Portworker Development Programme

Contents

BACKGROUND

THE PORTWORKER DEVELOPMENT PROGRAMME(PDP)

2.1 Development Objective
2.2 The PDP philosophy

THE PDP UNITS

3.1 The Instructors Text
3.2 The overhead transparencies
3.3 Worksheets
3.4 Test papers
3.5 Development of Instructor Training Materials

IMPLEMENTATION OF THE PDP

4.1 The Institutional Framework
4.2 Training of the National Staff
4.3 Government and Port Authority Support
4.4 Worldwide implementation of the PDP

TITLES OF THE PDP UNITS (including aims, objectives and prerequisites)
CONTACTS FOR FURTHER INFORMATION

BACKGROUND

Since the 1970's the ILO has been engaged in a technical co-operation programme for the port industry guided by the provisions contained in Dock Work Convention, 1973 (No.137) and Dock Work Recommendation,1973 (No.145). Both instruments provide for vocational training of portworkers as a response to developments in cargo handling technology.

An ILO publication "New Cargo-Handling Techniques and Their Implications for Employment and Skills" (Couper 1985) concluded that insufficient attention was being given to human resource development and estimated that, world-wide, well over 1 million portworkers require some form of training; this need for training was felt primarily in ports in developing countries.

The study recommended that, as a matter of urgency assistance to developing countries to establish effective and systemic training schemes should be considered. The study warned that the full benefits of the ongoing technological progress would not be realized by developing countries if investment in human was neglected.

In response to the recommendations presented in the Couper study, the ILO initiated a study of the feasibility of implementing a global strategy to enable developing countries to establish or upgrade their portworker training capabilities. The findings, conclusions and recommendations of that study were presented in a report published in 1987; "An ILO Strategy for Portworker Training".

2. THE PORTWORKER DEVELOPMENT PROGRAMME(PDP)

2.1 Development Objective

The PDP is based on centrally prepared training materials for container terminal workers, properly tested and validated, presented by a corps of specially trained instructors working within a carefully established organisational framework, extending from national to port level. The development objective of the PDP is to enable governments and port authorities of developing countries to establish effective and systematic portworker training schemes, designed to improve cargo handling performance, working conditions and practices, safety and the status and welfare of portworkers. Portworkers in this context is defined as a port or terminal employee of supervisory grade or below and covers foreman, chargehands, drivers, operators, stevedores and other operations personnel of similar grades, as well as office and workshop employees of similar status. PDP began with a pilot project, which included two countries in East Africa - Kenya and Tanzania - and concentrated on the training of supervisory portworker grades in container terminals.
The pilot project was financed by the Royal Government of the Kingdom of the Netherlands. At the end of the pilot project, an evaluation was carried out by an independent team. The PDP Units, with over 800 hours of training, were considered to be of excellent quality and likely to be of great benefit to ports in developing and developed countries.

2.2 The PDP Philosophy

The training materials were developed as an open-ended series of self-contained but inter- related "Units' of instruction", designed for classroom-based, instructor-led but highly interactive teaching of small groups of learners (between 8 and 12 at a time). The classroom sessions are fully supported by practical exercises, both indoors and outdoors, and by organized visits to operational and other port facilities.

It is not intended that the Units should comprise a "course" in the conventional sense but that instructors should select and combine groups of individual units (and possibly sections of units) to form appropriate training schemes for groups of employees (or indeed, individuals) as their needs and those of their employers dictate.

The pilot project prepared a total of 30 learning Units. A full list of the Unit titles can be found at the end of this page. It is planned to continue developing further Units, so that an expanding library of materials will provide a teaching resource from which instructors can, in consultation with port managers, construct training programmes suitable for all categories of portworkers. To that end, the Units cover a wide variety of topics, some suitable for all or most port/terminal employees (introductory, general descriptions of ports and terminals, and Units on safe access and working, for example) whilst others may be targeted much more specifically (eg. towards supervisors of a container terminal CFS).

The Unit materials are based on best international practice; this is ensured by the employment of acknowledged subject matter experts (SME's) to assist in developing materials, and by basing the PDP approach on the ILO's standards and guidelines on the health, safety and welfare of portworkers. Throughout the Programme, the intention is to provide not just a series of "how to do it" checklists but simple explanations and descriptions of the reasons for processes, procedures and practices - the "why do it". The aim is to create the right motivation to adopt best practices through understanding, with benefits to organisational efficiency and personal safety.

3. The PDP Units

The basic component of the PDP system is the instructional Unit. This is presented in the form of a ring-binder containing an instructor's text, a set of overhead projector transparencies (OHP) and a set of master sheets for photocopying - worksheets for class exercises and question sheets for a post Unit test. Each ring-binder is enclosed, for protection, in a slip case in which it should be kept when not actually in use.

The intention is that each set of Unit materials should be as complete and self contained as possible, with almost everything that the instructor might need included in the binder. However, it is acknowledged that the materials often require supplementation for various reasons; it is impracticable to include bulky practical materials, for example, or models and similar objects. In such cases, the Unit gives instructions and advice on how these materials might be obtained or developed by the instructor. It is also beneficial for the centrally prepared and necessarily generalized materials (eg. sample documents) to be supported by actual examples of these types of materials collected from the trainees' own port or terminal, and for illustrations to be supplemented by photographs and/or video tape recordings of local equivalents. These add considerably to trainee understanding and also, by bringing general descriptions to the trainees doorstep, as it were, increasing motivation and understanding of the need for acquiring new skills and knowledge.

3.1 The Instructors Text

Each text has two distinct parts:-

A lesson plan, which sets out the course of the lesson, step-by-step, with all the relevant information and complete suggestions on how the information may be presented.

The bulk of the text is taken up by the lesson plan, presented in a series of progressive linked sections. Each section of the plan is arranged as a sequence of topic segments referred to as "activity steps", consisting of some form of instructional activity, almost always with trainee participation, and the technical information and explanation relating to that activity.

3.2 The Overhead Transparencies

Each Unit binder contains a set of about 50 coloured overhead projector transparencies mounted in clear, protective envelopes (flip-frames). Instructors are expected to show specially prepared transparencies to supplement the set provided so that trainees can see versions of local documents or procedures.

Instructors may also need to prepare their own text or diagram transparencies for some Units, either to communicate additional information or translate textural information as presented in the provided transparencies in the language or dialect spoken by particular groups of trainees.

Example Unit P.3.1 Example Unit C.2.1

3.3 Worksheets

Each Unit also contains a set of "worksheets" for use in exercises. The exercises built into each Unit are an extremely important element of the learning experience. They are the opportunities for individual trainees to put into practice what they have been learning about, to discover new ideas for themselves, and to practice co-operative working with their colleagues. The exercises include a variety of different sorts of activities, from calculations and problem solving to role-play and simulations and inquires and report writing, from practical handling of gear and equipment to working group discussions on principles and procedures.

3.4 Test Papers

The test is an integral part of the learning process (through the post-test de-briefing, for example) and a means of evaluating how effectively the Unit content has been presented. Achievement of each behavioural objective is assessed by means of a set of dichotomous or multiple choice questions contained in a test paper for each Unit. The masters for the worksheets and test papers are protected by being laminated and should withstand many photocopyings.

3.5 Development of Instructor Training Materials

Training materials and guidance notes for the use of instructors have been prepared in parallel with the learning Units. A handbook has been prepared for PDP instructors explaining the nature, form and structure of the PDP materials, and suggesting how to plan, schedule, prepare, present, assess and evaluate PDP instructional sessions. A very important part of this handbook is a section giving advice on how instructors can assemble the Units into a scheme of training for a particular trainee. Selection of Units must be based firmly on job descriptions and employment history, as well as on individual abilities. The PDP instructors will use the handbook not only as an initial preparatory and explanatory text but also as a reference book, to be consulted regularly as a source of advice and assistance.

Despite the comprehensive nature of the learning Units it is unrealistic to expect that port instructors can present the PDP materials without some instruction themselves. As part of the PDP pilot project a set of materials has been developed specifically for use in an instructor training course. These materials serve a dual purpose. Initially they will be used to train the National Co-ordinators and the Chief Instructors and subsequently used by them to train that countries' instructors.

4. IMPLEMENTATION OF PDP

4.1 The Institutional Framework

From the earliest stage of formulation of the Programme, the ILO recognized that the long term effectiveness and usage of distributed, prepared materials depends to a very large extent on their application within a firm, supportive institutional framework. To that end, PDP has been designed to consist of an expanding library of materials for local use, and a standardized organisational structure to provide assistance, training and encouragement to the port, terminal or training centre based instructors. Within each participating country, the PDP system framework is built on the participation of three categories of providers:

a National Co-ordinator

two or more Chief Instructors and

the instructors who are responsible for presenting the training materials.

Each of them have a distinct role:-

National Co-ordinator

Chief Instructors

Instructors

Instructors also have responsibilities for collecting and presenting additional materials of local interest and relevance and, where appropriate, translation of materials into local languages or dialects; the Chief Instructors will provide assistance if necessary. The Instructors are also responsible for setting up and arranging practical work, visits to operational areas and participation in particular sessions with local subject experts. The latter might include port managers, supervisors and foremen, port security staff, fire service officers, container freight station staff, etc.

The foregoing describes the typical PDP framework as envisaged by the ILO. If the PDP Units are presented and used outside that context, for example in centres not part of a country-wide PDP system, it is strongly recommended that a team approach be adopted in order to share responsibilities and to provide mutual support, assistance and encouragement when organising, preparing and presenting instructional sessions.

4.2 Training the National Staff

Instructors need to be trained locally and this task rests with the National Co-ordinator and Chief Instructors. In each country where the PDP material is introduced the National Co-ordinator and Chief Instructors should receive appropriate organisational, technical and pedagogical training. As part of the pilot project, referred to previously, a two week course was arranged in Mombasa, Kenya for the two National Co-ordinators and eight Chief Instructors selected from the two participating countries. This training covered the objectives, structure and content of PDP as well as the organisational, communicative and instructional skills the National Co-ordinators and Chief Instructors require for the training of local Instructors.

Immediately after their training the National Co-ordinators and Chief Instructors should plan and prepare training courses for local instructors. Potential instructors will need to be selected (from middle managers and supervisors, particularly within cargo handling operations in ports, but also from among existing port training staff) and a course of two weeks duration conducted for training Instructors.

4.3 Government and Port Authority Support

One of the major obstacles to the establishment of sound manpower development and training schemes in developing countries is the low priority afforded and the lack of resources devoted to this function by some governments. A similar lack of practical support can also be observed among some senior port managers who operates inadequate facilities and unsufficient budget. The result could be that many employees attach not enough importance to training; and dangerous, inefficient and outdated practices could develop. It is essential for the success of PDP that human resource development is recognized as a vitally important responsibility of senior management and that portworker training is given priority in a clear career development and promotional pattern.

The lack of interest in portworker training is often aggravated by organisational and institutional arrangements, with portworkers in one port doing basically similar jobs, organized or employed by separate bodies, including port authorities, public or private stevedoring companies and statutory labour boards. With the inevitable lack of co-operation between these bodies, there is a strong risk that none of them accepts responsibility for training. Training should be recognized as a vital port function and assurances should be sought that proper training will be provided for all employees. A campaign to promote portworker training and to focus on the benefits of allocating greater resources to manpower development, is an integral part of the Programme.

In the implementation phase of PDP the ILO will provide further advice on portworker training schemes and advise on the type and scale of training facilitates, equipment and other resources required. In this first stage of implementation it is important to establish the environment and conditions for portworker training. The primary objective is to explain the PDP scheme, how this fits into the ILO's technical assistance policy, and how to contribute to improved port efficiency , portworkers working conditions and to portworker training and career developments.

4.4 Worldwide implementation of the PDP

The PDP training materials are available, under licencing arrangements, to countries, ports and port training institutions having the capacity to use the materials effectively or wishing to develop such a capacity. The ILO can also provide technical assistance to those who wish to develop the necessary framework for the effective use of PDP.

The following Port training centres or organizations have acquired the PDP training materials:

TEMPO, Port of Rotterdam Consulting, Rotterdam. Netherlands;
Shipping and Transport College, Rotterdam, Netherlands;
Hongkong International Terminals, Hongkong;
PORTNET Academy, South African Ports Organisation, Ports of Durban, Cape Town and Port Elizabeth, South Africa;
Port Louis, Mauritius;
Sri Lanka Ports Authority, Colombo, Sri Lanka;
Johore Port Training and Development Centre, Johore, Malaysia;
Papua New Guinea Harbours Board, Port Moresby, Papua New Guinea; and
Republic of Korea.

In South Africa, Mauritius and Sri Lanka the ILO is providing technical assistance to develop the necessary framework for the effective use of PDP. PDP materials are seen as more than a training project - they represent free consultancy and advice since the materials constitute a comprehensive manual on how to manage and supervise container terminal operations.

Requests for implementation of PDP have been received from ports in the Phillippines and the Caribbean.

The translation into Spanish of PDP is being undertaken under a German Technical Cooperation Agency (GTZ) project. The Spanish version of PDP will be implemented in countries of South and Central America.

CONTACT FOR FURTHER INFORMATION:

MARIT,
Sectoral Activities Department,
International Labour Office,
4, route des Morillons,
CH-1211 Geneva 22 -- Switzerland
Telephone:(41.22) 799-7501
Fax: (41.22) 799-7050
E-Mail: marit@ilo.org

For further information, please contact the Sectoral Activities Department (SECTOR) at Tel: +41.22.799.7513, Fax: +41.22.799.7296 or email: sector@ilo.org

This page was created by RP/PL. It was approved by DA/OdVR. It was last updated Thur, 13 Jan 2000