The maritime pilot is an expert with knowledge on a specific navigational route. The maritime pilot cadet undergoes maritime education and training in classrooms, onboard vessels and in simulators. Developing visual expertise is a basic objective. Transferring knowledge from experienced maritime pilots to maritime pilot cadets is challenging since some of this knowledge is tacit. The transference is achieved by externalization and socialization processes. The objective of this pre-study was to assess eye-tracking methodology as a tool to support maritime education and training, and for transferring tacit knowledge. The study was performed in an explorative way during simulator sessions, by interviews, questionnaires and observations. The result shows that eye-tracking methodology is useful for transferring tacit knowledge in simulator settings, but not during other parts of the education and training. The results also show that situational awareness of maritime pilot instructors and maritime pilot cadets increases when utilizing eye-tracking methodology.
The objective of this study was to design and evaluate new means of complying to time constraints by presenting aircraft target taxi speeds on a head-up display (HUD). Four different HUD presentations were iteratively developed from paper sketches into digital prototypes. Each HUD presentation reflected different levels of information presentation. A subsequent evaluation included 32 pilots, with varying flight experience, in usability tests. The participants subjectively assessed which information was most useful to comply with time constraints. The assessment was based on six themes including information, workload, situational awareness, stress, support and usability. The evaluation consisted of computer-simulated taxi-runs, self-assessments and statistical analysis. Information provided by a graphical vertical tape descriptive/predictive HUD presentation, including alpha-numerical information redundancy, was rated most useful. Differences between novice and expert pilots can be resolved by incorporating combinations of graphics and alpha-numeric presentations. The findings can be applied for further studies of combining navigational and time-keeping HUD support during taxi.
Accurate knowledge management is vital for an organization to perform well. Managing explicit knowledge is relatively easy but managing tacit (implicit) knowledge is not. Effective transfer of tacit knowledge from experts to novices in an organization is therefore essential. Maritime pilotage is a safety-critical operation in which pilots use their expertise to guide vessels in specific waters. The purpose of this study is to improve the Pilot Training Programme (PTP) run by the Swedish Maritime Administration (SMA). The aim of this study is to evaluate and describe the prevailing methods of transferring tacit knowledge during the PTP. This study includes 20 maritime pilots and covers a complete PTP. A qualitative mixed-methods approach was used, based on activity theory and including observations, interviews, questionnaires, and document analyses. The results showed that tacit knowledge transfer during the PTP occurs during situated learning, such as apprenticeships, hands-on learning and communities of work. However, the transfer methods are not sufficiently documented from a didactic perspective.
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