Training systems
Instructor Qualification Standard / V2 DRAFT 2025-08-26_
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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