Arnis Bankovičs, Ieva Ivaņinoka, Andris Jansons


essential high-risk professions component is non-technical skills - human cognitive and social skill set. These skills gets and are integrated together with technical skills. This paper is discussed in the context of the three groups - cognitive skills, social skills and personal resource management skills. Each group includes important non-technical skills, without which high-risk professions would be unable to achieve the objectives and fulfill the tasks excellently. One of the following professions is ship navigator. It is believed that these skills are actual direct performance of their duties and non-technical skills are good performance to characterized "the perfect ship navigator." Skills gap arises because insufficient attention is paid to this problem, and due to this the young ship navigators performance is affected negative. This paper aims to describe and analyze the current situation in the preparation of the young ship navigators and compare them with experienced captains results. For performing the tasks was used complex methods to analyze and assess the desired and the real situation in this profession.


cognitive skills; learning process; non-technical skills; social skills; personal resources management skills

Full Text:



Eiropas komisija (2012). Paziņojums “Izglītības pārvērtēšana – ieguldījums prasmēs labāku sociālekonomisko rezultātu sasniegšanai”/* COM/2012/0669 final */

Firsts J., Robiņa I., Bunne V. (2015). Atmiņa kā kognitīvo spēju moduļa sastāvdaļa.

Rīgas 1.medicīnas koledža

Flin R., Maran N.(2015). Basic concepts for crew resource management and non-technical skills. Industrial Psychology Research Centre, University of Aberdeen, King's College, Old Aberdeen; Department of Anaesthetics, Royal Infirmary of Edinburgh.

Flin R., Martin L., Goeters K.M.,Hörmann H.J.,Amalberti R.,Valot C., Nijhuis H.(2003).

Development of the NOTECHS (non-technical skills) system for assessing pilots’ CRM skills. Ashgate Publishing.

Garleja R, Vidnere M. (2000). Psiholoģijas un sociālās uzvedības aspekti ekonomikā. Rīga, RAKA, 264 lpp.

Hetherington C., Flin R., Mearns K. (2006). Safety in shipping: The human elemen.

Klampfer B., Flin R., Helmreich R. L., Häusler R., Sexton B., Fletcher G., Field P., Staender S., Lauche K., Dieckmann P., Amacher A. (2001). Enhancing performance in high risk environments: Recommendations for the use of Behavioural Markers. Swissair Training Centre.

Kupše S., Sietniece I., Brālītis V., Dubkēvičs L. (2002). Saskarsme. Rīga, Jumava, 296lpp

Latvijas Republikas Ministru kabinets. (2010). Ministru kabineta noteikumi Nr.461 ”Noteikumi par Profesiju klasifikatoru, profesijai atbilstošiem pamatuzdevumiem un kvalifikācijas pamatprasībām un Profesiju klasifikatora lietošanas un aktualizēšanas kārtību”

Moffat S.,Crichton M. (2015). Investigating Non-Technical Skills through team behavioral markers in oil and gas simulation-based exercises. Procedia Manufacturing 3 (2015) 1241 – 1247

O’Connor P.,Long M. W. (2011). The development of a prototype behavioral marker system for US Navy officers of the deck. U.S. Navy reasearch, University of Nebraska -Lincoln

Saeed F., Wall A, Roberts C., Riahi R., Bury A. (2016). A proposed quantitative methodology for the evaluation of the effectiveness of Human Element, Leadership and Management (HELM) training in the UK. Springer, IAMU section article.

Schulz C., Endsley R., Kochs E., Gelb A.W.,Klaus J. Wagner K.J. (2013). Situation Awareness in Anesthesia: Concept and Research. Anesthesiology 3 2013, Vol.118, 729–742.

Tuckman B. (1965). Bruce Tuckman’s Team Development Model. Psychological Bulletin 63 Vine J.S., Moore J.L., Wilson M.R. (2016). An Integrative Framework of Stress, Attention,

and Visuomotor Performance. Frontiers in Psychology, Volume 7, Article 1671.



  • There are currently no refbacks.