Training systems
Instructor Qualification Standard / V2 DRAFT 2025-08-26_
6.1 Facilitating Learning, and Enhancing Learning Transfer
Throughout the modules, the trainer must ensure that the participants link theory, reflections, and feedback to their future instructor practice aiming for a high degree of learning transfer.
Furthermore, it is essential to foster a shift in the trainer’s mindset—from a traditional, instructor-led teaching approach to a student-centred one that is grounded in activity-based learning. This involves recognising that adult learning is most efficient when it is driven by intrinsic motivation, supported by structured reflection, and characterised by active participation. Training should therefore aim to actively involve participants and strengthen their skills and abilities to apply what they have learned through hands-on, interactive learning approaches that reflect meaningful, task-oriented contexts. During formal training, participants acquire knowledge, skills and abilities. As part of the learning transfer process, the learner however, needs to learn how to apply what was learned in formal training in the sense of mentally adjusting and re-organizing their learning adapting to the real-life work environment and setting as this have unique characteristics compared to the training environment. Learning how to apply what was learned becomes an additional and separate process and thus a different process compared to when the knowledge, skills and abilities were initially acquired. To facilitate this process, the concept of Teaching for transfer must be actively embedded in all training efforts; As not all workplace conditions can be fully simulated in training, it is crucial to engage participants in reflective dialogues that support them in internalising how to adapt and apply their learning across diverse scenarios within their own work environment. These reflections not only reinforce learning but also enable (IQT) participants to make meaningful connections between training content and their own (teaching) contexts.
Teaching for transfer include, as mentioned, training on how to apply what was learned, within the formal training that is. This is referred to as transfer training and shall be an explicit part of the learning process.
Transfer training includes (instructor initiated):
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Clarification of the knowledge, skills and abilities to be applied
• Teach providing multiple and varied examples of similarities and differences in various situations, tasks and scenarios, and even better have participants provide self-generated examples on the latter (to have participants grow mental images of similarities between the training and their real-life work environment, promoting learning transfer). This will to a certain extent mitigate low levels of fidelity/identical elements in the training environment
• Raising awareness of implications on applying what was learned e.g. due to:
‒ Lower level of fidelity/identical elements, as seeing similarities between the training and the application environment requires a certain or high level of abstract thinking, which not all learners have (and is not automatically given just because you’re an adult) ‒ Participants having to transfer and thus convert/concretize mental images and learning from a generic training environment into their real-life work environment e.g. on their own organization’s equipment, documentation, procedures, physical environment and setting – making it difficult to see correlations between the application environment and the training environment, consequently
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