A US Mariner Perspective
Those of us who support maritime workforce development understand how important a competitive and resilient workforce is for the industry, ashore and afloat. Our latest blog is bound to rock the boat (pun intended). While it can be difficult to read and accept this type of behavior still occurs, it is no less important to acknowledge that it does take place. The industry needs people from ALL communities. Happily, this blog does not address a training facility in Washington State. We're very fortunate in Washington to have excellent education and training programs: public, non-profit and private. Is everything perfect? No. There will always be room for improvement, and we know that. We invite you to read this blog with an eye to how we, collectively, can support positive and productive education and training environments for all students, regardless of location.
- Ann AvaryBy Anonymous, US Mariner, Maritime Content Contributor
A maritime career often involves navigating the complexities of balancing personal life and professional pursuits. Recently, I made the decision to renew my mariner credential after 17 years working shoreside. As a result, I find myself essentially starting anew in this field. Fortunately, my decades of experience in the maritime industry have equipped me with the knowledge required to reinstate my MMC (Merchant Mariner Credential).
To begin, I enrolled in a basic safety training (BST) course, now referred to as basic training (BT). In order to minimize expenses, I sought out a nearby school. Thankfully, I discovered one conveniently located in my city. While I was correct in my assumption that I would be the oldest individual in class, I was surprised to find that about one third of the students were female, a much higher percentage than I would have expected towards the beginning of my career. It soon became clear that these students were part of a cohort completing a three-week STOS (Specially Trained Ordinary Seaman) course, whereas I had solely joined for the BT component. Unfortunately, it seemed that my classmates were not properly informed about the MMC or the necessary steps for obtaining it, as they inaccurately referenced outdated information rather than consulting the NMC (National Maritime Center) website. Additionally, they appeared to be unaware of the valuable resources provided by the NMC.
One striking observation I made was the poor condition of the classrooms. The stained and sagging ceiling tiles, along with the training equipment strewn across the floor, indicated a lack of organization and maintenance. Instructors frequently entered the classroom to rummage through the equipment, presumably due to the shared nature of these resources, which were often in varying states of disrepair. Furthermore, the classroom facilities lacked conveniences such as a dedicated area for meals or breaks, and there was no access to coffee, not even for purchase. Overall, the setup seemed subpar and did not prioritize the comfort and experience of the students.
At the beginning of the course, the instructor made a remark suggesting that individuals sensitive or easily offended may not be suitable for a career in this field. This approach did not foster a positive learning environment for the class. Furthermore, as we delved into the content related to personal safety and social responsibility (PSSR), it became evident that our instructor's perspective was primarily informed by their experience on naval ships. This focus on military context limited their ability to convey the realities of commercial ships. We discussed that slips, trips, and falls were the most common hazards on a ship and that if we fell, we were to “rub some dirt on it and get back to work”. We were highly cautioned to not “be the guy who goes to the doc for a scrape”. We were told that we needed to be prepared to be awake for 24 to 48 hours at a time and they completely disregarded rest/work hours outlined in 46 CFR 15.111. The instructor's guidance on social responsibility also left much to be desired. They conveyed the message that regardless of how others speak to us, it is essential to follow orders without question. Additionally, if harassment were to occur, it was up to the victim to confront the harasser, placing the blame on the victim for not speaking up. The prevailing sentiment seemed to be "keep your head down and focus on your job to avoid any issues."
In addition to the overall treatment of these future mariners by the instructors, the quality of training was not up to par. The first aid and CPR portion, in particular, left me confused. The flow of the training was difficult to follow and the videos we watched were from overseas, sometimes contradicting what we discussed in class. The training equipment used for the practical portion was homemade and falling apart, and we had to share even basic items like gauze bandages. Simple tasks like proper glove removal were not taught correctly, and the instructor seemed to ignore and get angry at any clarifying questions from the class.
The discussion on sexual harassment was another troubling aspect of the course. The instructor addressed only the female students, advising them that they may be the sole female onboard a vessel and suggesting that they establish boundaries with their male colleagues from the outset, almost implying that they should explicitly state that they are not interested in sexual relationships. This advice seemed unnecessary and inappropriate. Then, turning to the male students, the instructor abruptly stated that they cannot engage in sexual activity on the ship. This comment was followed by the remark that with only one or two females onboard, the math wouldn't work anyway. This exclusionary language raised concerns and implied that same-sex relationships or encounters were not even considered.
Furthermore, the instructors discouraged diversity of thought and failed to recognize the value of diverse lived experiences within the shipboard environment. The training seemed outdated and ill-suited to engage younger generations, who prioritize a higher quality of work-life balance over monetary compensation.
Over the past five years, there has been much discussion about a shortage of mariners, with some blaming younger generations, citing their dependency on phones and the internet, or their reluctance to be away from home. However, it is crucial to recognize that phones and the internet have become integral to our daily lives, regardless of age. It is also natural for people to desire the presence of their loved ones. The assumptions by industry leaders that these are deterrents for a career at sea are baseless and discussed without including the voices of younger generations. The tight grasp we have on traditions prevents the industry from being able to understand or relate to younger demographics. With the focus being in the wrong direction we fail to address the treatment of individuals entering the industry.
At the basic training level, when we are indoctrinating young people into this profession, it is disheartening to witness the perpetuation of an archaic and toxic culture. This environment normalizes sexism, racism, homophobia, transphobia, ageism, harassment, xenophobia, and hazing in the maritime sector.
I understand that USCG-approved training facilities are audited every few years, mainly focusing on the curriculum. However, this recent experience made me believe that this practice is not enough to maintain a standard of high-quality training, a sustainable maritime workforce, or drive industry innovation and cultural transformation.
In my opinion, the regulatory bodies overseeing these schools should conduct covert audits. Auditors would enroll as students and take the full courses, observing all aspects of training beyond the curriculum to consider the student experience. This would encourage schools to treat all students as if they were auditors, leading to better-trained mariners, a more diverse and stable workforce, and fewer incidents of injury, harassment, and assault.