Beyond the Tick Box: Turning Training into Competence

A perfect policy on paper means very little if a crew cannot execute it safely in the middle of the ocean.

As the maritime industry undergoes rapid changes, from new green fuels to advanced digital technologies, the gap between what is written in a regulation and what happens on a vessel is widening. The demands on our seafarers continue to evolve at breakneck speed. New fuels, complex vessels, and changing regulatory requirements are constantly creating new competency needs.

This is why the IMO theme for 2026–2027, From Policy to Practice: Powering Maritime Excellence, arrives at such a critical moment. Having spent over 25 years navigating the complexities of maritime learning and operations, I have seen firsthand that having the right policy is only part of the picture. True excellence comes from turning that policy into real, measurable competence at sea.

Ditching the One-Size-Fits-All Approach

People learn in different ways. Some respond well to reading or listening, while others benefit from seeing something demonstrated, practising a task or working through a realistic scenario. Rather than relying on a single approach, we have an opportunity to use different learning techniques to help people understand, retain and apply knowledge.

This becomes particularly important in safety-critical situations. Knowing the protocol for enclosed space entry is essential, but true competence is about mastering human factors under stress. Over half of enclosed space fatalities occur during frantic, uncoordinated rescue attempts. Competence means having the psychological readiness and practical skill to assess a crisis, communicate clearly and counter natural human instinct with trained protocols.

Bridging the Competency Gap via Immersive Learning

Immersive learning provides a powerful bridge over this training gap. By placing learners into a simulated operational environment, it allows them to safely work through real-world scenarios, make decisions and practice their responses. It moves learning beyond simply describing what should happen and gives seafarers a space to experience what applying that knowledge feels like.

With today’s technology, this is now an affordable and accessible reality. Mintra’s new immersive courses are designed around this philosophy and bridge the application gap, shifting the focus away from expensive specialised, shore-bound VR equipment. Mintra’s Incident Investigation and Enclosed Space Entry and Rescue courses can run offline and leverage 3D simulations on standard laptops, bringing high-fidelity training straight to the crews in the environments where they live and work.

Accessibility is key to driving real industry change. Making this type of learning accessible through standard technology means it can become part of a wider learning programme rather than something reserved for a dedicated training facility.

The same principle applies more broadly to the way we approach competence. Classroom learning, digital modules, practical drills, and immersive simulations all have a vital role to play. The right strategy always depends on what someone needs to learn and, more importantly, what they will be expected to do with that knowledge in a crisis.

As the maritime landscape shifts under the weight of new fuels and technologies, compliance alone can no longer be our baseline safety net. We must think past the minimum training requirements and focus heavily on how we enable our crews to genuinely understand, practice, and retain their skills.

The transition from policy to practice ultimately depends on people being able to turn knowledge into action. True maritime excellence demands that we move beyond the tick-box. We must ensure competence is no longer just a certificate on a wall, but a vital skill proven in practice when it matters most.