The document presents a strategy for developing management and leadership skills of maritime management level officers (MLOs). It identifies the current and future challenges MLOs face, including issues with their professional image, shortage of personnel, and lack of career development programs. It analyzes the knowledge and skills MLOs need to address these challenges, and finds they need more development in human relations and conceptual/strategic skills than the technical skills focused on in most recent training programs. It also finds gaps between the importance of different types of intelligence for MLOs and their current competence levels. The document concludes with recommendations for improving MLO training, evaluation, and development.

1. EAGLE360EAGLE360
A Management & LeadershipA Management & Leadership
Development Strategy forDevelopment Strategy for
Maritime Management LevelMaritime Management Level
OfficersOfficers
EExperientialxperiential
AAssessment &ssessment &
GGuide foruide for
LLeadershipeadership
EEffectivenessffectiveness
A Dissertation Presented toA Dissertation Presented to
The Faculty of the Graduate School ofThe Faculty of the Graduate School of
The International Academy of Management and EconomicsThe International Academy of Management and Economics
Adviser : Dr Nerza A. RebustesAdviser : Dr Nerza A. Rebustes
Researcher : Juanito J. GegajoResearcher : Juanito J. Gegajo
08 October 200908 October 2009

2. TITLE : EAGLE360 – A Management &
Leadership Development
Strategy for Maritime
Management Level Officers
RESEARCHER : JUANITO J. GEGAJO
DEGREE : Doctor of Philosophy
(Major in Management)
SCHOOL : INTERNATIONAL ACADEMY
OF MANAGEMENT AND
ECONOMICS
ADVISER : NERZA A. REBUSTES, Ph. D.
2

3. 3

4. AbstractAbstract
The goalgoal of this research work is to create an effective
strategystrategy and frameworkframework that will serve as a foundation
and guide for the management & leadershipmanagement & leadership
developmentdevelopment of maritime management level officers
(MLO) who are the top officers onboard maritime vessels
navigating the world’s vast oceans.
This begins with identifying the current and future
management challengesmanagement challenges of MLOs, determining the
knowledge and skills neededknowledge and skills needed to overcome such
challenges, verifying the focus of recent programsfocus of recent programs for
MLOs, determining howhow these training & development
programs are evaluatedevaluated, reviewing & utilizing globally
accepted approachesapproaches on management & leadership
developmentdevelopment, and then creating a new strategicnew strategic
development solutiondevelopment solution, responsive to current needs and
environment. 4

5. ResearchResearch
ObjectivesObjectives
Create a strategy for MLOs’ M&L developmentCreate a strategy for MLOs’ M&L development
Begin by looking at problems & challengesBegin by looking at problems & challenges
Identify needed skills & knowledgeIdentify needed skills & knowledge
Assess current programs for MLOsAssess current programs for MLOs
Link created solution with today & tomorrowLink created solution with today & tomorrowLink created solution with today & tomorrowLink created solution with today & tomorrow

6. MLOs represent the highest levels of responsibility
onboard marine vessels. In this group are the
Captain, the Chief Officer,Captain, the Chief Officer, thethe ChiefChief
Engineer,Engineer, and the Second EngineerSecond Engineer. They
are highly scientific experts in navigation,
nautical science, maritime safety, or marine
engineering.
Entrusted with highly technicalhighly technical roles &
tremendous responsibilities to take charge of
multibillion-dollar vessels, cargo, and
passengers at the open waters, the training and
licensing procedures for this high paying, top
level professions are intense and demanding in
terms of time, energy, skills, and money. 6

7. To achieve this level of expertise and professional recognition
for the maritime industry, training begins at the college levelbegins at the college level
where the students are referred to as ‘marine cadets’. The
approach is paramilitaryparamilitary. Most of these students are
scholarsscholars of shipping companies who want to get and
prepare these students for work with their companies.
Those who are not scholars find it extremely difficult to get
an apprenticeship assignment after two years of college
education.
The scholars, on their third year of college, already go onboard
as ‘apprenticesapprentices’ for one year on the vessels owned by their
sponsors, receiving an average monthly allowance of US$US$
700700. On their 4th
year, they return to school to complete and
earn their bachelor’s degree, either as one of the deck or
engine crew.
7

8. To become a Management Level Officer, the graduating
cadet has to earnearn a certain number of years of
experienceexperience at sea, take various professional, licensing
examsexams, and get a promotionpromotion for various lower levels of
positions or ranks until he becomes a Captain or a
Chief Engineer. How they become MLOs or the generic
beginnings of these MLOs can be a subject of another
study.
This one presents a strategy for further enhancing the
continuing management & leadership skills
development of existing MLOs in the Philippines, in
response to current problems and in anticipation to
future challenges.
8

9. BackgroundBackground
9

10. 10

11. 11

12. 12

13. Conceptual Framework
13

14. Problem Key PointsProblem Key Points
Evaluation
of
Evaluation
of
Program
s
Program
s
Attended
Attended
Focus of Programs
Focus of Programs
Attended
Attended
Four Dimensions
Four Dimensions
of Intelligence
of Intelligence
Types of Skills &
Types of Skills &
Knowledge
KnowledgeNeeded
Needed Current & Future
Current & Future
Challenges
Challenges
360 Degree
360 DegreeAssessment
Assessment

15. Statement of the ProblemStatement of the Problem
1.1. What is the profile of the respondents (MLOs)?What is the profile of the respondents (MLOs)?
2.2. What management & leadership challenges doWhat management & leadership challenges do
they face today and the next 10 years?they face today and the next 10 years?
3.3. What types of new knowledge & skills do theyWhat types of new knowledge & skills do they
need to possess or develop in preparing toneed to possess or develop in preparing to
overcome these challenges?overcome these challenges?
4.4. How important are the 4 dimensions ofHow important are the 4 dimensions of
intelligence in facing these challenges and inintelligence in facing these challenges and in
what level are they now in each dimension?what level are they now in each dimension?
15

16. Statement of the ProblemStatement of the Problem
5.5. In terms of ratio, how many percent of theIn terms of ratio, how many percent of the
programs they attended in the recent 12 monthsprograms they attended in the recent 12 months
were focused on preparing them to meet suchwere focused on preparing them to meet such
challenges?challenges?
6.6. What areas of the training were evaluated &What areas of the training were evaluated &
what tools were used to determine thewhat tools were used to determine the
effectiveness of the programs they haveeffectiveness of the programs they have
attended?attended?
7.7. What are their perceptions & feelings towardsWhat are their perceptions & feelings towards
multi-rater assessment for management &multi-rater assessment for management &
leadership development?leadership development?
16

17. Research SignificanceResearch Significance
17

18. Research Methods
The research design used was the descriptive
method and Delphi technique using a structured
questionnaire for 126 respondents - key officers
from prominent private and government
maritime training centers.
Data was generated primarily from maritime
management level officers, such as captains,
chief mates, chief mates, and crewing
managers, maritime trainers, and other
seafaring officers. The selection was done
following the non-probability judgment
sampling, involving respondents in the best
position to give information. 18

19. 19

20. Research MethodsResearch Methods
Some of the respondents were participants in the coursesSome of the respondents were participants in the courses
and workshops conducted by this researcher at theand workshops conducted by this researcher at the
duration of the data gathering, coupled with interviewsduration of the data gathering, coupled with interviews
with key officers from prominent private andwith key officers from prominent private and
government maritime training centers.government maritime training centers.
Formal letters of request for interview were sent to keyFormal letters of request for interview were sent to key
individuals and representatives of regulatory bodiesindividuals and representatives of regulatory bodies
and national centers of maritime education. The lettersand national centers of maritime education. The letters
were followed up with phone calls to get anwere followed up with phone calls to get an
appointment, which was either a face-to-faceappointment, which was either a face-to-face
structured interview or a phone interview. Belowstructured interview or a phone interview. Below
represents a table for the respondents as primaryrepresents a table for the respondents as primary
sources of data.sources of data.
20

21. 21
How is training evaluated?How is training evaluated?
Level 4 – Business
Impact
Level 3 -
Workplace
ApplicationLevel 2 - Learning
Level 1 - Reaction
Four Levels
of Training
Evaluation

22. RespondentsRespondents
Respondents Captains
Chief
Officers
Chief
Engineers
2nd
Engineers
Total
PMMA 2 3 3 0 88
NMP 5 2 4 1 1212
MAAP 2 1 1 2 66
Wilhelmsem 8 5 9 2 2424
Odfjell/Idess 13 11 12 9 4545
NSCP 5 7 8 11 3131
TOTAL 3535 2929 3737 2525 126126
22

23. RespondentsRespondents
Countries of
Origin
Number
Philippines 92
China 9
Scotland 3
Norway 8
Ireland 2
New Zealand 3
India 9
Total 126
Age Bracket Number
30 – 35 9
36 – 40 26
41 – 45 38
46 – Above 53
Average Age 45
23

24. RespondentsRespondents
Educational
Level
Number
College 126
Masters 27
PhD 1
Years Of Sea
Experience
Number
Minimum 12
Maximum 35
Average 22.3
Ranks
Min
USD
Max
USD
Captains 9,341 11,120
Chief Engineers 8,405 10,301
Chief Officers 5,922 7,385
2nd
Engineers 5,730 6,290
Average 7,350 8,775
24

25. Summary ofSummary of
FindingsFindings

26. Most significant challenges that the maritime industry facesMost significant challenges that the maritime industry faces
today and the next 10 yearstoday and the next 10 years
• 69% of this group perceives that a significant challenge facing the69% of this group perceives that a significant challenge facing the
maritime industry today and the next 10 years falls undermaritime industry today and the next 10 years falls under industryindustry
image, shortage of personnel,image, shortage of personnel, andand lack of career developmentlack of career development
programs & succession planning.programs & succession planning. This is mentioned in variousThis is mentioned in various
related phrases such as:related phrases such as: training junior seafarers, creating positivetraining junior seafarers, creating positive
attitudes for greater responsibility,attitudes for greater responsibility, oror enhancing the image of theirenhancing the image of their
industry.industry.
• 31% say that31% say that increased workload as a result of new regulations andincreased workload as a result of new regulations and
greater operational demandsgreater operational demands pose a significant challenge to theirpose a significant challenge to their
industry today and the next 10 years.industry today and the next 10 years.
• There is concurrence among the more influential respondents whoThere is concurrence among the more influential respondents who
were interviewed that the biggest challenge includeswere interviewed that the biggest challenge includes developing adeveloping a
more positive image for the maritime industry so that new talentsmore positive image for the maritime industry so that new talents
can be attracted, developed, and retainedcan be attracted, developed, and retained..
Summary of FindingsSummary of Findings
26

27. Classification of Knowledge & Skills
Needed to Respond to these
Challenges
Summary of FindingsSummary of Findings
Classification of Organizational Skills &
Knowledge
Total
Weight
Given
Percent
Needed
Technical (maritime) knowledge & skills 83 7 %
Human (people relations) knowledge & skills 617 49 %
Conceptual (strategic or global) knowledge
& skills
560 44 %
Total 1260 100%
27

28. Number & Percentage of Programs
Attended in the Recent 12 Months
Summary of FindingsSummary of Findings
Focus of Training Total
Attended
Percent
Technical (maritime) knowledge & skills 173 68 %
Human (people relations) knowledge &
skills
64 25 %
Conceptual (strategic or global) knowledge
& skills
17 7 %
Total 254 100 %
28

29. Number & Percentage of Programs
Attended in the Recent 12 Months vs
NEEDED
Summary of FindingsSummary of Findings
Focus of Training Percentage
Attended
Percentage
NEEDED
Technical (maritime) knowledge & skills 68 % 7 %
Human (people relations) knowledge &
skills
25 % 49 %
Conceptual (strategic or global) knowledge
& skills
7 % 44 %
Total 100% 100%
29

30. Importance of the 4 Dimensions of
Intelligence in Facing Challenges &
Current Competence Level
Summary of FindingsSummary of Findings
Dimensions of Intelligence Imp Level Gap
Executive Intelligence (action-orientation, good
health habits, fatigue & stress management)
4.5 2.5 -2.0
Mental Intelligence (knowledge & skills, personal
learning initiatives, planning & visualizing)
4.1 3.2 -0.9
Emotional Intelligence (self-control, empathy,
coping with conflicts & interpersonal problems)
3.8 2.5 -1.3
Moral Intelligence (integrity, value-centeredness,
trustworthiness, reflective study & meditation)
3.1 2.0 -1.1
30

31. Evaluation Tools Used for Training
Programs Attended
Summary of FindingsSummary of Findings
Training Evaluation Levels & Methods Conducted Percent
Reaction (survey, questionnaire, interviews) 249 98%
Knowledge Gained (exams, role play,
simulations)
154 61 %
Workplace Application (on-the job
observation, apprenticeship, practical
implementation)
11 4 %
Results & Impact on Performance (increased
efficiency, time savings, higher safety record)
4 2 %
31

32. • Attitude towards Multi-rater Assessment
for Leadership & Management
Development
Summary of FindingsSummary of Findings
Multi-rater Assessment for Leadership
& Management Development
Perceived
Value
Industry
Readiness
Assessments by Superiors 5 5
Assessment by Peers 4.5 4
Assessment by Subordinates 3 2
Assessment by Customers & Others 3.5 2.5
32

33. Conclusions &Conclusions &
RecommendationsRecommendations

34. ConclusionsConclusions
1. The 3 biggest challenges facing MLOs
today & the next 10 years are --
 Their professional image
 The dwindling number of MLOs
working on board vessels
 The absence of career development
programs & comprehensive
succession planning
34

35. ConclusionsConclusions
2. To face these challenges, it is
important for MLOs to further develop
their human relationship skills and
conceptual, strategic thinking.
Specifically, they believe that in
importance, there are 49% and 44%
weights to develop skills in dealing
with people and conceptual/strategic
thinking, respectively.
35

36. ConclusionsConclusions
3. Ironically the programs they have
attended in the recent 12 months
are 68% centered on further
enhancing their technical
competence. With a mere 25 %
and 7% concentration of training
programs for developing people
skills and conceptual skills,
respectively.
36

37. ConclusionsConclusions
4. The programs they have attended are
evaluated only in terms of their reactions
(feeling and thinking about the
programs). Only about 60% are evaluated
for knowledge gained. A mere 4% were
evaluated on workplace application of
learning. And there is an insignificant
effort of 2% spent to determining if the
courses had any impact on work
performance.
37

38. ConclusionsConclusions
5. All 4 dimensions of intelligence are
important in facing current and future
challenges, but all of them also registered
gaps vs. current level of achievement. The
most important dimension is Executive
Intelligence, at 4.5. Observably, this same
dimension also is perceived as the one
with the widest gap, at -2.0, in terms of
current level of achievement.
38

39. ConclusionsConclusions
5…
This is followed by a gap of -1.3 for Emotional
Intelligence, which is the 3rd
most important
at a scale of 3.8. The second most important
dimension is Mental Intelligence, at 4.1, with
a gap of -0.9, representing the dimension
with the lowest gap. Moral Intelligence is
perceived to be only of average importance
at 3.1 level, with a gap of -1.1
39

40. ConclusionsConclusions
6. While the respondents think that feedback
from subordinates have average value
scale of 3 on their leadership and
management skills development, there is
Low Readiness for them, at the scale of 2,
in using this evaluation strategy. The
highest value of evaluation they perceive
is that one coming from their superiors,
upon which their readiness is of equal
scale of 5.
40

41. RecommendationsRecommendations
1. There is a need to prepare MLOs in facing their
current and future challenges by closing the gaps
in:
− The types of training programs developed &
conducted for MLOs. They need to develop
further skills in human relations and conceptual,
strategic thinking.
− The dimensions of intelligence that they need to
further develop. They need to increase their
executive intelligence, by being more action
oriented, developing good health habits, and
managing stress & fatigue better.
− It may also be important to revisit their view of
moral intelligence as only of average importance.
Integrity, value centeredness, and 41

42. RecommendationsRecommendations
2. Evaluating the effectiveness of
leadership & management development
programs need to be done more
efficiently. Whether they are effective
leaders and managers need to be
assessed up to the level and scenarios
where they are able to demonstrate their
leadership and management capabilities.
MLOs may further need to widen their
horizon on the value of multi-rater
assessment as one of the most effective
ways to determine leadership
effectiveness. 42

43. RecommendationsRecommendations
3. There is a need for a multi-rater
assessment, such as the 360º Experiential
Assessment & Guide for Leadership
Effectiveness (http//:www.eagle360.ph),
for this professional group. This program
can be done by all concerned assessors
online, confidentially, and anonymously. It
provides immediate feedback on an MLO’s
leadership effectiveness, and gives the
company an individualized and collective
view of the leadership profile of the MLOs
that they deploy on their billion-dollar
vessels around the world. 43

44. RecommendationsRecommendations
4. There is much room for improving the
current management and leadership
assessment and development programs
of maritime shipping and manning
companies. These include -
a. A corporate-driven, systems-based, and deliberate
collection of timely and anonymous feedback
b. Continuous reorientation of concerned individuals
on the process, delivery, and development value of
assessments
c. Personal or professional tools for follow-through
development program as a subsequent result of
findings from any assessment or evaluation
conducted, and
d. A collective effort from industry leaders to develop
a comprehensive management level course 44

45. RecommendationsRecommendations
5. As a governing body, the International5. As a governing body, the International
Maritime Organization, may need to furtherMaritime Organization, may need to further
define their vision of the ‘human element’define their vision of the ‘human element’
as multi-dimensional. The four dimensionsas multi-dimensional. The four dimensions
of intelligence can serve as the framework.of intelligence can serve as the framework.
For seafarers to quickly recall these criticalFor seafarers to quickly recall these critical
dimensions that they need to develop, theydimensions that they need to develop, they
may use the acronym SHIP for quick recall.may use the acronym SHIP for quick recall.
The table on the next slide helps represent it.The table on the next slide helps represent it.
45

46. RecommendationsRecommendations
For IMO to ConsiderFor IMO to Consider Popular KnowledgePopular Knowledge Stephen CoveyStephen Covey
SQ - Spiritual QuotientSQ - Spiritual Quotient Moral IntelligenceMoral Intelligence To leave a legacyTo leave a legacy
HQ - Heart QuotientHQ - Heart Quotient Emotional IntelligenceEmotional Intelligence To loveTo love
IQ – Intellectual QuotientIQ – Intellectual Quotient Intellectual QuotientIntellectual Quotient To learnTo learn
PQ – Physical QuotientPQ – Physical Quotient Executive IntelligenceExecutive Intelligence To liveTo live
46

47. IQHQ PQSQ
Continuous
Education
Personal Study
Learning by
Teaching &
Doing
Proactivity
Self-regulation
Empathy
Self-awareness
Action-
Orientation
Exercise &
Nutrition
Stress Mgt &
R&R
Integrity
Meaning
Purpose
Strategies ofStrategies of
AlignmentAlignment

48. Importance of DimensionsImportance of Dimensions
48

49. OverlappingOverlapping
DimensionsDimensions
49

50. RecommendationsRecommendations
PROFESSIONAL OUTPUTPROFESSIONAL OUTPUT
From this dissertation, this researcherFrom this dissertation, this researcher
has created a web-based 360°has created a web-based 360°
Experiential Assessment and Guide forExperiential Assessment and Guide for
Leadership Effectiveness (EAGLE360)Leadership Effectiveness (EAGLE360)
for maritime management levelfor maritime management level
officers, in partnership with NSCP, asofficers, in partnership with NSCP, as
the web-host and web-publisher. Thethe web-host and web-publisher. The
website has been developed and is nowwebsite has been developed and is now
active and available for viewing andactive and available for viewing and
usage on the web atusage on the web at
wwwwww..eagle360.pheagle360.ph ..
50

51. PeersPeers
SuperiorSuperior
OthersOthers
ClientsClients
Direct
Reports
Eagle 360Eagle 360

52. EAGLE 360EAGLE 360
In ActionIn Action

53. Sample View of theSample View of the
WebsiteWebsite
53

54. Sample View of the
Website
54

55. Sample View of the
Website
55

56. 56
Goals of Eagle360Goals of Eagle360

57. Thank you!

58. NSCPi Client Co
Eagle Orientation
Client PW/AC
Eagle Coordinator
List of Officers
& ObserversEagle360
Officers Listing
Release of PW/AC for
Officers& Observers
Eagle Orientation &
Distribution of PW/AC
Officers &
Observers
Eagle360
Website
Eagle360
Reports Posting
Eagle Officer’s
Profile Report
Leadership/Management
Development Planning
Coordinator’s Manual
1
2
3
Eagle360
Officers
Eagle360 Process Flow (1)
58

59. NSCPi Client CoEagle Orientation
Client PW/AC
Eagle Coordinator
List of Officers
& ObserversEagle360
Officers Listing
Orientation for Officers
& Observers
Release of PW/ACEagle360
Website
Eagle360
Reports Posting
Eagle Officer’s
Profile Report
Leadership/Management
Development Planning
Coordinator’s Manual
1 Eagle360
Officers
2
Eagle360 Process Flow (2)
59

60. Eagle360 Assessment
Contents
• Knowledge Check
Applied knowledge
Informative knowledge
• Leadership Experiential Assessment
Self
Superior (1)
Peers (2)
Subordinates (3)
60

61. Eagle360 Report Contents
• Knowledge Check
− Applied Knowledge : 100%
− Informative Knowledge: 100%
• Eagle360 Summary
• Definitions
• FAQs
61

62. Sample: Section Report
Dimensions RQ Level Self Others S vs RQ S vs Othr
SQ 4 5 2 -1 -3
HQ 3 4 4 1 -
IQ 5 3 4 2 1
PQ 4 4 2 - -2
62

63. Sample: Section Report
Dimensions SvRq SvO
SQ
HQ
IQ
PQ
Required Level
Self-Assessment
Other’s Assessment
63

64. Thank you!