IQT Review Stakeholder Review, July 2025
Dear IQT-Trainers and Committees members, As part of our review of the IQT Training Standard, your feedback to the standard and specifically to the changes described below will be highly appreciated. Your feedback could focus on: - The adjusted content and suggestions for further topics; - Module durations and ways of delivery; - Suggestions to how GWO can support training providers in extending their scope with IQT and IQTX; - other feedback to support meaningful instructor development and governance in GWO
The IQT Review work group
The work group has reviewed the IQT standard, and based on survey results, incoming comments, experiences and lessons learned from IQT deliveries, the work group has decided the following adjustments of the IQT standard to cover the detected learning needs
IQT Standard Change overview
Main changes to the IQT module Learning activities are removed to an annex, so that each IQT and IQTX lesson will consist of: Lesson heading, lesson aim, and learning objectives. This is done to provide flexibility for IQT- Trainers to design their own relevant learning activities Main changes to the IQTX module Main changes: A mandatory teach-back session with assessment criteria is added, and the aim and content are adjusted to strengthen the focus on student-centred activities, feedback, and coaching of practical training scenarios. Due to the teach back session, the trainer: participant ratio is now 1:6 for teach backs Participants, who must be experienced instructors, will be assessed against the IQT assessment criteria. The argument for this is, that the IQTX and the IQT – ref. Requirements for Training ver. 15 – gives authorisation to join the GWO Instructor Qualification Process
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Main changes to the IQTT Module The IQTT overall learning objectives (the Big Seven) are an increased and expanded reflection of the overall IQT learning objectives with emphasise on the IQT-Trainer role. This ensures a progressional alignment between the IQT, IQTX and IQTT syllabuses The five days program is adjusted based on lessons learned from previous IQTT courses. Maintenance and prevention of pedagogical skills fade is to be decided. The work group is recommending a three-year cycle to maintain the IQT-Trainer certification
Detailed overview of changes and adjustments in the IQT Training Standard
Terms and Definitions Definitions of the following terms and concepts are adjusted: Concept of Active listening added to increase clarity of the concept
Evaluation removed. The use of the term “assessment” is more representational of what is referred to in the standard compared to evaluation. Decision is based on definitions outlined by ISO 29993 Concept of Self Reflection as a learning tool is added to increase clarity of the concept throughout the standard Teacher Roles definition updated to increase clarity of the concept Definition of the concepts of teaching and Training – in their use in the IQT standard 5. General requirements for the IQT Standard New section 5.4 GWO IQT Assessment Requirements, that clarifies the mandatory assessment forms needed for each module, and where guidance and forms can be found in the standard annexes 6. Using this standard to develop training
6.1 Learning and transfer - Enhances emphasis on learning transfer to be embedded in all training efforts 6.2 Trainer’s toolbox – two topics added: Catch Up and Learning Reflections. The two topics has been transferred from IQT day one to be every-day-actions in the modules
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Detailed change overview of the IQT module
Section / Lesson
Change
Reason for change
IQT-Trainers are trained to design relevant learning activities that meet the learning objectives aligned with the taxonomy. Prescribed learning activities do not align with the IQT-Trainers‘ competences
Full IQT Module
Learning activities (Instructor shall/Participants shall) are moved from the lessons into an annex as suggestions and support for the IQT- Trainer New Element 1.5 Reflection Tools added and learning objective added regarding reflection tools
Lesson 1 Introduction to the Training
Emphasize using reflection as a tool throughout the standard
Lesson 6 Learning Styles
Learning activity updated to include incorporating different learning styles
Increase clarity and alignment with learning objectives
Former Lesson 7 Reflection
Lesson heading removed. Content relocated to 6.2 Trainers Toolbox
Enhances alignment and flow of standard
Former Lesson 8 Catch up
Lesson heading removed. Content relocated to 6.2 Trainers Toolbox
Enhances alignment and flow of standard
Lesson 12 Learning Processes Basic
Further elaborates on how the instructor can monitor participants' learning
Learning Activity added
Lesson 20 Feedback
Aim of the Lesson updated to ensure participants understand the purpose, principles, and methods of giving and receiving constructive feedback Lesson heading removed, content relocated and aligned in the Trainers Toolbox
Increase clarity in using the concept of feedback, and how to apply effective feedback
Former Lesson 21 Catch Up
Enhances alignment and flow of standard
Lesson 24 Learning activities and teaching methods
Aim of the lesson and learning objectives updated and learning activities added
Re-focus and clarify content to enhance the use of teaching strategies and methodologies
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Lesson 25 Digital Learning Tools
Aim of lesson updated and learning objectives added
Ensures standard is updated with modern tools and creates guidance on how to use digital tools in training settings
Lesson 26 Active Listening
Aim of the lesson updated with using active listening as a learning and feedback tool
Clarifies the aim of the lesson and enhances alignment with the aim and the learning objectives
Lesson 27 Assessment Strategy
Lesson name changed to Assessment. Aim of the lesson updated and learning objectives added
Clarifies use of summative versus formative assessment
Lesson 30 Conflict Management
Learning objective added to apply strategies for resolving conflicts
Increase clarity of the lesson learning outcomes
Lesson 31 Learning Transfer and Fidelity
Lesson aim updated and learning activity added with relationship between learning transfer and fidelity
Enhances emphasis on learning transfer and imbedding different fidelity levels in designing training
Detailed change overview of the IQTX module
Section / Lesson
Change
Reason for change
8.1 Aims and Objectives for the IQTX Module: 5 overall module learning objectives added
Aligned with IQT module learning objectives (the Big Five) can provide clarity of aim of the IQTX Module Adding alternative routes if 1000 hours cannot be met, and guidance for alternative assessing pre-requisites will be added. This decision is to reduce the possible
IQTX, section 8
8.3 Participant Prerequisites: Alternative options for pre-requisites of 1000 hours of GWO teaching experience or similar teaching experience are added
IQTX, section 8
exclusion of eligible IQTX participants without GWO experience.
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Lesson 1, Introduction to the workshop Lesson 2, Introduction to the training
Lesson name changed to just Lesson 1, Introduction
Increased readability and alignment with content.
Element 2.7-Human factors list expanded to add Cultural Awareness
Addresses cultural awareness as a human factor when instructing in varying backgrounds In order to early in the training emphasize the basic importance of alignment between learning objectives, activities and assessment Emphasize didactical factors when planning training materials early in the module
Added as a new lesson-3-Instructional Design Part 1- Alignment Triangle
New Lesson 3
Content from Lesson 17- Didactical considerations moved to Lesson 4. New Lesson 4 name: Instructional Design Part 2-Didactical Considerations Aim of lesson updated and overall learning objectives of the lesson is added. Learning Activity reworded and updated
Lesson 4
Lesson 4-Adult learning Part 2, learning process and approach
Better alignment between headings, objectives and activities and overly academic wording reduced and made clear
Lesson 7- Learning Reflections
Element 7.1 Didactical tools heading removed and content moved to lesson 7 content, Element 7.2 Preparation and Self-studies removed
Increase alignment with lesson headings, aim and learning objectives. Furthermore, the reflection activity is an every-day activity – not only to be done end of day Increase simplicity and alignment with lesson headings, aim and learning objectives. Furthermore, the catch-up activity is an everyday activity
Lesson 8- Catch up
Lesson 8- Catch up Learning activities moved to the annex and heading deleted
Lesson 9 GWO Taxonomy Framework concepts and 10 GWO Taxonomy,
Lesson 9 and 10 merged to GWO Taxonomy Framework and Renamed to Taxonomy Framework, Concepts, Learning Domains and Levels
Enhance readability and ease of use
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Learning Domains
Lesson 11 Assessment tools, questions styles
Renamed to Lesson 11 Questions Styles. Added reference to small fact- card on the Active Listening principles in the annexe added. Reference added of Karl Tomm further developed in explaining question types Renamed Lesson 12 – Assessment. Learning objectives and activities added for the concepts of formative and summative assessment
Enhance alignment and use of terminology of active listening and easier to understand question types
Enhance and clarify terminology of concepts of assessment and link to feedback lesson
New Lesson 12
Lesson 12 - Digital Learning tools
Aim of the lesson updates, along with learning objectives and activities
Ensures standard is updated to modern and relevant learning tools and creates guidance on how to use such tools Enhance and align use of feedback terminology and increase readability
Lesson 13 - Feedback
Learning objectives updated to include choosing relevant feedback structure and the existing learning objectives clarified Learning reflections and catch-up lessons removed. Content in Lesson 7 and 8.
Lesson 14 Learning
Enhance and alignment of headings, learning objectives and activities and increased readability and flow
reflections and Lesson 15 Catch Up
New Lesson- Teach Back
Teach back lesson added (35-45 min pr participant)
Enhance use of teach back in IQTX module as a necessary way to assess the experienced instructors Alignment of headings, aim, learning objectives and activities and increased readability and flow
Lesson 17- Didactical Considerations and Instructional Design
Lesson heading removed, content relocated and aligned in the New Lesson 4-Instruction Design Part 2- Didactical Considerations
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Detailed change overview of the IQTT module
Section / Lesson
Change
Reason for change
9.1 Aims and Objectives for the IQTT Module
Introduction text revised and overall learning objectives updated (the Big Seven)
Align with IQTT module overall learning objectives and provide clearer aim of IQTT Module
9.3 Participants Assessment
Revised Assessment criteria form in annex
Enhanced readability. Participants assessment is now based on the “Big Seven” with sub observation topics aligned with lessons learning objectives Clarifies the prerequisite and need to complete the Gap analysis form, designed specifically for a potential IQTT participant Clarify participant ratio of the teach back session for IQTT – the 1:6 ratio for teach backs is to ensure, that teach backs with relevant feedback and reflections will not exceed one training day Enhanced clarity of the didactical considerations and improved readability
Section 9.4 Participants' Prerequisites
Wording revised and point added: Where an IQT or IQTX training record is not held, a gap analysis using the GWO Instructor Qualification Assessment Form must be conducted, and relevant identified gap training planned and conducted Workshop Session renamed to Theory session, ratio remains unchanged. Teach back session added with a ratio of 1:6
9.5 IQTT Module Participant Ratio
9.6 Didactical Considerations for the IQTT Workshop 9.7 Detailed Description of the IQTT Module
In the heading name, Workshop is replaced with Module. Wording revised
Improve understanding of key topics in the IQTT syllabus and increase readability and understanding of the IQTT module
IQTT Program overview: Overall topics and learning objectives from IQTT syllabus that must be addressed are added. This will include: GWO Taxonomy, Feedback, Assessment, Instructor self-evaluation and development, and general adult learning theory. Planning and delivering teach backs are also added to the program overview
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