Requirements for IMCA-approved

ROV introductory training courses

IMCA R002 – Rev. 4.9
March 2025
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IMCA R002 – Rev. 4.9

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Version History
Date Reason Revision
March 2025 Addition of Appendix 4 – IMCA Guide to Live Online Training Rev. 4.9
November 2024 Removed Sole use of Class 1 & 2A from training equipment, reworded Sec. 4.0 Rev. 4.8
September 2024 Itemised simulator components added, and changed section 10 to appendix 1 Rev. 4.7
July 2024 Requirements for hybrid training delivery amended in Section 4 and to section Rev. 4.6
10 tables
February 2024 Online training removed from options Rev. 4.5
August 2023 Minor revision to Section 10 tables Rev. 4.4
June 2023 Minor update to Section 5.1 Rev. 4.3
February 2023 Minor revision to Section 10 tables Rev. 4.2
January 2023 Section 10 – Updated guidance on evidence portfolio requirements Rev. 4.1
November 2022 Restructured to reflect IMCA G010 and training course approval scheme Rev. 4
July 1996 Initial publication

© IMCA
Requirements for IMCA-approved ROV introductory training courses

Table of Contents

1 Introduction ...............................................................................................................4
2 Purpose of Course ......................................................................................................5
3 Course Approval .........................................................................................................6
3.1 Oversight ..............................................................................................................................6
3.2 Eligibility ...............................................................................................................................6
3.3 Application and Assessment Process ...................................................................................6
3.4 On-site Auditing Arrangements ...........................................................................................6
4 Course Format ............................................................................................................8
5 Admission Requirements for Trainees.........................................................................9
5.1 Academic Qualifications and Industrial Experience ............................................................9
5.2 Recommended Personal Attributes.....................................................................................9
5.3 Medical Certification, Survival Training and Travel Requirements ...................................10
6 Learning Objectives and Course Syllabus................................................................... 11
6.1 Learning Objectives............................................................................................................11
6.2 Minimum Required Syllabus ..............................................................................................11
7 Facilities, Course Equipment and Student Materials .................................................. 15
7.1 Course Facilities – In-Person and Hybrid Courses..............................................................15
7.2 Supporting Materials .........................................................................................................15
8 Course Instructors .................................................................................................... 16
9 Trainee Assessment and Certification ....................................................................... 17
9.1 Assessment ........................................................................................................................17
9.2 IMCA-Recognised Certification ..........................................................................................17
10 References ............................................................................................................... 18
Appendix 1 – Evidence Portfolio ....................................................................................... 19
Appendix 2 – Simulator Portfolio ..................................................................................... 22
Appendix 3 – Example Trainee Certificate ........................................................................ 24
Appendix 4 – IMCA Guide to Live Online Training ............................................................. 25

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 Requirements for IMCA-approved ROV introductory training courses

1 Introduction
This document sets out guidance on the provision of ROV introductory training courses, including the
process for training providers to apply for IMCA approval of their courses and recognition of certificates
issued to successful trainees.

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Requirements for IMCA-approved ROV introductory training courses

2 Purpose of Course
The course set out in this document is designed as introductory training for those personnel joining
the offshore ROV industry who meet the relevant entry-level training requirements set out in
Section 5.

This document provides an outline syllabus that can be adopted (and expanded, as appropriate) by
companies and/or training establishments training new entrants to the industry, to enable a structured
career path as detailed in the learning objectives contained in this document.

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 Requirements for IMCA-approved ROV introductory training courses

3 Course Approval
IMCA offers approval of IMCA ROV Introductory Training courses, as set out in IMCA G010 IMCA
Training Course Approval Scheme (‘the scheme document’). Please refer to that document for details
on assessment and approval procedures.

3.1 Oversight

Requirements for this training course and its assessors are defined by the IMCA Remote
System & ROV Committee. The Chair of this committee is the designated point of appeal (see
section 4.6 of the scheme document).

3.2 Eligibility

Only members in the relevant Training Provider or Contractor (GCo/ICo/Co) categories are
eligible to provide IMCA-approved ROV Introductory Training courses.

It is a requirement of continued IMCA membership that any member offering ROV training
courses must apply for and be approved to run IMCA-approved ROV Introductory Training
courses.

As set out in the scheme document, organisations may apply for training course approval
whilst applying for IMCA membership, but neither will be granted until both are approved.
Consideration of the membership application will be held at the desktop assessment stage
until the training course assessment has been completed.

3.3 Application and Assessment Process

The application and assessment process for IMCA approval of a new course is set out in
section 4 of the scheme document.

Applicant training providers must complete the relevant training course application form and
must also submit a portfolio of evidence as set out in appendix 1 of this document.

The assessment and approval of new ROV Introductory Training courses will always require
both a desktop assessment and, as relevant to the course provided:
 for in-person courses, an on-site pilot course audit, and/or
 for hybrid training, remote assessment via videoconference or the online participation
of an IMCA assessor in a training course (in part or whole).

Courses approvals are subject to maintenance of IMCA membership and require three-yearly
revalidation, as set out in the scheme document.

3.4 On-site Auditing Arrangements

See also Section 4.4 of the scheme document.

During any on-site audit, representatives of IMCA will assess the training establishment’s
premises, administration process, learning management system, safety management system,
training facilities and other relevant aspects. The training establishment will be advised if the

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Requirements for IMCA-approved ROV introductory training courses

audit findings are unsatisfactory and appropriate feedback will be provided. A base room for
the assessor(s) must be made available.

A typical schedule of such a visit might be:

Day One
09:00 Staff introduction and tour of facilities
09:30 Begin audit/administrative assessment for course
12:00 Lunch
13:00 Complete administrative review
14:00 Classroom observation (theory session)
16:00 Finish audit first day

Day Two
09:00 Training aid review
09:30 Classroom observation (practical session)
11:00 Compile debrief
11:30 Debrief audit to training manager
12:00 Auditors depart

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 Requirements for IMCA-approved ROV introductory training courses

4 Course Format
This course can be offered in-person or as a hybrid course.

It is considered that actual flying and navigation practice using a real environment of class 2B and
above ROV’s can be of most value, but, since this is an introductory course, when this can not be done
for a verity of reasons then Class A Simulator training comes into its own. It will be delivered using
clients own class A simulators and software for navigation and flying instruction

As this is an introductory course which qualifies the successful participants to enter training as ROV
Pilot/Technician Grade II (R04) or ROV Tooling Technician Grade II (R14), as set out in
IMCA C005 Competence assurance and assessment: Remote Systems & ROV Division, refresher courses
are not considered necessary.

The course duration must be a minimum of 10 days and cover 20 hours of simulated or actual Class 2B
and above piloting or but may extend further depending how the course is delivered.

Course providers must monitor time spent on the simulator (in defined roles) and engagement with
the course material, before recording completion.

When applying for hybrid course delivery, course providers must also:
 ensure that trainee identities are verified when subscribing to a course and again when
commencing a course completion assessment
 monitor time spent on and engagement with the course material, such as ensuring software
windows are active for a minimum period before recording completion and restricting the fast-
forwarding or skipping of video content
 undertake remote invigilation/monitoring of the course completion assessment
 offer a facility to discuss the course content with a qualified instructor, such as a booking system
for video calls and/or online chat.

Evidence of the above must be included in the applicant’s submission for approval (or variation to an
existing approval).

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Requirements for IMCA-approved ROV introductory training courses

5 Admission Requirements for Trainees

Individuals who meet the requirements set out in Section 5.1 may be awarded an IMCA-recognised
ROV Introductory Training certificate on successful completion of the IMCA-approved course.

IMCA recommends that individuals who do not meet these criteria should not embark on an
independent path to gain entry to the offshore ROV industry (such as through this training) that would
involve personal expense. Individuals without these entry level qualifications attending an ROV
training course at a commercial training establishment would be very unlikely to meet the offshore
ROV industry’s competence requirements.

Training establishments may accept any individual onto an ROV Introductory Training course,
irrespective of background. However, if they do not meet the requirements set out in this section then
they are not eligible for an IMCA-recognised certificate. Course completion certificates for these
individuals must not make any reference to IMCA. No further details are provided in relation to
assessment and certification (Section 9) for such individuals.

5.1 Academic Qualifications and Industrial Experience

Trainees should meet one or more of the following requirements:

1) A nationally-recognised technical or trade qualification (military service qualification
and/or an appropriate level national vocational qualification is acceptable) completed in
one or more of the following subjects:
a) electrical
b) electronic
c) hydraulics
d) mechanics

and a minimum of three years’ technically relevant industrial experience (including any
accepted training period) in an appropriate discipline relating to the above subjects, which
should have been obtained within the previous four years.
2) A nationally recognised, higher (tertiary) academic qualification (not otherwise covered
above) in a relevant technical subject; plus a minimum of one year of technically
relevant industrial experience, which can be secured as a feature of the entry into the
ROV industry, i.e. a university graduate may go directly to a suitable establishment to
secure the minimum of one year of relevant industrial experience, which may be with
the employer.
3) In certain circumstances, candidates who do not meet the criteria above but have
extensive industrial experience, or an appropriate technical qualification or industrial
training course supported by evidence and references, may be acceptable (candidates in
this category to be confirmed in writing by IMCA).

5.2 Recommended Personal Attributes

The attributes and character traits desirable in potential ROV technicians and pilots, based on
the nature of the work environment in the ROV industry, include the following (individuals
should be expected to objectively demonstrate they possess them in sufficient quantities):

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 Requirements for IMCA-approved ROV introductory training courses

 a suitability to, and understanding of, the offshore environment and lifestyle, especially
with respect to being away from home and separated from family for lengthy periods
 enthusiasm for the industry and its future
 positive career aspirations
 evidence of being able to work in a small team
 good oral, written, numerical and communication skills in the required language (English
is the predominant language for ROV technical documentation of manufacturers and
suppliers)
 self-motivation
 a practical approach to problem solving
 spatial awareness (may be demonstrated using an ROV simulator)
 evidence of technical acumen
 ability to remain calm under pressure
 attention to detail.

The possession of these qualities may not necessarily be evident at first and companies may
need to engage with company or external HR professionals to design assessment schemes to
identify them in individuals. Companies will have different needs and priorities, but in general
they will want to select those candidates who can demonstrate the desire and acumen to work
in the ROV industry environment, and individuals should be expected to objectively
demonstrate they possess these adequately.

It is anticipated that personnel would be assessed at interview for these, and any other
attributes considered appropriate or required by the company. The interview process may
involve practical as well as theory assessments of ROV knowledge.

5.3 Medical Certification, Survival Training and Travel Requirements

In general, offshore workers must pass some form of recognised offshore medical examination
and individuals wishing to join the industry should be apprised of this requirement at the
earliest stage of their introduction to the industry. Any specific requirements put in place by
individual companies and some countries should comply with all applicable local, national, and
international regulations, including those required for travel.

It is highly recommended that personnel new to the ROV industry receive initial shore based
ROV familiarisation before their first trip offshore. This can be provided by an ROV contractor,
or alternatively by an appropriate training establishment.

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6 Learning Objectives and Course Syllabus

6.1 Learning Objectives

By the end of the course, students should be able to demonstrate the following:
 heath, safety, environment, and quality (HSEQ):
− awareness of the offshore industry codes of practice, legislation, and guidelines
− understanding of requirements for travelling to offshore sites by helicopter
− understanding of safety culture in the offshore industry
− electrical safety awareness and understanding of electrical isolations including lock
out/tag out systems
− understanding the dangers of high energy systems (electrical, pneumatic, or
hydraulic) and associated good safety awareness
− confidence to carry out task risk assessments (TRAs) and toolbox talks (TBTs) to
company requirements.
 industry:
− understanding of the oil and gas industry
− understanding of ROV business lines and associated requirements
− awareness of offshore life on various offshore worksites/vessels
− awareness of the offshore working environment of and the importance of
teamwork.
 operations:
− awareness of a trainee’s duties and their role in the ROV crew
− understanding of launch and recovery systems (LARS) and awareness of risks to
personal and equipment
− basic ROV piloting skills including navigation, station keeping, tracking, close visual
inspection, and tether management
− understanding of all appropriate documentation
− recognition of ROV system components
− awareness of company integrated management system (IMS)
− Awareness of contractual terms and operational impacts
− understanding of the importance of good communication
− understanding of ‘competence’.

6.2 Minimum Required Syllabus

The initial familiarisation course modules set out below set out the minimum content required
for IMCA approval but can be expanded or developed by ROV contractors and/or training
establishments to suit their specific requirements.

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 Requirements for IMCA-approved ROV introductory training courses

The aim of these modules is to introduce trainees to safety awareness, give an overview of the
industry and to set out basic information on the background on the ROV systems that they
may encounter.

6.2.1 Module 1 – Health, Safety, Environment and Quality (HSEQ)

This should include a range of subjects on HSEQ encountered in ROV operations and
should cover each topic in sufficient depth for trainees to have a basic or ‘outline’
appreciation of each as follows:
 personal safety awareness
 travel arrangements/crew changes/visas
 regional security issues
 personal protective equipment (PPE), upkeep and replacement
 offshore hazard identification and risk assessment
 task-specific risk assessment (TRA)
 toolbox talks
 management of change
 permit-to-work (PTW) systems
 working at height
 manual handling
 safe working practices on offshore installations, facilities, and vessels, with
special reference to ROV operations – including awareness of high voltage (HV)
electrical circuits and high pressure (HP) hydraulic systems
 safe workshop practice
 company accident reporting arrangements
 relevant safety legislation and guidance
 company quality assurance and control (QA/QC) standards
 emergency response procedures
 environmental protection.

6.2.2 Module 2 – ROV Industry

This should provide an overview of typical offshore operations, installations, facilities,

and vessels (for ROV operations). It should cover the characteristics and appearance
of the various types of installation or vessels and the kind of operations, other than
ROV activities, conducted from each type.

It should also include instruction on the operational hazards encountered at the

different locations and worksites, such as hydrocarbon gas, hydrogen sulphide,
equipment movement, high pressure equipment and restricted areas.

It should also include an overview of the respective roles of the personnel working at
these locations/facilities, including the vessel master (captain), offshore installation

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Requirements for IMCA-approved ROV introductory training courses

manager (OIM), client representative, tool pusher, offshore medic, radio officer,
safety officer, safety representative, etc.

The module should cover the installations, facilities and vessel types used within ROV
operations, including but not limited to:
 fixed platforms/jackets
 floating production vessels
 semi-submersibles, drilling rigs/ships and support vessels
 jack-up drilling rigs
 pipelay barges
 DP vessels and anchored vessels
 trenching (pipeline, flowline, submarine, and power) support
 dive support vessels (DSVs)
 ROV survey/support vessels
 construction barges (heavy lift vessels)
 offshore renewables industry
 offshore mining industry
 rock dumping vessels.

6.2.3 Module 3 – Background and Introduction to ROV System Operation

This module should include:

 The use of ROV systems and tools, tasks they can perform, how they have
developed and typical ROV operations to include, but not limited to:
− piloting to include station keeping, close visual inspection and tether
management
− launch and recovery – where practical, students should be given the
opportunity to launch and recover an operational ROV
− ROV tooling and sensor fits – it is preferable that an operational ROV
system and ancillary support equipment should be available for
demonstration purposes
− drill support
− platform inspection
− pipeline inspection
− intervention
− survey
− trenching (plough and ROV)
− construction.

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 Requirements for IMCA-approved ROV introductory training courses

 The different classification of ROV systems as detailed within IMCA R004

Guidance for the safe and efficient operation of remotely operated vehicles and
the limitations that may be inherent within these classifications
 Duties of the members of an ROV crew including typical qualifications and
competence of the ROV crew based on:
− the class of the ROV system
− team size and roles
− responsibilities of each member of the team.
 Maintenance and operation of lifting equipment:
− rigging/slinging arrangements
− awareness of defects
− awareness of the certification requirements for shackles and other (loose)
rigging and lifting equipment
− roles of slingers/banksmen
− hazards and risk assessment procedures.

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7 Facilities, Course Equipment and Student Materials

7.1 Course Facilities – In-Person and Hybrid Courses

For in-person courses, it is expected that appropriate training aids will be available to
demonstrate the various equipment which the students are expected to recognise and
identify. Videos of the equipment, in use, can be used to demonstrate operation and control
functions if the equipment is not able to be demonstrated live.

Whilst using an active Class 2B and above ROV system for navigation and flying familiarisation
is acceptable, an ROV Class A simulator system may be used in lieu to demonstrate and
practice these actions.

For a hybrid course it is anticipated that the basic knowledge will be presented online and then
supported by an in-person element which will re-emphasise the knowledge learnt and
demonstrate the physical equipment.

7.2 Supporting Materials

Irrespective of the delivery method, trainees should be provided with copies of high-quality
presentations, downloads, handouts, and examination preparation materials, to ensure that
they are able to prepare thoroughly for an end of course examination, ultimately to ensure
that the students hold the requisite knowledge prior to entering the offshore ROV industry.

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 Requirements for IMCA-approved ROV introductory training courses

8 Course Instructors
Training providers should ensure their training staff meet the following requirements.

All trainers and examiners must have a sound knowledge of offshore ROV operations. It should also be
evident that all training staff have maintained currency, either through continuing professional
development (CPD) or ongoing field experience.

All instructors need to be approved by IMCA in advance. In addition, where a change in a member of
training or assessing staff is proposed, the CV of the new applicant along with 3 x 3 min video’s of the
trainer teaching content from the course should be forwarded to IMCA for review at least two weeks
before he/she is used on the programme.

It is recommended that instructors have undertaken some form of teaching/training course or

qualification, but this is not mandatory.

The training establishment will need to ensure that there are sufficient trainers and examiners to carry
out the planned programme.

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9 Trainee Assessment and Certification

9.1 Assessment

The course will be knowledge-based. During the course, learning may be assessed practically,
verbally or by questionnaire.

There will be a formal examination at the end of the course. The method of examination will
enable the candidate to demonstrate that they have achieved the necessary learning
objectives for the course.

Examinations such as multiple-choice questionnaires, descriptive essays, practical simulation

scenarios or a combination of such will be acceptable. IMCA recommends a minimum
50 questions and a pass mark of 70% for the final exam.

9.2 IMCA-Recognised Certification

For those successfully completing the course and eligible for IMCA-recognised certification
(see Section 5), the training provider is to issue a certificate showing an expiry date two years
from the final day of the training course.

The front of the course completion certification should include the following information:
 certificate number (unique to the training provider)
 trainee name (full legal name as it appears on photographic ID – e.g. passport)
 trainee date of birth (used to distinguish between individuals with the same name)
 date of issue
 details of issuing body – name, issuing person (name, role and signature) and seal.
 details of the Manager or senior Instructor – name, role and signature.

The back of the course completion certificate should list the main course contents.

The certificate should also refer to the IMCA verification portal ([Link]
[Link]/certification/verification/) – see the scheme document for details on submission of
trainee data to IMCA for this purpose.

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 Requirements for IMCA-approved ROV introductory training courses

10 References
 IMCA C005 – Guidance on competence assurance and assessment: Remote systems & ROV
division
 IMCA G010 – IMCA assessment procedure for training course approval
 IMCA R004 – The safe and efficient operation of remotely operated vehicles
 IMCA R010 – Guidance on module outlines for ROV-related training courses

For more information, please contact [Link]@[Link].

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Appendix 1 – Evidence Portfolio

Applicants for approval of ROV Introductory Training courses must submit a portfolio containing the
following evidence of being able to operate in accordance with the requirements of this document and
the IMCA Training Course Approval scheme.

Section 1
1.1 Course Administration Requirements/Arrangements
Details of the course administration requirements/arrangements:
What are the minimum requirements for accepting potential candidates?
1.1.1 Provide evidence of your compliance with documentary evidence obtained from
two recent candidates.
1.1.2 Are potential candidates made aware of the medical and safety training requirements
which may be necessary to enter offshore employment?
1.1.3 How is your course conducted? Face to face or hybrid?
1.2 Details on your Previous Experience Providing Courses for the ROV Industry
1.2.1 List courses provided now and show if face to face or hybrid.
1.3 Detailed Course Programmes
(to fully cover the syllabus set out in IMCA C005, Section 6)
1.3.1 Provide a copy of your training syllabus used. Give details of how you cover the following
in your course (this can be a link showing where in the presentation this has been covered,
i.e. [Link]-slide 4).
1.3.2 Explain/demonstrate an integrated management system (IMS) to demonstrate use,
function and records.
1.3.3 Explain/demonstrate a typical contract and highlight the impact operational issues may
have on the contractual obligations.
1.3.4 Explain/demonstrate typical ROV crew positions, numbers and roles and responsibilities.
1.3.5 Explain/demonstrate various operational ROVs, and work scopes – survey, inspection,
construction, etc.
1.3.6 Explain/demonstrate the various types of vessels and platforms, vehicle types, work
scopes, working routines and conditions which may be encountered offshore.
1.3.7 Explain/demonstrate the principles and need for a robust competence system as laid
down in IMCA C005.
1.3.8 Explain/demonstrate the need and benefit of keeping the appropriate logbooks for
recording piloting hours and work experience and how these may be used for progressing
their career and how, in conjunction with competence records and CPD records future
jobs may be more easily gained.
1.3.9 Explain/demonstrate safety management processes such as PTW, HSW, ACOPS, stop work,
helicopter and boat transfers, safe systems of work, international, national, and local legal
considerations, etc.
1.3.10 Explain/demonstrate electrical safety, LOTO and stored energy devices awareness?
1.3.11 Explain/demonstrate what LARS safety training do you focus on and how?
1.4 Documentation Supplied to Students
1.4.1 Details of documentation supplied to students, including any course textbooks and notes
used or online content available.
1.5 Example Assessments
1.5.1 Details of the practical example assessments and exercises together with the assessment
sheets and marking guides.
1.5.2 Copies of course quizzes and the final course examination(s).

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 Requirements for IMCA-approved ROV introductory training courses

Section 1
1.6 CVs of Proposed Trainers/Assessors
1.6.1 CVs of proposed trainers/assessors, including copies of all relevant certificates (see
Section 8) including their names and particulars of their ROV experience.
1.6.2 Evidence of currency, either through continuing professional development (CPD) or
ongoing field experience, should also be provided (if applicable).
1.7 Risk Assessments
1.7.1 Supply RA for all training activities together with details of how the identified risks are
managed to a level as low as reasonably practicable (ALARP).
1.7.2 Provide practical training scenarios, such as task risk assessments, toolbox talk exercises
and any emergency exercises carried out during training.
1.8 Insurance
1.8.1 Confirmation that appropriate insurance is in place (yes or no).
1.8.2 Provide copies of relevant insurance certificates.
1.9 Site/Induction
1.9.1 Supply safety briefing details given to all trainees.
1.10 List of the Training Aids
1.10.1 Supply a detailed list of the training and auxiliary support equipment aids for the course
that trainees have access to.
1.10.2 Describe what facilities do you have for basic flying training – pool, lake quarry etc. – and
supply photos.
1.10.3 What ROV sensors are fitted to the vehicle to demonstrate use and function?
1.11 School’s Course Completion Certificate
1.11.1 Supply a copy of the school’s course completion certificate template (one for non-
accredited, i.e. current, and one designed for accredited course should you be successful).

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For each location for which approval is sought:

Section 2
2.1 Proposed Course Venue
2.1.1 Supply details on the proposed course venue(s) including: name and address; a
description of the type of premises to be used (e.g. training rooms in own establishment,
simulator, etc).
2.1.2 Supply an indication on the anticipated source(s) and numbers of trainees per course,
together with the number of courses planned for each year.
2.1.3 Supply details of the proposed class A Simulator.
2.1.4 Supply details on the simulator software version
2.1.5 Supply details of the simulator training used on the programme.
2.1.6 Supply details on the proposed assessment process that cover all components in the Class
A Simulator Portfolio (Appendix 2).

Where approval is being sought for hybrid delivery (see Section 4), the following additional evidence
must also be submitted:

Section 3
3.1 Hybrid Course – Additional Evidence Must Be Submitted:
3.1.1 Supply details on the proposed method of hybrid delivery.
3.1.2 Supply details on the equipment and facilities to be used by the course instructor(s).
3.1.3 Supply a description of the support available to trainees during and following the course
(this can be a link to any online content).
3.1.4 Supply a copy from at least two candidates, to show company identity/prerequisite
verification process has been followed by the training provider.
3.1.5 Supply details on the proposed assessment and invigilation platform.

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 Requirements for IMCA-approved ROV introductory training courses

Appendix 2 – Simulator Portfolio

ROV Class A Simulator Audit Finding
Are the simulator stations/chairs/controllers housed in a separate room with light-dimming ability
Does simulator room have adequate heating and cooling facilities
Does simulator have suitable chair with back and head rest, arm supports
Does the simulator have twin controls, Pilot and Navigator/ Manip Operator
Does the simulator have at least two screens per station or quad/split screen availability to show all cameras
Does simulator have communications station or radios (for bridge/LARS/SURVEY /instructor scenarios)
Simulator creates an accurate visual representation with at least 4 available test scenarios
Sonar generation-considering position, orientation, frequency and range on a typical Interface
Navigation data-altimeter/depth displayed on screen
Is the Instructor station/screen separate and not viewed by those training (with 3D view)
Selectable views, ROV (front, rear, bullet) TMS (winch, latches) manipulator (wrist)
Environmental realism corrects for current/sea state, seafloor interaction, turbidity
Collision detection and response
Pilot can dim or turn off lights
Pilot can select autos (heading/depth/alt)
Sonar can be adjusted in scenarios to locate items
Altimeter and depth changes correctly with respect to seafloor/ ROV movement or position
Heave interaction
Interactive seabed

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ROV Class A Simulator Audit Finding

Dynamic tether (also showing turns and length out)
Tether can be winched in/out by pilot
ROV can be docked and released from TMS
Functioning (5) manipulator (looks and behaves like the manipulator it represents)
Functioning (7) manipulator (looks and behaves like the manipulator it represents)
Each manipulator is operated through hardware controls (equivalent to offshore)
ROV equipment functionality (P&T) (pay in/out)
Fault scenarios available
Simulator & Trainer Details
Simulator name/type used as part of ROV training (incl. software version)
Trainer/Instructor details associated with this approval request
Example copy of training framework (C014 section A1-3)
Example of pilot log /hours used by company
Example of company completion of training certificate (with two signatures)

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Appendix 3 – Example Trainee Certificate

Below is a template for providers’ own certificates issued to successful trainees who meet the
admission requirements set out in Section 5.

[Training provider branding]

Certificate of ROV Introductory Training

Recognised by IMCA – The International Marine Contractors Association

Issued by: [Training Provider] Certificate number: [012345]

[Training Provider Details]

Issued to:
[Full legal name, as per photographic ID]
Date of birth:
[Date]

[Seal of training provider]

[Signature]
[Name and title of Trainer] Date of issue: [Date]

[Signature]
[Name and title/position of senior signatory] Date of issue: [Date]

This training has been provided in accordance with IMCA R002 – Requirements for IMCA-Approved ROV
Introductory Training Courses.
To verify the authenticity of this certificate, please visit [Link]

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Appendix 4 – IMCA Guide to Live Online Training

This document provides a comprehensive guide on setting up and running a live online training session,
detailing each step from planning to delivery.

It should be read alongside IMCA C001 Guidance on Competence Assurance, Assessment and
Verification and in particular section 4.2.2 The Assessment Process.
 Planning the Session Plan your online training session as you would any other, considering
target audience, session aim, and learning outcomes. Sessions should be 1-2 hours long, with
breaks if necessary.
 Choosing a Platform Select a suitable webinar platform based on your needs, such as Zoom,
Microsoft Teams, Google Hangouts, or a Webinar. Consider functionality and accessibility.
 Booking Management Use a booking management system to handle registrations and
automate confirmation emails. Ensure participants join early to check their technology.
 Promoting the Course Promote your course through social media, email lists, relevant groups,
your website, and marketing tools if you have a budget.
 Testing Equipment Ensure all equipment, including camera, microphone, lighting, and
headphones, is tested and working properly before the session.
 Preparing Materials Prepare engaging materials, use animations to reveal information
gradually, and ensure all resources are easily accessible to participants.
 Preparing Yourself Dress comfortably, ensure your workspace is tidy, and be ready early to
manage any last-minute issues.
 Running the Session Enjoy the session, use varied tones, smile, and engage with participants. Be
prepared for questions and take regular breaks for longer sessions. Follow up with participants
after the session.
 Avoiding common issues with online training Use engaging content and consider
multimodality. Earn the learner’s trust.

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Appendix Table of Contents

A4-1 Plan your online training session .................................................................................................27

A4-2 Online Webinar Platforms............................................................................................................27
A4-3 Use a booking management system ............................................................................................27
A4-4 Promote your online training course ...........................................................................................28
A4-5 Test your equipment and software..............................................................................................28
A4-6 Prepare your materials ................................................................................................................28
A4-7 Prepare yourself ...........................................................................................................................29
A4-8 Material Delivery..........................................................................................................................29
A4-8.1 Moderator .......................................................................................................................29
A4-8.2 Recording ........................................................................................................................30
A4-9 Common challenges to online courses and overcoming them ....................................................30
A4-9.1 Lack of Non-verbal cues ..................................................................................................30
A4-9.2 Multimodality ..................................................................................................................30
A4-9.3 Distracted Learners .........................................................................................................30
A4-9.4 Gaining Learners’ Confidence .........................................................................................30
A4-10 Closing Tips...................................................................................................................................30
Related Guidance ...................................................................................................................................31

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A4-1 Plan your online training session

You can plan your online training session in the same way you would plan for any other training session;
decide upon the target audience, the aim of the session and the learning outcomes.

Online training sessions are usually 1-2 hours in length, any longer than that can be challenging without
a break from the screen. If your session is naturally longer, consider breaking it up into smaller sessions
to deliver as a series instead.

You’ll need to plan:

 Your course materials, slideshow, videos and other resources
 Any practical or participative learning activities to include in the session
 How you will visually engage learners
 Additional time for questions and discussion
 How to evaluate the session
 For your participants – check they have access to the platform and suitable equipment
 Designate an online moderator – You should have a second instructor (or Moderator) to
support your session. See section A4-8.1.

A4-2 Online Webinar Platforms

Most professionals are familiar with video calling and attending online sessions, but you’ll want to
choose a tool that’s accessible to as many people as possible.

The platform you choose depends on what functionality you need to run your course. Multimodality
is an important consideration for ensuring engagement with your content. Interactive whiteboards,
breakout rooms and private chats are all options to consider when choosing a platform.

Zoom – Zoom has an additional ‘webinar’ add on that includes extra functionality such as breakout
rooms. You may require a paid account with Zoom to host your full class.

Microsoft Teams – This is a good option for internal training where all team members are already part
of your Teams Channels. Many trainers choose Microsoft Teams if they already have an Office 365
subscription which has Teams included.

Other platforms are available with varying features. For example, Google and Goto Webinar. Conduct
some research as to the most suitable for the training you are delivering.

A4-3 Use a booking management system

If your course is ‘open access’ or open for anyone to drop-in, then you can skip this section.

If you’re offering a way for learners to register on your course before it starts, you’ll need to have a
booking management system setup before accepting bookings. This could be as simple as taking
bookings by email and entering their names into a spreadsheet however there are automated systems
available.

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It is good practice to setup an automatic email that is sent to everyone confirming their booking with
a link to join. It is useful to request all attendees join at least 5 minutes before the start of the session
so you can check their technology is working correctly.

A4-4 Promote your online training course

You should promote your course to your network and potential audience including:
 Send it to your existing email list.
 Share it across your Social Media platforms.
 Tag relevant accounts when sharing across Social Media.
 Add it to your website, with a clear call-to-action and booking link.
 Add it to your email signature.
 Create promotional images and videos to market the course.

A4-5 Test your equipment and software

You’ll want to make sure that all your equipment is working. For a professionally presented webinar,
you’ll need:
 A camera –Make sure your camera is positioned properly showing your face clearly. Depending
on how your office is set up, you may need a tripod too.
 A microphone – External microphones are widely available to enhance the quality of the audio
to ensure engagement from your attendees. For added quality, a ‘pop filter’ will filter out harsh
sounds and some soundproofing can be added to the space.
 Good lighting – Natural lighting works best and ensure the light source is in front of you. For a
professional webinar and consistent lighting, a studio light or ring light can be very effective.
 Headphones – During conversational parts of your meeting, headphones can minimise audio
feedback between participants.
 Audio Playback - If you’re planning to play videos, make sure your meeting platform is setup to
share the sound of the video.

It’s best practice to test everything beforehand to ensure a professional session.

A4-6 Prepare your materials

Preparing materials for an online training session is different than an in-person course as you are
competing with individuals’ local distractions. You can prepare your materials in such a way to keep
people engaged with the course content.

If you’re using a presentation or slide deck, ensure that you’ve got 1 key message per slide using
imagery. It is advisable to limit the information on the slide by using subtle animations to ‘reveal’ points
as you introduce them.

Use active learning, e.g. researching, reflecting, collaborating to keep learners motivated.

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For breakout sessions and practical activity, make sure you explain everything very clearly to learners.
You might be using a shared online whiteboard in place of flipchart paper, or you could split
participants up into smaller groups for discussion.

Consider how you’re going to make the materials available after the course, save everything as a PDF
and create a downloadable link you can send to learners. If there are any templates, bookmarks or
other resources that you share with learners, make sure they’re all included in a single link to make it
as easy as possible to access.

Prepare any feedback and evaluation forms for issue.

Discuss the content of the course with your designated moderator.

Any choices made for the course setup should be documented in your session plan.

A4-7 Prepare yourself

Wear comfortable clothes and prepare yourself so that you feel comfortable on camera. You’ll also
want to make sure your workspace is tidy and clear.

It’s a good idea to be online for your session 15 minutes early, so you have time to open all the files
you need on your computer, check the camera view for participants and equipment to be used.

You’ll most likely have a waiting room where you must manually ‘admit’ people into the session.

A4-8 Material Delivery

These are some notes for the delivery of your course content:
 Limit the length of the presenting time – encourage the use of other tools during the session to
enhance engagement.
 Use varied vocal tones to keep attendees engaged.
 Demonstrate enthusiasm - Maintain eye contact with the camera and smile while speaking. This
approach can create the impression that you are addressing each individual personally, which
may help maintain engagement during an online session.
 Have natural breaks – Sessions should be 1-2 hours in length with some short breaks scheduled
in between sessions. From a wellbeing perspective, it is encouraged to take regular breaks from
the screen to prevent eye strain, headaches and muscle aches. It also gives people a chance to
reflect on any points made so far. Aim for a 5-10 minute break for every hour of course content.

A4-8.1 Moderator

Your designated moderator should be an appropriate colleague who is familiar with the course content
and aims. Their role is to ensure compliance to your live session rules and confirm participants are
engaging with the material. The moderator can also support the content of the session by prompting
discussion, managing attendees questions and supporting breakout sessions.

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A4-8.2 Recording

Recording the session is vital as this provides the evidence that all participants were present
throughout the whole course and that IMCA rules were followed. Permission must always be sought
from all those attending that they are happy for you to record the session and inform them that it will
only be for IMCA audit purposes and not distributed to any outside Parties.

A4-9 Common challenges to online courses and overcoming them

A4-9.1 Lack of Non-verbal cues

In a virtual classroom, instructors can't see learners' non-verbal cues. They can't tell if a learner is
introverted, focused on observing, or not engaged. The best approach is to encourage participation
and ensure open communication, so learners feel comfortable asking questions during the session.
The Moderator can support this during the session.

A4-9.2 Multimodality

Multimodality is a major challenge in virtual learning because different people learn in different ways.
In physical classrooms, instructors can easily adapt by using the whiteboard and responding to
learners. However, virtual classrooms limit these options, especially if the platform lacks multimodality
support. To address this, use a platform that supports multimodality and when appropriate, utilise
those tools (whiteboard, break out rooms, quizzes etc).

A4-9.3 Distracted Learners

This is a common issue with online learning. To solve these problems, instructors should make theory-
based content fun and interactive. They can use virtual breakrooms, group discussions, and polls
during training sessions.

A4-9.4 Gaining Learners’ Confidence

Every instructor encounters the challenge of gaining learners' confidence, whether teaching in a
traditional or virtual classroom. Establishing trust is essential to fostering an environment that
promotes effective knowledge transfer. Instructors must make additional efforts to connect with
learners, ensuring they feel comfortable and view the instructor as a reliable source for their queries.

To facilitate interaction in a virtual setting, instructors can provide their professional credentials at the
beginning of the course. They can also supply their professional email address to learners, encouraging
them to reach out with any questions. By responding promptly, instructors can build trust, making
learners more inclined to seek assistance and enhance their skills in the future.

A4-10 Closing Tips

Here are some final tips to help you run a successful online course:
 Prepare some question prompts – If there’s little or no activity in the post learning discussion, it
is useful to have prepared a few prompts you can use to ask participants for input. Your
moderator can assist with this.

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 Evaluate and follow up – ensure any feedback and evaluation forms are mentioned at the end
of the course. Consider sending a follow up email a few days later with a personal message.

Related Guidance
 IN 1468 – The role of the assessor and verifier
 IMCA C001 Guidance on competence assurance, assessment and verification

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