Training systems
Instructor Qualification Standard / V2 DRAFT 2025-08-26_
not being reminded of what was learned or making it difficult to recall what was learned (therefore difficult to apply)
• Participants’ individual investigations of possibilities and limitations of applying what was learned e.g. due to abovementioned reasons but also (lack of) close correlation in time between acquisition and on-the-job application, and whether their future work will actually require (trigger) application of what was learned • Reflections and discussions on how the individual participant may overcome these implications and limitations in their own real-life work environment and setting, by identifying recommended specific actions • Participants’ individual reflections on how to avoid repeating previous habits in behaviour or fall into the trap of implicit practices and traditions or structures or procedures preventing on-the-job application To deliver sustainable and impactful training, instructors must also intentionally nurture participants’ ability to reflect on multiple levels ranging from concrete experiences to abstract conceptualisations as outlined in Kolb's learning cycle referenced in the GWO Taxonomy Framework. This layered reflection enhances both immediate learning outcomes and long-term instructional development. Examples of how this may be done include: doing a time out sessions to discuss usability of a learning activity, a method of presentation, an applied structure for group work and discussions, or to have the participants to include their reflections on this as a part of their presentations or learning logs. 6.2 Facilitating Reflection It is the responsibility of the IQT Trainer to plan and conduct learning activities based on the knowledge and experience of their participants and the GWO Taxonomy Framework to reach the stated learning objectives. Learning activities must be participant centred and prioritise practical elements that support the participants’ reflection process (e.g. small group work, discussions in pairs or groups, participants’ presentations, simulations, role plays).
The learning activities described in the Annex 1 are suggestions for activities.
Each training day shall include a minimum of one catch up session recommended at the beginning of a training day and a minimum of one reflection session recommended at the end of the day where participants would apply the introduced learner log and other reflection tools.
The catch up and reflection sessions may be structured as follows:
CATCH UP The aim of a catch-up session is to provide time and space for participants to; process and mentally organize learning from previous day/s in their own pace and ask silly questions - in a safe learning environment, as well as support participants feeling ready to continue their development process on a solid foundation. Ultimately the aim is to facilitate each participant’s continuous learning process throughout the module.
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