the past ten years and the education system “… hasn’t caught up”. The one-year certificate in transport and logistics available at McGill University was mentioned. There is insufficient communication from the marine sector to the public regarding its role, requirements, and career availability.
Assistant Manager, Container Operations
Description of Field
The assistant manager of container operations is responsible for supervising container operations, communicating with lines (shippers that own and lease/rent container capacity) and agents, and gathering and analysing information on containers coming in and going out of the terminal. Assistant managers supervise yard planning, the movement of trucks coming in and going out of the facility, and oversee smooth operation of intermodal transportation links that deliver and take away cargo from the facility.
List of Occupational Titles
|Assistant manager, container operations |
|Manager, container operations |
|Container planner |
Duties
The following are typical duties for an assistant manager of container operations:
• Maintaining knowledge of ship movements and what vessels are arriving and departing,
• Manpower and equipment planning (in coordination with the superintendent),
• Ensuring operations are being conducted smoothly and productivity is maximised,
• Staff training and development,
• Occupational health and safety (in coordination with the safety manager),
• Plays a role in ensuring safety procedures on the dock are observed,
• Supporting security (in coordination with the security manager),
• Supervise maintenance, equipment installation (a number of facilities are currently phasing in rubber tyred gantry cranes to increase productivity), and
• Observing and communicating policies and procedures.
Personality Traits
Personality traits required include:
• Patience
• Sense of humour
• Persuasiveness, and conflict resolution skills
• Strong organisational skills
• Confidence and assertiveness
• Ability to plan
• Flexibility with respect to occasionally unpredictable work hours and need to be available on a ‘24/7’ during weekends if emergencies arise
Recruitment to Entry Level
Traditional Sources
The traditional source of recruitment for an assistant manager, container operations is from the organized labour community. Previous waterfront experience as a foreman or superintendent, especially in stevedoring and terminal operations, is traditional. Historically, on the job training has been the norm. Increasingly, formal education is preferred (e.g., a business degree, or accounting training were mentioned). Assistant managers often are internal transfers from another terminal operation within the same company. Promotions may also occur for vessel planners.
Challenges to Recruitment
Applications for superintendent positions are relatively plentiful for the larger and most well-know terminal operators. There is some difficulty promoting foremen to superintendent positions due to the higher level of responsibility and accountability, accompanied by an often lower level of income.
Potential Sources
The shipping agency business was mentioned as a potential source for assistant manager positions. Parent or customer industries is also a source particularly those that are highly mechanized and unionized.
Training
Entry Level
High school graduation is required. PC skills are needed. Training in transport and logistics is preferred. Communication skills, conflict resolution skills, and an awareness of labour relations are beneficial. In some roles WHMIS certification is required.
Ongoing
Occasional refresher courses are needed, such as WHMIS updates. ‘Tickets’ or ‘ratings’ must also be updated every two years.
Challenges to Training
Occasionally workers resist taking training that has been requested or mandated. Some personnel aren’t accustomed to training and occasionally have difficulty absorbing material, or “… trying to get into the frame of mind to study and concentrate”.
Career Path
Again, the career path is somewhat diverse. However two typical streams are as follows:
• Significant experience in longshoring or stevedoring, followed by a position as forman. Subsequently, a promotion to a superintendent position (assistant superintendent, superintendent of a specific yard or terminal, or senior superintendent) and promotion to the assistant manager position.
• A candidate may also start as a clerk in the office, and with sufficient experience move to a vessel planner position. Subsequently, the candidate could gain a promotion to a superintendent position to be followed by a position as assistant manager, and higher.
Barriers to Progression/Bottlenecks/ Shortages
Occasionally personalities, capabilities, and favouratism are barriers to progression and promotion. Again, some candidates are unwilling to take on the additional responsibilities and accountability, and learn the new things, that are required of a more senior position. As previously mentioned remuneration issues also arise in the movement from a foreman position to that of a superintendent and subsequently a manager role.
Operations Assistant, Port
Description of Field
The operations assistant is a key entry level position in port and terminal management. The role performs administrative tasks with an initial emphasis on data gathering, data entry, and data analysis supporting operational measurement, reporting and control. The function is a key input to productivity analysis in the port or terminal. The operations assistant is assigned to the operations department, reports internally to an operations manager, and interacts on a daily basis with other operations managers, superintendents and foremen. The operations assistant also interacts with external parties including the organised labour community, government agencies and port or terminal customers.
List of Occupational Titles
|Operations assistant |
Duties
The following are typical duties of an operations assistant:
• Ensures that labour requirements are dispatched within the guidelines of the collective agreement in a way that ensures effective terminal and vessel operations,
• Effectively determines the working schedule of a vessel or dock operation and ensures that the correct manning and equipment is operational, available and ordered,
• Plans vessel and dock operations thoroughly and ensures the proper documentation is prepared in a timely and complete manner,
• Plans space utilization for cargoes to ensure that required space is available, optimized, appropriate and documented for each commodity,
• Monitors operations to ensure they are being carried out efficiently, accurately and safely,
• Reacts professionally to issues or problems and determine the best possible course of action in a quick and decisive manner,
• Ensures that the best interests of the company are continually upheld throughout all operations, including adherence to any polices or procedures as set out by the company, while maintaining positive labour relations,
• Coordinates safety management through regular safety inspections, actively participating in safety meetings, tracking incidents and occurrences and addressing trends and needs for corrective measures, and
• Liaison with customers in a professional and proactive manner to ensure their needs and requirements are being met.
Personality Traits
An operations assistant must be able to:
• Build relationships
• Demonstrate adaptability
• Listen to others
• Demonstrate work commitment
• Communicate effectively
• Use sound judgement and made sound decisions
• Work efficiently
• Remain calm under pressure
• Flexibility with respect to occasionally unpredictable work hours and need to be available on a ‘24/7’ basis
• Learn conflict resolution skills
Recruitment to Entry Level
Traditional Sources
The majority of operations assistants come from educational institutions having completed a transport and logistics program (through BCIT operations management program, or another institution). An additional applicable qualification is an operations management certificate (normally, a 2 year full time program). It is highly unlikely that a candidate from the organized labour community would be interested in this position due to need to take a large reduction in pay.
A minority of candidates for positions as operations assistants may be people who have experience as, for example, freight forwarders, customs brokers, or others already familiar with the shipping and transport industry but who do not have formal transport and logistics credentials.
Challenges to Recruitment
A low entry level salary (circa $35-45,000 per year) is a disincentive, particularly for people who have a family. Maintaining motivations is challenging because operations assistants are working alongside foremen and longshoremen who earn incomes that may be two or three times as high as that earned by an operations assistant; this appears to be an issue up to senior superintendent level.
Potential Sources
In general, there are three possible sources. One is an individual with shipping and transport credentials or relevant waterfront experience. The other is an individual with prior experience in a heavy industry such as manufacturing or forestry provided the candidate has strong relationships skills in a unionized environment.
An interviewee indicated willingness to consider bringing candidates in from restaurants or retail stores because these workers have had significant exposure to customers and have developed people management skills.
Training
Entry Level
Transport and logistics credentials are preferred. Labour relations experience is very desirable however employers find it difficult to hire people with this experience. Typically, employers are encouraging operations assistants to take night school courses in labour relations.
Ongoing
No specific periodic training is required.
Challenges to Training
Candidates today are typically younger employees and do not appear to be as dedicated as is desired by employers. There is a desire for work life balance. Operations assistants (and others) occasionally resist necessary activities such as job shadowing unless it is done during regular hours. With respect to candidates drawn from restaurants and retail stores mentioned above, these people are accustomed to working long hours, doing shift work, and as noted have people skills.
Career Path
A typical career path includes one to three years as an operations assistant, movement to a coordinator position, then promotion to superintendent and senior superintendent. Higher executive management positions are available to the most capable personnel.
Barriers to Progression/Bottlenecks/ Shortages
Younger, faster growing companies in the marine sector face fewer problems attracting and retaining motivated people destined for management roles, and the waterfront as a whole is expanding rapidly at the same time that ‘baby boomers’ are beginning to retire. The industry expects increasing churn around waterfront as different companies recruit from each other. Some companies have not been active enough with respect to human resources planning or developing their internal human resources and these companies tend to recruit individuals from other companies active in the marine sector.
Chapter 4 Recommendations
RKA’s interviews asked about ways that people entered the marine industry, gained skills, got trained, and progressed through their careers from entry to more senior levels. As we have seen in several preceding sections, skills of new entrants particularly among work crews are developed mostly on the job.
This section summarises recommendations made during interviews and recommendations RKA considers are appropriate, with a focus on raising the profile of the marine sector and the variety of career opportunities that exist within it.
When RKA spoke to people in the marine industry, we asked for their suggestions and recommendations on addressing skill shortages. It was possible to group the recommendations according to some common themes.
Urgency
All the members of the Human Resources Strategic planning Committee are well aware of the need to address looming skills shortages as a matter of urgency. One element of addressing the problem is engagement of the provincial government. While it has been expressed that the federal government is aware of the marine sector’s growing importance and the need for training today to meet tomorrow’s human resources needs, the provincial government is responsible for education.
Promotion / Informing the Public
During the course of this project many sources have expressed the low profile that the marine sector appears to have among the public at large, and within the schools particularly at elementary and high school level. In some cases the occupations are believed by some to be undesirable. In other cases, people are simply unaware of the diversity in the marine sector and the large scope of job opportunities that exist. The most frequently-made recommendations: to promote careers in the industry to the general public, and to inform the public about its promising future, its wage levels, and the reasons why marine industry jobs can be fulfilling. Increase in marine demand is generally known but specific marine demand needs to be emphasised.
Increasing awareness among the public will involve a sustained effort using a variety of activities, including:
• Promotions and public relations made by industry bodies and associations emphasizing that “many of us love the work. Tell people that if they came they would like it.”
• Aiming material at young people but also at their parents, who might undervalue the industry.
• “feel-good” commercials such as governments sometimes use.
• Aim promotion as young as those in high school that these jobs are available with wages well paid. Emphasise the diversity of activities companies undertake and occupations required, both sea going and ashore.
• Emphasize the message that “if you are willing to work hard, there is a lot to be gained; e.g., with overtime pay, an average worker can earn more than $100,000 per year.”
• Invest well in promotional activity: “[the industry] needs to spend money to make money”.
• Include females in the target audience and engage females active in the industry on the labour side as well as from the executive suite to lend their profile to the effort.
Day-fairs and equipment demonstrations may be effective to show young people and the public generally what the marine sector does and what jobs are available. Several companies in the marine industry already host tours and field trips to their facilities, and one interviewee was very clear that the tours engage people’s imagination and fuel their interest in the marine sector.
Promotion / Demonstration In the Schools
For many occupations, on the job training is the primary method used to equip people to do the work and to provide the experience necessary for the occupation. Some recommendations on promoting careers and informing people centred on high school age youth. These ideas involve direct contact with students, bringing them together with industry people and equipment, as well as “transforming” parents’ and educators’ attitudes:
• “Career Challenge” for young people; organize tours of marine facilities in liaison with marine companies.
• Take high school students with an interest in the marine sector; arrange for them to spend days at terminal facilities, ports, shipyards, and marine training schools; let them experience close up the operation of equipment and the “look and feel” of training simulators.
• ILWU local 500 and 515 should go to schools to promote and inform on careers available, emphasising that long term careers are not limited to trucking and warehousing operations.
• Bring in some young people, let them explore which general roles they are interested in, e.g. tug boat captain, terminal manager, or boarding agent.
• Educate the educators, that it is not the case that everyone has to be at a computer, or at a desk, to earn an income and enjoy their occupation.
Marine Sector Industry Association Action / Responsibility
Many respondents recognise that industry-wide action and cooperation is necessary for a solution to specific occupational shortages, particularly given the bifurcation or hard separation that occurs between certain marine segments and the specific training and career paths involved.
• Industry associations must talk sector-wide about worrisome human resource issues.
• While some companies are better able to plan for human resource development due to the size and geographical scope of their operations, in general individual companies have a limited ability to address labour supply shortages by themselves; it can only be addressed at the industry level.
• Through an industry association, a universally accessible training program to address shortages may be possible that is more highly focussed, and shorter in duration than a typical 2-year transport and logistics program; benefits to companies include affordability, security, freedom of choice and local presence.
• A recommendation was made that member companies to the BCMEA revisit the qualification criteria being used to qualify waterfront employees in the operation of increasingly new, expensive equipment.
• Joint development of modular training packages companies could deliver in-house; DVD (video) or Power Point format. The company can control it themselves for their own needs. Many companies have necessary facilities and equipment for computer based training: laptops, overheads, trainers – but don’t have the content. In-house delivery avoids travel costs.
• Open training up to everybody (not just union members). Organize it through the infrastructure of marine sector companies.
• Look to high schools as well as colleges for hiring.
Other (ideas about working with Unions - ILWU 500 and 514)
A related group of recommendations called for joint action with other bodies: government, unions, schools.
Some ideas about working with unions:
• Co-op programs for youth, training-oriented, jointly funded by companies and unions.
• Work with the union. Companies have limited input in the union training system because it's “their” system.
• Seek union support to encourage or require their members to take training requested or required by employers.
Some ideas about working with government:
• Should be more money spent on training particularly from the provincial level; government and industry together; Industry-wide is good, not single-company driven. To the extent marine training institutions must cancel courses needed for upgrading due to minimum head count requirements, government funding could help ensure stability in the availability of courses.
• A concern was raised regarding the cancellation in approximately 1996 of the Engineers apprenticeship program by the federal government and the consequent lack of engineering apprentices in the system and industry.
• Training effort not all public sector (e.g., “BCIT’s program is good, but it is long and not everyone needs all the material provided”) -- has to be some joint effort; industry has to step up.
• UI or welfare could cover part of the costs of training.
• Draw young people into the industry with subsidized training wages, like 30 years ago.
Some ideas about working with the school system:
• School system should get young kids in a hands-on situation; through field trips, boat trips, summer jobs, to marine training school simulators, and to work sites for “up close” experience.
• Consider a link between companies and training schools for “seat time” or “sea time” on equipment, both on the water and on the shore. Respondents indicated that companies want graduates with experience, while schools want companies to provide time on equipment as part of the training program. The schools have the instructors and the companies have the equipment.
• Evaluate increasing the number of cadet positions on ships and tugs – as part of the sea service requirement.
Recommendations on Training Content and Promotion
Several respondents chose the subject area of training to emphasize when they made their recommendations:
• BC has some excellent marine and transport and logistics programs, but not everyone needs a two-year program, especially those needing limited skills upgrading; McGill University’s one-year certificate in transport and logistics was pointed to.
• Unions to help companies encourage members to accept training that is required “… Guys don’t want to do it, and have every excuse why they can’t … ‘My wife won’t let me’ ”
• Provide and promote basic training in PC and software applications (word processors, spreadsheets, and email) for e.g., foremen, planners, coordinators.
• A common theme - For foremen / managers; more teambuilding; conflict resolution; labour relations; how to deal with problems including substance abuse; BCIT courses in time management, “people skills”.
Wages and Incomes
Most interviewees expressed a blockage between foremen and higher level management roles as a result of large pay differentials. Ways to reduce this blockage might include:
• Refine the pay structure for non-unionised personnel – enhanced performance pay and rewards for innovations.
• Include ‘contract-like’ rewards for early completion, where early completion is possible.
• Continue infrastructure enhancements to improve productivity, and to assist early completion and performance rewards (some terminals are installing RTG’s to multiply productivity in movement of containers)
Immigration and Relocation
A few respondents suggested turning to other countries as a source of skills, and some already are or have been for years. This is especially prevalent among large global shippers and terminal operators. The demand for qualified seafarers, for example, has been increasing worldwide, consequently local companies increasingly face global competition for employees. The emphasis should therefore be on training and qualifying local candidates. A possible facilitating factor may be the provincial immigration priority mechanism to enable more rapid immigration of personnel.
Chapter 5 Occupational Groups for Further Analysis
This report has focussed on six occupational groups for profiling:
• Marine Engineers
• Naval Architects
• Marine Surveyors
• Deck Officers, Water Transport
• Foremen and Superintendents, Stevedores and Terminal Operators
• Mid to Senior Level Management
The mid to senior level management section has been informed by a number of interviews with operational personnel in several companies active in the marine sector. In some instances, the occupation profiled was chosen as key by the respondent. Selected profiles were provided for:
• Operations Manager, Terminal
• Manager, Bulk Concentrates, Terminal
• Container Yard Superintendent, Terminal
• Boarding Agent (also known as Port Superintendent)
• Assistant Manager, Container Operations, Terminal
• Operations Assistant, Port
Clearly, this is a small sub-set of occupational roles needed. During interviews, a number of other occupations were mentioned for which there is very limited (or no) information already developed and publicly available. Based on the interviews, we recommend the following occupational groups for further focused attention:
Superintendents
There is substantial diversity of responsibilities superintendents have in the marine sector and there is little detail available from current sources describing them. If schools are going to be approached in order to increase awareness about marine careers, the possibility of career transition through foremen and superintendent positions to senior management should be emphasized or students will focus on lower level responsibilities and career opportunities. Given the diversity of terminals and cargo that passes through them in B.C., it may be beneficial to sample firms and develop profiles for perhaps six to twelve different types of superintendent. The relevant section above provides a list of seven different occupational titles for superintendents however the list is unlikely to be exhaustive.
Planners / Coordinators
There are a variety of planners or coordinators active in the marine sector who have a senior responsibility for efficient movement of cargo. Very little information exists regarding the actual occupational duties, employment entry points for them, training and experience required for them, career progression, or income levels. Examples that have arisen include the following:
• Yard Planner
• Vessel Planner
• Rail Planner
• Truck Planner
What is clear, however, is that specific knowledge of each type of transportation mode is needed for effectiveness in the position. For example, a vessel planner is responsible for determining the best way to load ships, taking into account such factors as ship size, ship stability while underway, which cargo must be unloaded and in what order, and in which ports. Vessel planners must also know which cargoes must not interact with each other for safety reasons, and how to keep them separated.
Boarding Agents (Port Superintendents)
The boarding agent must have a very comprehensive knowledge of ship types, ship operations, port facilities, relevant laws and regulations, and a number of other subjects in order to be effective. This is a rare and comprehensive skill set. Effectiveness is essential, due to time pressures of the role, and due to the cost of delay. For example, one interviewee stated that a delay of one day in deploying a pilot to guide a ship in or out of port could result in an additional expenditure of $40,000 by the ship owner. The consequences of delay are therefore substantial for the parties involved.
Appendix A – List of Marine Training Institutes and Universities
|School Name |Country |Web Link |
| | | |
|Australian Maritime |Australia | |
|College | | |
|Eden Marine |Australia | |
|Technology | | |
|Curtin University of |Australia | |
|Technology - Centre | | |
|for Marine Science | | |
|TAFE Marine Training |Australia | |
|Bangladesh University|Bangladesh | |
|Bangladesh Maritime |Bangladesh | |
|Training | | |
|Antwerp Maritime |Belgium | |
|Academy | | |
|Institute of |Belgium | |
|Transport & Maritime | | |
|Mgmt - University of | | |
|Antwerp | | |
|University of São |Brazil | |
|Paulo | | |
|Marine Academy – |Brazil | |
|CIAGA | | |
|Nicola Vaptsarov |Bulgaria | |
|Naval Academy | | |
|Marine Institute – |Canada | |
|Canada | | |
|Canadian Coast Guard |Canada | |
|College | | |
|Canadian Navy |Canada | |
|Institut Maritime du |Canada | |
|Québec | | |
|Marine Institute of |Canada | |
|Memorial University | | |
|of Newfoundland | | |
|Georgian College |Canada | |
|Kwantlen College |Canada | |
|Douglas College |Canada | |
|Great Lakes |Canada | |
|International Marine | | |
|Training Centre - | | |
|Georgian College | | |
|BCIT Pacific Marine |Canada | |
|Training Campus | | |
|Nova Scotia Community|Canada | |
|College | | |
|New Brunswick |Canada | |
|Community College | | |
|University of Zagreb |Croatia | |
|University of Rijeka |Croatia | |
|Danish Maritime |Denmark | |
|Institute | | |
|Svendborg |Denmark | |
|International | | |
|Maritime Academy | | |
|Arab Academy for |Egypt | |
|Science, Technology | | |
|and Maritime | | |
|Transport (AASTMT) | | |
|Estonian Maritime |Estonia | |
|Academy | | |
|Kymenlaakso |Finland | |
|Polytechnic | | |
|University Of Turku |Finland | |
|Åland Maritime |Finland | |
|Institute (Högskolan | | |
|på Åland) | | |
|Helsinki - Ship |Finland | |
|Laboratory | | |
|Sydväst Polytechnic |Finland | |
|Satakunta Polytechnic|Finland | |
|University of Nantes |France | |
|Ecole Navale |France | |
|L'Ecole Nationale - |France | |
|Saint-Malo | | |
|Berlin Institute |Germany | |
|German Institute of |Germany | |
|Navigation | | |
|Fachbereich |Germany | |
|Maschinenwesen | | |
|Maritime Simulation |Germany | |
|Center - Wismar | | |
|University | | |
|National Technical |Greece | |
|University of Athens | | |
|Hong Kong Polytechnic|Hong Kong | |
|International |India | |
|Maritime Institute | | |
|Seahorse Academy - |India | |
|India | | |
|ARI Marine – India |India | |
|Indian Maritime |India | |
|College | | |
|Indian Maritime |India | |
|Training Centre | | |
|Tolani Maritime |India | |
|Institute | | |
|Seagull AS |International | |
|University of Trieste|Italy | |
|University of Trieste|Italy | |
|Federico II, Italy |Italy | |
|Caribbean Maritime |Jamaica | |
|Institute (formerly | | |
|Jamaica Maritime | | |
|Institute) | | |
|Toyama Maritime |Japan | |
|Technology | | |
|Naval Architecture - |Japan | |
|University of Tokyo | | |
|Kobe University |Japan | |
|Yuge Maritime |Japan | |
|Technology | | |
|Toba Maritime |Japan | |
|Technology | | |
|Naval Architecture - |Japan | |
|Yokohama | | |
|Maritime Academy of |Latvia | |
|Latvia | | |
|Universiti Teknologi |Malaysia | |
|Malaysia | | |
|University of |Mexico | |
|Veracruz, Mexico | | |
|Institute of Marine |Myanmar |No link |
|Technology, Myanmar | | |
|Delft University |Netherlands | |
|Maritime Research |Netherlands | |
|Institute Netherlands| | |
|– MARIN | | |
|Maritiem Instituut |Netherlands | |
|Willem Barentsz | | |
|HR&O Nautical Studies|Netherlands | |
|Erasmus University |Netherlands | |
|Centre for Maritime | | |
|Economics and | | |
|Logistics | | |
|Deltion College |Netherlands | |
|Maritiem Instituut |Netherlands | |
|Willem Barentsz | | |
|(Willem Barentsz | | |
|Maritime) | | |
|Scheepvaart & |Netherlands | |
|Transport College | | |
|Maritime School of |Netherlands | |
|the West Indies - |Antilles | |
|St.Maarten | | |
|Vestfold Maritime |Norway | |
|College | | |
|Tonsberg Maritime |Norway | |
|Ålesund College |Norway | |
|Norwegian Technical |Norway | |
|University | | |
|BI Shipping (formerly|Norway | |
|the Norwegian | | |
|Shipping Academy) | | |
|Poseidon Simulation |Norway | |
|A/S | | |
|Ship Maneuvering |Norway | |
|Simulating | | |
|International |Norway | |
|Development and | | |
|Environmental | | |
|Shipping School | | |
|(IDESS) | | |
|Stord/Haugesund |Norway | |
|University | | |
|ENAMM - Peru |Peru | |
|International |Philippines | |
|Development and | | |
|Environmental | | |
|Shipping School | | |
|(IDESS) | | |
|Gdynia Maritime |Poland | |
|Academy – Poland | | |
|Maritime University |Poland | |
|of Szczecin | | |
|Technical University |Poland | |
|of Szczecin | | |
|Akadenii Morskiej |Poland | |
|Portuguese Nautical |Portugal | |
|School | | |
|Dalian Maritime |PR China | |
|University | | |
|Jimei Navigation |PR China | |
|College | | |
|Shanghai Maritime |PR China | |
|University | | |
|Shanghai Jiao Tong |PR China | |
|University | | |
|Maritime Soft – |Russia | |
|Russia | | |
|Singapore Polytechnic|Singapore | |
|Singapore Maritime |Singapore | |
|Academy | | |
|Cape Technikon |South Africa | |
|University of Kwazulu|South Africa | |
|Natal (formerly U. of| | |
|Natal and U. of | | |
|Durban Westville) | | |
|Korea Maritime |South Korea | |
|University | | |
|IMIA |Spain | |
|Oviedo University |Spain | |
|Nautica de Barcelona |Spain | |
|ETSI Navales, Madrid |Spain | |
|Náutica y Máquinas |Spain | |
|Navales | | |
|Kalmar Maritime |Sweden | |
|Academy | | |
|Chalmers University |Sweden | |
|Jason AB |Sweden | |
|World Maritime |Sweden | |
|University (UN IMO) | | |
|Landsort Maritime |Sweden | |
|Training | | |
|MariTrain – Göteborg |Sweden | |
|National Cheng Kung |Taiwan | |
|University | | |
|National Taiwan Ocean|Taiwan | |
|University | | |
|National Taiwan Ocean|Taiwan | |
|University | | |
|Istanbul Technical |Turkey | |
|University | | |
|Mersin Maritime – |Turkey | |
|Turkey | | |
|KTU Faculty of Marine|Turkey | |
|Sciences, Turkey | | |
|Warsash Maritime |UK | |
|Centre | | |
|University of |UK | |
|Newcastle upon Tyne, | | |
|UK | | |
|University of |UK | |
|Plymouth | | |
|University of Glasgow|UK | |
|University of |UK | |
|Strathclyde | | |
|Lairdside Maritime |UK | |
|Centre | | |
|Liverpool John Moores|UK | |
|University | | |
|Seamanship |UK | |
|International | | |
|The Nautical |UK | |
|Institute | | |
|The Nautical Campus |UK | |
|Southampton Solent |UK | |
|University | | |
|Lowestoft College |UK | |
|Informa Distance |UK | |
|Learning | | |
|Lloyds Maritime |UK | |
|Academy | | |
|South Tyneside |UK | |
|College | | |
|Aberdeen Skills and |UK | |
|Enterprise Training | | |
|(ASET) - Aberdeen | | |
|College | | |
|Falmouth Marine |UK | |
|School | | |
|U. S. Naval Academy |USA | |
|U. S. Merchant Marine|USA | |
|Academy | | |
|Global Maritime & |USA | |
|Trans. School | | |
|United States Coast |USA | |
|Guard | | |
|Maine Maritime |USA | |
|Texas A&M Maritime |USA | |
|SUNY Maritime |USA | |
|California Maritime |USA | |
|Academy | | |
|Massachusetts |USA | |
|Maritime Academy | | |
|Great Lakes Maritime |USA | |
|Academy | | |
|University of New |USA | |
|Orleans | | |
|Sea Grant College - |USA | |
|Washington | | |
|Webb Institute |USA | |
|College of Marine |USA | |
|Studies | | |
|Hawaii-Ocean |USA | |
|Engineering | | |
|A&M Ocean Engineering|USA | |
|Florida Tech (Florida|USA | |
|Institute of | | |
|Technology) | | |
|Chapman School of |USA | |
|Seamanship | | |
|University of Hawaii |USA | |
|STAR Center |USA | |
|(Simulation, | | |
|Training, Assessment,| | |
|Research) | | |
|Starpath Navigation |USA | |
|Calhoon MEBA School |USA | |
|University of Alaska |USA | |
|Davidson Laboratory |USA | |
|at Stevens Institute | | |
|- Centre for Maritime| | |
|Systems | | |
|Houston Marine |USA | |
|Training Services | | |
|Seattle Maritime |USA | |
|Academy | | |
|Pacific Maritime |USA | |
|Institute | | |
|Fremont Maritme |USA | |
|Services | | |
|Youth Maritime |USA | |
|Training | | |
|Davis Marine Training|USA | |
|Merchant Marine |USA | |
|Training | | |
|Seafarers |USA | |
|International Union -| | |
|Paul Hall Center | | |
|Harry Lundeberg |USA | |
|Seamanship School Inc| | |
|Captains Quest |USA | |
|Clatsop Community |USA | |
|College | | |
|Marine Safety |USA | |
|International | | |
|NE Maritime Institute|USA | |
|SeaSchool |USA | |
|Vineyard Maritime |USA | |
|(Downeast Maritime | | |
|Training Centre) | | |
|New England Maritime |USA | |
|Maritime Institute |USA | |
|Maritime Medical |USA | |
|Access | | |
|Chesapeake Marine |USA | |
|Training | | |
|Elkins Training Co |USA | |
|Maritime Professional|USA | |
|Training | | |
|Training Resources |USA | |
|Ltd | | |
|Westlawn School |USA | |
|Texas Engineering |USA | |
|Extension Service - | | |
|Center for Marine | | |
|Training and Safety | | |
|Maritime Institute of|USA | |
|Technology and | | |
|Graduate Studies | | |
|(MITAGS) | | |
|University of |USA | |
|Michigan | | |
|Adams Marine Seminars|USA | |
|Seamen's Training |USA | |
|Center | | |
|Center for Maritime |USA | |
|Education | | |
Appendix B – Key Transport Canada Documents
For detailed and specific qualifications and experience required for Transport Canada regulated marine occupations see:
• The Examination and Certification of Seafarers, Transport Canada document TP 2293 E.
For a list and contact information for Transport Canada approved sources of required training for marine occupations see:
• Approved Training Courses, Transport Canada document 10655.
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