Training systems
Instructor Qualification Training Standard
V2 DRAFT
Draft Publication date: 26 August 2025
Training systems
Instructor Qualification Standard / V2 DRAFT 2025-08-26_
CONTENTS
1. LIST OF ABBREVIATIONS .................................................................................................................................5
2. TERMS AND DEFINITIONS...............................................................................................................................5
3. CHANGE LOG ................................................................................................................................................. 14
4. SCOPE .............................................................................................................................................................20
5. GENERAL REQUIREMENTS FOR THE INSTRUCTOR QUALIFICATION STANDARD...................................21
5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9
Overview
21 21 21 21 22 23 23 23 24
Target Group
Aims and Objectives
GWO Instructor Qualification Standard Assessment Requirements
Duration of the Instructor Qualification Modules
Validity Period Course Codes
Participant Prerequisites
Trainer and Teacher Qualification Prerequisites
6. USING THIS STANDARD TO DEVELOP TRAINING .......................................................................................24
6.1 6.2
Facilitating Learning, and Enhancing Learning Transfer
25 26
Facilitating Reflection
7. MODULE 1 – INSTRUCTOR QUALIFICATION TRAINING (IQT) ....................................................................30
7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8
Aims and objectives for the IQT Module Core of the IQT: Teach Back Sessions
30 30 31 31 32 32 32 33
Participants Assessment
Duration of the Instructor Qualification Training Module Instructor Qualification Training Module Participant Ratio Equipment for the Instructor Qualification Training Module Instructor Qualification Training Module Timetable Detailed Description of the Instructor Qualification Training Module
Introduction to the Training.............................................................................................................. 33 Teach Back Session 1, Opening ....................................................................................................... 34 Adult Learning, Principles of Motivation........................................................................................... 35 Culture Awareness............................................................................................................................ 35 Communication, Body Language ..................................................................................................... 35 Learning Styles ................................................................................................................................. 36 Teach back Session 2 ....................................................................................................................... 36 Aims and Learning Objectives.......................................................................................................... 37
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Learning Objectives and Activities ................................................................................................... 37 Learning Processes, Basic ............................................................................................................... 37 Participants’ Experience, Part 1 ...................................................................................................... 37 Instructional Design ........................................................................................................................ 38 Instructor Preparation ..................................................................................................................... 38 GWO Taxonomy ............................................................................................................................. 38 Visual Training Aids ........................................................................................................................ 39 Organising Learning Activities........................................................................................................ 39 Teach Back Session 3 ..................................................................................................................... 39 Feedback ........................................................................................................................................ 40 Questions ....................................................................................................................................... 40 Participants Experience, Part 2 ....................................................................................................... 41 Teaching Methods and Teacher roles ............................................................................................ 41 Digital Learning Tools..................................................................................................................... 41 Active Listening .............................................................................................................................. 42 Assessment ..................................................................................................................................... 42 Teach Back Session 4 ..................................................................................................................... 43 Instructor Self-Evaluation And Development.................................................................................. 43 Conflict Management ..................................................................................................................... 44 Learning Transfer And Fidelity........................................................................................................ 44 Teach Back Session 5 ..................................................................................................................... 44 Training Review .............................................................................................................................. 45 Feedback Session ........................................................................................................................... 45
8. MODULE 2 – INSTRUCTOR QUALIFICATION CROSSOVER TRAINING (IQTX) ...........................................47
8.1 8.2 8.3 8.4 8.5
Aims and Objectives for the IQTX Module
47 47 47 48 48
Duration of the IQTX Module Participants Prerequisites IQTX Module Participant Ratio
Detailed description of the IQTX Module
Introduction ...................................................................................................................................... 48 Introduction To the Training............................................................................................................. 49 Instructional Design Part 1 – Alignment triangle .............................................................................. 51 Instructional Design Part 2 – Didactical Considerations ................................................................... 52 Adult Learning Part 1, Principles of Motivation ................................................................................ 52 Adult Learning Part 2, Learning Process and Approach ................................................................... 52 Learning Styles ................................................................................................................................. 53 Visual Learning Tools........................................................................................................................ 53 Learning Reflections ......................................................................................................................... 53 GWO Taxonomy Framework, Concepts, Learning Domains and Levels ........................................54 Question Styles............................................................................................................................... 54 Assesment ...................................................................................................................................... 54 Digital Learning Tools..................................................................................................................... 55
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Feedback ........................................................................................................................................ 55 Teach Back Session ........................................................................................................................ 55 Barriers to Learning ........................................................................................................................ 57 Training Review .............................................................................................................................. 57
9. MODULE 3 – INSTRUCTOR QUALIFICATION TRAINING TRAINER MODULE (IQTT) .................................59
9.1 9.2 9.3 9.4 9.5 9.6 9.7
Aims and Objectives for the IQTT Module
59 59 60 60 61 61 62
Duration of the IQTT Module Participants Assessment Participants’ Prerequisites IQTT Module Participant Ratio
Didactical Considerations for the IQTT Workshop Detailed Description of the IQTT Module
GWO Taxonomy ............................................................................................................................... 62 Feedback .......................................................................................................................................... 62 Assessment....................................................................................................................................... 62 Instructor Self-Evaluation and Development .................................................................................... 63
ANNEX 1 - IQ STANDARD LEARNING ACTIVITIES ....................................................................................................66
ANNEX 2 - EQUIPMENT LIST ......................................................................................................................................97
ANNEX 3 - VERSION HISTORY ....................................................................................................................................99
ANNEX 4 - PARTICIPANT PREPARATION LISTS.......................................................................................................100
ANNEX 5 - IQTT APPLICATION CRITERIA ................................................................................................................102
ANNEX 6 - PARCTICIPANT ASSESSMENT FORMS ..................................................................................................103
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1. LIST OF ABBREVIATIONS
GWO
Global Wind Organisation
IQT
Instructor Qualification Training
IQTT
Instructor Qualification Trainer Training
IQTX
Instructor Qualification Crossover Training
WINDA
GWO training record database
WTG
Wind Turbine Generator
2. TERMS AND DEFINITIONS
Term
Definition
Ability covers the capacity to act responsibly, safely, and independently or in cooperation with others to meet a challenge or to get the job done.
Ability
Ability contains the following aspects:
Application of knowledge and skills together with both personal and professional experience, attitude, and personal characteristics.
Ability also depends on the complexity of the cooperative situations in which one can engage, e.g. in familiar or unfamiliar situations, by one’s self or under supervision and instruction, alone or in cooperation with others as well as the degree of unpredictability and changeability in these contexts.
In relation to learning, ability covers the ability to take ownership for one’s learning and that of others
Action Verbs
Specific action verbs are indicative of a single taxonomic level. They demand specific learning activities so that participants can achieve a predetermined learning objective. During a learning activity the participant shall practise what the action verb indicates. Similarly, a participant’s ability to achieve a learning objective can be assessed by comparing the participant’s training performance with the appropriate action verbs. Training assessment shall be carried out while a participant is in action as well as at the end of a training
Active Listening Active listening is a communication skill that involves going beyond simply hearing the words that another person speaks but also seeking to understand the meaning and
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intent behind them. It requires being an active participant in the communication process.
Active listening techniques include:
1) being fully present in the conversation
2) showing interest by practising good eye contact
3) noticing (and using) non-verbal cues
4) asking open ended questions to encourage further responses
5) paraphrasing and reflecting back what has been said
6) listening to understand rather than to respond
7) withholding judgment and advice
8) clarifying unclear points
9) summarising the facts
10) verbalising emotions
Adult Learning Principles
Adult learning theories can positively impact adult learning experiences both in the classroom and on the job. The following characteristic are relevant:
1) adults need to know why they have to learn something - they must want to learn
2) adults need internal intrinsic motivation
3) adults have a self-concept of being responsible for their own decisions and constructions of experiences (experiential learning)
4) adults are a learning resource for their peers
5) adult learning is solution oriented Teaching according to adult learning principles calls for participant centred and participant involving learning activities, work related fidelity designs, a significant focus on intrinsic motivation and development oriented feedback. Further characteristics covered by the concept of teaching according to adult learning principles are: learning styles, instructional design and didactical considerations, communication skills and conflict management, cultural awareness, and learning transfer An aim describes what the intention of the activity/lesson/module is; why should resources be allocated to conduct the activity; what is the gain for the industry or for the course participant
Aim
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Andragogy is an approach to teaching that is geared toward adult learners. It is based on the assumption that adult learners are more self-directed, autonomous, and motivated to learn. Key characteristics of andragogy include: learner-centred with focus on the learners needs, experiences, and interests; self-directed learning, where adult learners take responsibility for their learning and set their own learning goals and pace; experiential learning (adults often learn best through experiences and problem-solving activities that are relevant for them); collaborative learning where interaction and collaboration among adult learners are encouraged to share experiences an learn from one another; and problem oriented learning that motivates because the learner can see the direct application and relevance of what is to learned. In conclusion, when teaching children or young students, a pedagogical approach is appropriate, with teacher-centred structured lessons, direct instruction, and regular assessment. However, when teaching adult learners, an andragogic approach may be more effective. These concepts are not mutually exclusive, and elements from both approaches can be combined to create effective teaching and learning experiences for learners of all ages The main focus of assessment is to collect data, track progress, and inform instructional decisions to support a student's learning journey. Assessment can be both formal and informal and may take various forms, such as: a. Formative assessment. This type of assessment is ongoing and occurs during the learning process. Its primary purpose is to provide feedback to both the student and the teacher, helping identify strengths and weaknesses and guiding instructional adjustments to enhance learning. b. Summative assessment. Summative assessments occur at the end of a specific period, such as a unit, semester, or school year. They aim to evaluate the overall learning outcomes and determine a student's level of achievement or proficiency. Summative assessment must be conducted in the same environment and structure as the related learning activities to ensure alignment between objective, activities and assessment Designing training programs based on the competence needed to fulfil a specific role or function or perform certain task/s. At course level it’s planning lessons based on the desired learning outcomes and taxonomical goals A daily, catch-up serves as an opportunity for participants and instructors to share updates, address questions or concerns, and ensure everyone is on the same page regarding the course material and objectives. The daily, catch-up may involve discussing completed assignments, upcoming tasks, reviewing concepts, providing clarifications, or engaging in interactive discussions to enhance the learning experience. It helps to foster communication, collaboration, and accountability among participants, ultimately supporting their learning journey throughout the course.
Andragogy
Assessment
Backwards Planning
Catch-up
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Coherence of the learning objectives (what ability we expect to observe in the end of training), the learning activities (what we do to reach the learning objectives) and the evaluation is essential. The purpose of alignment is partly to ensure that learning activities are designed and conducted to achieve the relevant learning objectives (directed by action verbs); partly to ensure coherence between the evaluation and the learning activities performed by the participants Didactic considerations are focused on reaching the learning objectives. Factors to be considered may include: learning content, facilities and conditions, evaluation and assessment strategy, available time, supportive activities and structures, participants prerequisites, participants preparedness and capabilities, culture and traditions, and motivation The aim of feedback is to reduce the gap between the participant´s current performance and a desired goal. Feedback is by far the most effective way to generate reflection and so learning.
Coherence
Didactic and Didactical Factors and Considerations
Feedback
Advice and examples of types of feedback in relation to taxonomic levels are described in the GWO Taxonomy Framework included in the GWO Requirements for Training
Fidelity
Fidelity is about creating training environments that are realistic and as similar to reality as possible. By focussing on creating fidelity in the training environment, the transfer of knowledge, skills, and abilities from the training situation to the actual work reality is facilitated. The level of fidelity should be a balance between, on the one hand, a supportive learning environment and, on the other hand, the need for realism in the learning situation. Therefore, fidelity may be lowered in learning activities at the basic learning levels, where the focus should be on both safety and a learning environment that supports the participants development.
When moving to the Intermediate or Advanced levels of learning, fidelity should be adjusted towards the actual work environment
Instructional Design
Simply put, instructional design is the creation of instructional materials and plan focused learning activities. Though this field goes beyond simply creating plans and teaching materials, it carefully considers how participants learn and what materials and methods will most effectively help individuals achieve their academic goals.
Also see “Didactic”
Instructor Led Training
An instructor has the ability to demonstrate a skill, lead the practice activity, observe the participants’ progress as well as assess when the participants are mastering the skill sufficiently well.
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Furthermore, the instructor must decide to intervene in the practice activity should there be a deviation in the form of safety or error learning. (The instructor must balance the intervention between ensuring the participants’ safety and the value and benefit of learning from mistakes). Instructor led training is the core of GWO module trainings, where lessons and learning activities are led by an instructor who leads, facilitates, supervises and take responsibility of the training We need to facilitate the learner’s process and yet know when to stop if the situation becomes dangerous. The instructor must intervene as soon as a risk of an incident is detected, or in case of the participants practising and learning in a wrong direction. The balance between “learning from mistakes” and the participants exposing themselves to risks or danger when practising must always be unquestionable
Intervention (Instructor’s)
In this training standard, “learners” refer to the future course participants to be trained by the present IQT participant
Learners
Learning
In the GWO Taxonomy Framework, learning is defined as:
Learning is individual and personal constructions of experiences. Experiences are the results of reflections on impressions from acting.
Acting includes listening, reading, observing, discussing, and trying to solve a task. To act always involves more than the individual itself, and therefore experience, and thus learning, is a social construction.
To learn, we have to act, and the more motivated, involved, and active we are in the process, the more we learn
Learning Activities
Learning activities aim at the knowledge, skills, and abilities defined in the learning objectives, so that the participants’ progress can be observed and supported on an ongoing basis in relation to the learning objectives. In the GWO Taxonomy Framework, the suggested learning activities are the minimum standard of learning activities for each learning domain and level. Training providers and instructors with a flair for creativity and focus on excellence may go above the listed activities The participants learn the most when they try on their own and by so doing create their own learning experience. Hence the learning process must allow for risks of failing, and the instructor must maintain the balance between safe experimentation and the need for intervening, when necessary The participants may use a learning log to capture learning experiences, learning points, good ideas, warnings, inspiration and other relevant reflections from the training or workshop
Learning From Mistakes
Learning Log
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Learning Objectives
GWO uses the term learning objective in training standards to describe what the participant must be able to do, after successfully completing the training.
The domains of knowledge, skills and ability are used to describe learning objectives. Definitions of knowledge, skills and ability are presented in three levels: basic, Intermediate, and Advanced level. On each level it is implicit that learning objectives at lower levels are met. Thus, a learning objective indicates the specific knowledge, skills, and abilities a person with a given certification is expected to possess as the result of a learning process.
Learning objectives are key elements in the assessment strategy and in the assessment of participants’ performance and development
Learning Points Every learning objective is met through activities, that address relevant learning points (e.g. how to don a harness includes different learning points, such as checking the harness durability and tightening straps sufficiently)
Learning Transfer
The ability of a learner to take the knowledge, skills and abilities acquired in training and apply them in the reality of their work, with a resulting improvement in work performance (e.g. on quality and/or time spent). To advance from learning acquisition to on-the-job application. The concept of acting based on what you have previously learned. Learning transfer is more than Learning retention. A learner’s learning process does not end on completion of formal training but continues via an on-the-job application learning process. Learning transfer is thus an individual, additional and separate learning process absolutely needed to achieve the expected outcome. It’s needed for a successful transitioning from the training/learning environment and setting, into the real-life job application environment and setting, as the learning/training environment and setting is commonly (very) different from the on- the-job application environment and setting for several reasons e.g.:
• many physical and practical elements between them are not alike but different
• practices, conditions and how the work situation is organized are different
• barriers and restrictions enabling on-the-job application may exist
the available information and support
•
the complexity and aspects involved
•
Successful learning transfer is a process required on the path of achieving competence and a high-performance level. It’s a common assumption that learning transfer is automatically achieved. But training/teaching does not automatically lead to learning transfer. This applies to formal training, in particular. As part of the on-the-job application process, the learner needs to learn how to apply what was learned in the sense of mentally adjust and re-organize their learning adapting to the real-life environment and setting.
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By focussing on creating fidelity in the training environment, the transfer of knowledge, skills, and abilities from the training situation to the actual work reality is facilitated. Furthermore, fidelity will support the connection between the work environment to the training environment and by that support the creation of a relevant and safe learning space Motivation is an internal state that activates, guides, and sustains behaviour. It impacts the speed and efficiency of the learning process. Individuals who are motivated persevere longer, produce higher quality effort, learn more deeply, and perform better in training activities and work situations. The more heart-felt and intrinsic the motivation, the greater the impact and driving force to learn.
Motivation (Intrinsic)
The instructor must always support and facilitate the development of the participants’ motivation and their driving force to learn
Must
For clarity where the word “must” is used in this standard it shall have the same meaning as “shall’
Observe
We use observe in the broad sense of, to examine. To observe is to actively acquire information from a primary source. Observation employs the senses and enables transfer of knowledge. Observing how a technique is being performed or how another participant is practising a skill, helps the participants familiarise themselves with new knowledge or skills and gain confidence to repeat the learning activity. Observing also facilitates the instructor’s assessment of the participant’s development and their progression towards the aims and learning objectives of the training Questions are posed with several different intentions. Questions may be considered as either seeking backward to investigate the level of understanding or being future oriented, where answers emerge through reflections. The complexity of question types and responses are closely related to the GWO Taxonomy levels Reflection is an important part of the learning process and must be facilitated in all learning activities. Participants develop experiences by reflecting their doings, and they develop a positive attitude towards the subject as well as enhanced behaviours in the following work situation when they succeed through trying things out on their own, bringing their relevant experience into play and using learning points from the received feedback. Reflection is more than just thinking about a topic. Reflection is critical thinking putting one’s understanding into perspective to find a well thought out solution to a challenge. It can also be about how new impressions fit into the individual’s present experiences.
Questions
Reflection (and Experiential Learning)
Learning based on reflection must be facilitated in both practical and theoretical training on all the learning domains of knowledge, skills, and ability
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Instructors must act correctly, safely and behave in a way that demonstrates safety as a priority at all times. Participants on a training will view the instructor as the example of excellent performance and, as such, a role model.
Role model
The instructor must prove integrity in the form of compliance with legislation, GWO directions, professional vocational standards, and any relevant safety related behaviour.
The instructor’s role is also defined by the ability to support and facilitate the participants in developing motivation in the safe learning environment
Self-reflection
Self-reflection is the practice of thoughtfully reviewing your own actions, decisions, and interactions. In this context it involves being aware of how you deliver training, respond to learners, and manage the learning environment. By regularly reflecting on your own performance, you can identify areas for improvement, build on your strengths, and continuously grow in your role as an effective educator
Verbal form used to indicate requirements strictly to be followed in order to conform to this training standard and from which no deviation is permitted
Shall
Verbal form used to indicate that among several possibilities one is recommended as particularly suitable, without mentioning or excluding others, or that a certain course of action is preferred but not necessarily required Scaffolding refers to a method where teachers offer a particular kind of support to participants as they learn and develop a new concept or skill. In the instructional scaffolding model, a teacher may share new information or demonstrate how to solve a problem. The teacher then gradually steps back and lets participants practise on their own. It can also involve group practice. An example of instructional scaffolding is sometimes described as, “I do. We do. You do.” In other words, the teacher shows how something is done, then the class practises together and, finally, participants work individually. Other examples could be: Tell- Show- Do-Practise-Review, and Explain-Demonstrate-Imitate-Correction-Try again- Summarise (EDICTS) A small group of three or four participants is optimal for supporting reflections and sharing ideas and experiences, while five are too many. In some situations, reflections in pairs are even more beneficial Student centred teaching and learning places the learning responsibility on the student being active and problem solving, with the end goal of competence over knowledge. The instructor is responsible for facilitating the learning activity, hence the learning
Should
Scaffolding (Instructional)
Small Group
Student Centred
Taxonomy
The GWO Taxonomy Framework is based on multiple global qualification frameworks that focus on lifelong learning.
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The specific aim of the GWO Taxonomy Framework is to ensure coherence and conformity between the learning objectives in GWO training standards and their related learning activities delivered in training conducted by GWO training providers. The intention of using a taxonomy (of action verbs) in learning objectives is to indicate the expected level of performance within a specific learning domain. The instructor can observe the execution of a learning objective and asses the participant against the action verb.
The scaffolding of the GWO Taxonomy Framework is its three learning domains: Knowledge, Skills, and Ability.
For each domain and level, the relevant action verbs are defined with examples of learning objectives, description of learning processes, suggestions for learning activities and ways of evaluating the learning The participant functions as a teacher as part of the course curriculum. Purpose of a teach back session is to assess the participant’s ability to apply knowledge, skills and abilities in relation to topics previously addressed in the training by leading a learning activity. On IQT the assessment criteria for each participant’s teach back sessions will increase in taxonomic progression in accordance with the theoretical level and context. This is a time for the participants to practise planning, preparation, delivery, class management, reflection and assessment. Many of the Intermediate and advanced learning objectives in the IQT course will be met in teach back sessions The concept of “Teacher roles” address that the instructor can, and should, act in a role according to the chosen teaching method applied during training with the intention to behave in a way that is aligned and supports the specific teaching method, enabling the intended effect of it, The instructor’s behavior may vary in terms of their level of instruction, guidance, supervision, intervention and/or correction when considering applying an associated suitable teacher role acting in line with the intentions of a chosen teaching method. The teacher’s role is to be a facilitator of the learning process, by among others supporting the learning climate in the group, always following the individual needs for improving, considering themselves as a flexible and useful resource, and striving for acknowledging and accepting one’s own limitations. In this also lies the need to adjust the teacher performance in relation to the learning objectives and learning activities. Whether this is instructional, when facts are to be understood, or technical procedures must be performed; or supporting when the participants are in the experimental or exploring activities Teaching is a planned and goal-oriented activity. It aims to promote learning among those participating in the activity. It’s a collaboration between teacher and learner(s) to achieve a predefined goal. Teaching is a special type of social relationship where support is provided specifically for the 'student's' learning. The purpose of teaching is
Teach Back (Session)
Teacher’s Role
Teaching / Training
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optimization of learning. Teaching is not automatically equal to learning – at least not to the intended learning.
Training is a formal activity commonly connected to the workplace providing education and instructions qualifying the candidate to perform a job role, function or task. It includes instructions on how a specific job can be performed in a safe and sound manner, which is a common legal employer’s responsibility
Teaching for transfer
Design, develop and deliver training programs aiming to achieve a high degree of learning transfer for the learners by:
• having relevant and sensible training programs
• facilitate participants’ motivation to apply on-the-job what is learned
• including multiple and varied examples from the real-life work environment, in the training • including training activities on how to apply what is learned (transfer training), in the training For further elaboration please refer to section (6.1) on Facilitating learning, enhancing learning transfer Stepping out of the actual learning activity and entering this meta level perspective e.g. on the method applied or addressing a situation or phenomenon happening during the workshop has different names, for example ‘hats on/hats off’, ‘time out’, and ‘reflection’ for transfer
Time out
Trainer (IQT Trainer)
The IQT Trainer becomes a certified IQT Trainer through an IQTT-workshop. The IQT Trainer is certified to deliver IQT and IQTX trainings
Training Strategy
A structured approach to facilitate learning. It outlines the methods, resources, and goals necessary to achieve specific learning objectives, and support personal or organisational development Any object or process that present a learning point visually. This could be showing technical objects, presenting text and illustrations on digital or traditional means, and watching a video
Visual Training Aids
3. CHANGE LOG
Approved by & date
Amendment date
Version
Description of changes
26-08-2025 DRAFT
V2 DRAFT DRAFT
Changes throughout:
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• Aligned standard with GWO Corporate Visual Identity guidelines
•
Corrected spelling mistakes
Section 2. Terms and definitions: •
Definition for “Active listening” updated
•
Definition for “Evaluation” removed
•
Definition for “Self Reflection” added
•
Definition for “Teacher Roles” updated
•
Definition for “Teaching” added
•
Definition for “Teaching for Transfer” added
•
Definition for “Training” Term added
Section 5. General Requirements For The Instructor Qualification Standard
Section 5.3 Aims of the GWO Instructor Qualification Standard: • Aim wording updated 5.4 Instructor Qualification Standard Assessment requirements: • New section added
• GWO Instructor Qualification Standard Assessment requirements added
Section 5.6 Validity Period: •
Wording updated to reflect that all modules in IQ Standard are enduring qualifications and therefore a validity period does not apply
Section 5.8 Participant Prerequisites: •
IQTX bullet 1 added 'or similar vocational training'
Section 6. USING THIS STANDARD TO DEVELOP TRAINING
Section 6. Using this standard for developing training: • Paragraph wording updated
Section 6.1 Facilitating Learning, and enhancing Learning Transfer: • Section name updated
•
Section expanded concepts are further elaborated
Section 6.2 Facilitating Reflection:
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•
Section name updated
•
Catch up and Learning Reflections added
•
Content relocated from Lesson 7 Reflection
Module – IQT
Section 7.5 Instructor Qualification Training Module Participant Ratio: New note on the Minimum number of participants on the IQT
Lesson 1 Introduction to the Training: •
New Element 1.5 Reflection Tools added and learning objective added regarding reflection tools
Lesson 2 Teach Back 1, Opening: •
Aim updated and learning objective moved from annex into the element
Lesson 6 Learning Style: •
Learning activity updated to include incorporating different learning styles
Lesson 7 Teach back session 2: • New lesson added
Lesson 8 Catch up: •
Lesson heading removed. Content relocated to 6.2 Facilitating Reflection
Lesson 10 Learning Processes Basic: • Learning Activity added
Lesson 12: Instructional design: • Wording updated
Lesson 17: Teach Back Session 3:
•
Learning objective added from the annex
Lesson 20 Feedback:
• Aim of the Lesson updated to ensure participants understand the purpose, principles, and methods of giving and receiving constructive feedback
Lesson 21 Catch Up:
•
Lesson heading removed, content relocated and aligned in the Trainers Toolbox
Lesson 21 Teaching Methods and Teaches Roles:
•
Content relocated from lesson 24
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•
Section name updated
•
Aim of the lesson and learning objectives updated
•
Learning activities added
Lesson 22 Digital Learning Tools:
•
Aim of lesson updated and learning objectives added
Lesson 23 Active Listening:
• Aim of the lesson updated with using active listening as a learning and feedback tool
Lesson 24 Assessment:
•
Content relocated from lesson 27
•
Section name updated
•
Aim of the lesson updated
•
Learning objectives added
Lesson 25 Teach back 4:
•
Learning objectives moved from the annex to the lesson
Lesson 29 Teach back 5:
•
Learning objectives from the annex to the lesson
Lesson 30 Conflict Management:
•
Learning objective added to apply strategies for resolving conflicts
Lesson 31 Learning Transfer and Fidelity:
•
Lesson aim updated
•
Learning activity added with relationship between learning transfer and fidelity
Module – IQTX
Section 8.1 Aims and Objectives for the IQTX Module:
•
5 overall module learning objectives added
Section 8.3 Participant Prerequisites:
• Options for pre-requisites outlined including 1000 hours of GWO module similar training added, and an assessment of individual suitability.
Section 8.4 IQTX Module Participant Ratio:
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•
Theory changed from 1:6 to 1:12 and teach back ratio added 1:6.
•
A Note added for the recommendation of the minimum number of participants
Lesson 1 Introduction:
•
Lesson name updated
Lesson 2-introduction to the training:
•
Element 2.7 Human factors list expanded to add Cultural Awareness
Lesson 2-introduction to the training:
•
Element 2.8 Renamed to Reflection tools
Lesson 3 Instructional Design Part 1 - Alignment Triangle:
•
New lesson added
Lesson 4 Instruction Design Part 2 - Didactical Considerations:
•
Lesson name updated
•
Content relocated from Lesson 17 - Didactical Considerations
Lesson 4 - Adult learning Part 2, Learning Process and Approach:
•
Aim of lesson wording updated
•
Overall learning objectives of the lesson is added
•
Learning Activity reworded and updated
Lesson 7- Learning Reflection:
• Element 7.1 Didactical tools heading removed and content moved to lesson 7 content, Element 7.2 Preparation and Self studies removed
Lesson 8 – Catch-Up:
•
Learning activities moved to the annex
•
Heading deleted
Lesson 9 Taxonomy Framework, Concepts, Learning Domains and Levels:
•
Lesson 9 and 10 merged
•
Lesson name updated
Lesson 11 Questions Styles:
•
Reference added of Karl Tomm further developed in explaining question types
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•
Lesson name updated
New Lesson 12:
• Renamed Lesson 12 – Assessment. Learning objectives and activities added for formative and summative assessment
Lesson 13 - Digital Learning tools:
•
Aim of the lesson updates, along with learning objectives and activities
Lesson 14 -Feedback:
• Learning objectives updated to include choosing relevant feedback structure and existing learning objectives clarified
Lesson 14 Learning reflections and Lesson 15 Catch Up:
• Learning reflections and catch-up lessons removed. Content relocated to Lesson 7 and 8.
Lesson 15 Teach Back:
•
Teach back lesson added
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
Module – IQTT
Section 9.1 Aims and Objectives for the IQTT Module: •
Introduction text revised and overall learning objectives updated
Section 9.3 Participants Assessment: •
Revised wording assessment criteria referred to in Annexe 6 aligned
Section 9.4 Participants' Prerequisites: •
Wording revised and point added
Section 9.5 IQTT Module Participant Ratio: •
Workshop Session renamed to Theory session.
•
Teach back session added with a ratio of 1:6.
•
Note added recommending a minimum number of participants
Section 9.6 Didactical Considerations for the IQTT Workshop: •
In the heading name, Workshop is replaced with Module
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•
Wording revised
Section 9.7 Detailed Description of the IQTT Module: •
Overall topics and learning objectives from IQTT curriculum listed
•
Wording updated
New Annex 1 IQT and IQTX Learning Activities •
Learning activities corresponding to each learning objective in the standard are moved to the annexe
Annex 2 Equipment List •
Equipment list updated
Annex 4 Participant Preparation List (Formerly Joining Instructions) • Preparation list updated for each module
Annex 5 IQTT Application Criteria • Content streamlined
Annex 6 Assessment Forms •
New Assessment forms added for each module
4. SCOPE
Global Wind Organisation is a non-profit body founded by the wind turbine manufacturers and owners. Our members strive for an injury free work environment in the wind turbine industry, setting common international standards for safety training and emergency procedures. The core purpose of the GWO Instructor Qualification Standard is to introduce a structured and assessable pedagogical standard for instructors leading GWO trainings. The scaffolding of the standard is focused on participant centred teaching and adult learning principles with the GWO Taxonomy Framework as the supporting theoretical background. The IQ Standard is part of the GWO Instructor Qualification Framework that covers a process for qualifying instructors to deliver GWO modules, and an assessment and governance structure to ensure a high quality of train-the-trainers. This standard has been developed in response to the demand for recognisable instructor qualification training in the industry and has been designed in co-operation between the members of GWO and the training providers. The standard is based on practical training experience and theoretical, didactical and pedagogical insight.
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5. GENERAL REQUIREMENTS FOR THE INSTRUCTOR QUALIFICATION STANDARD
5.1 Overview
The GWO Instructor Qualification Standard is divided into the following 3 modules:
Module 1: Instructor Qualification Training
Module 2: Instructor Qualification Crossover Training
Module 3: Instructor Qualification Trainer Training
5.2 Target Group
The Instructor Qualification Training Module is designed for aspiring instructors with no former vocational teaching experience.
Experienced GWO instructors with some pedagogical backgrounds are expected to benefit greatly from the Instructor Qualification Crossover Training (IQTX) Module.
The Instructor Qualification Trainer Training (IQTT) Module is designed for selected, experienced instructors with extensive pedagogical experience who would like to develop new instructors.
5.3 Aims and Objectives
The aim of the GWO Instructor Qualification Standard is to describe the framework for pedagogical practise in GWO training.
Aims and overall objectives for the three training modules are presented in the relevant module introductions.
5.4 GWO Instructor Qualification Standard Assessment Requirements Assessment outcomes must be recorded using the mandatory IQT, IQTX, and IQTT Participant Assessment Forms provided in Annex 6 of this standard. The respective assessment form is required for each module and establishes the minimum requirement for documenting overall assessment decisions in a consistent and transparent manner.
Participant performance shall be assessed against the overall assessment criteria and the relevant learning objectives through direct observation, and where appropriate, oral and/or written questions.
The Participant IQT Performance Assessment Form must be used to:
• Provide structured feedback to the course participant at the end of the course
• Document the instructor’s assessment of participant performance
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