Training systems
Instructor Qualification Standard / V2 DRAFT 2025-08-26_
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
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the complexity and aspects involved
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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.
Global Wind Organisation / www.globalwindsafety.org
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