2022-04-01_BSTR P_V11

Basic Safety Training

Online Partial Refresher (BSTR-P)

Publication date: April 1, 2022

Basic safety training partial online refresher V2

1 LIST OF ABBREVIATIONS.....................................................................................................4 2 TERMS AND DEFINITIONS...................................................................................................5 3 CHANGE LOG – REVISION 2................................................................................................6 4 SCOPE .................................................................................................................................7 4.1 Target group..........................................................................................................................................7 4.2 Aims and objectives...............................................................................................................................8 4.3 Requirements for training providers ......................................................................................................8 4.4 Duration of the BSTR-P Modules ...........................................................................................................8 4.5 Validity period........................................................................................................................................9 4.6 Participant prerequisites for the BSTR-P Module.................................................................................10 4.7 Physical demands ................................................................................................................................10 5 RESOURCES REQUIRED TO DELIVER ONLINE BSTR-P MODULE .......................................11 5.1 The instructor .......................................................................................................................................11 5.2 Equipment for online delivery..............................................................................................................11 5.3 Practical training facilities.....................................................................................................................11 6 ADMINISTRATION AND CERTIFICATION OF BSTR-P MODULES.......................................12 6.1 Requirement to upload training record in WINDA ..............................................................................12 6.2 Training providers own records and certificates issue .........................................................................12 7 UNDERSTAND GWO LEARNING OBJECTIVES AND TAXONOMY .....................................13 7.1 Learning objectives ..............................................................................................................................13 7.2 Learning activities ................................................................................................................................13 7.3 Participants Assessment and evaluation ..............................................................................................14 7.4 The GWO Taxonomy Framework ........................................................................................................15 8 DELIVERY AND ASSESSMENT IN A VIRTUAL CLASS ENVIRONMENT ................................17 8.1 Aims and objectives.............................................................................................................................17 8.2 Course participant engagement ..........................................................................................................17 8.3 Operationalising this standard.............................................................................................................17 8.4 Equipment in the virtual classroom......................................................................................................18 8.5 Assessment of learning objectives .......................................................................................................18 8.6 Participant performance assessment form ...........................................................................................19 9 BSTR-P MODULE 1 – FIRST AID .........................................................................................21 9.1 Aims and objectives of the BSTR-P First Aid Module ..........................................................................21 9.2 Duration of the BSTR-P First Aid Module ............................................................................................21 9.3 BSTR-P First Aid Module instructor to participant ratio .......................................................................22 9.4 BSTR-P First Aid Module timetable .....................................................................................................22 9.5 Detailed description of the BSTR-P First Aid Module ..........................................................................23 10 BSTR-P MODULE 2 – MANUAL HANDLING........................................................................34 10.1 Aims and objectives of the BSTR-P Manual Handling Module ............................................................34 10.2 BSTR-P Manual Handling Module instructor to participant ratio .........................................................34 10.3 Duration of the BSTR-P Manual Handling Module...............................................................................34 10.4 BSTR-P Manual Handling Module timetable........................................................................................35 10.5 Detailed description of the BSTR-P Manual Handling Module ............................................................35 11 BSTR-P MODULE 3 -FIRE AWARENESS ..............................................................................52 11.1 Aims and objectives of the BSTR-P Fire Awareness Module ...............................................................52 11.2 Duration of the BSTR-P Fire Awareness Module..................................................................................52 11.3 BSTR-P Fire Awareness Module instructor to participant ratio ............................................................53 11.4 Equipment for BSTR-P Fire Awareness Module ...................................................................................53 11.5 BSTR-P Fire Awareness Module timetable...........................................................................................53 11.6 Detailed description of the BSTR-P Fire Awareness Module ...............................................................54

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12 BSTR-P MODULE 4 – WORKING AT HEIGHTS....................................................................72 12.1 Aims and objectives of the BSTR-P Working at Heights Module.........................................................72 12.2 BSTR-P Working at Heights Module instructor to participant ratio......................................................72 12.3 Duration of the BSTR-P Working at Heights Module ...........................................................................72 12.4 BSTR-P Working at Heights Module timetable ....................................................................................73 12.5 Detailed description of the BSTR-P Working at Heights Module ........................................................74 13 BSTR-P MODULE 5 – SEA SURVIVAL ..................................................................................90 13.1 Aims and objectives of the BSTR-P Sea Survival Module.....................................................................90 13.2 BSTR-P Sea Survival Module instructor to participant ratio .................................................................90 13.3 Duration of the BSTR-P Sea Survival Module.......................................................................................90 13.4 BSTR-P Sea Survival Module timetable................................................................................................91 13.5 Detailed description of BSTR-P Sea Survival Module ..........................................................................92 EQUIPMENT LIST ..................................................................................................116 GUIDELINE FOR WARM UP EXERCISES.................................................................123 MANUAL HANDLING ASSESSMENT......................................................................131 VERSION HISTORY ................................................................................................141 1 LIST OF ABBREVIATIONS.....................................................................................................4 2 TERMS AND DEFINITIONS...................................................................................................5 3 CHANGE LOG – REVISION 2................................................................................................6 4 SCOPE .................................................................................................................................7 4.1 Target group..........................................................................................................................................7 4.2 Aims and objectives...............................................................................................................................8 4.3 Requirements for training providers ......................................................................................................8 4.4 Duration of the BSTR-P Modules ...........................................................................................................8 4.5 Validity period........................................................................................................................................9 4.6 Participant prerequisites for the BSTR-P Module.................................................................................10 4.7 Physical demands ................................................................................................................................10 5 RESOURCES REQUIRED TO DELIVER ONLINE BSTR-P MODULE .......................................11 5.1 The instructor .......................................................................................................................................11 5.2 Equipment for online delivery..............................................................................................................11 5.3 Practical training facilities.....................................................................................................................11 6 ADMINISTRATION AND CERTIFICATION OF BSTR-P MODULES.......................................12 6.1 Requirement to upload training record in WINDA ..............................................................................12 6.2 Training providers own records and certificates issue .........................................................................12 7 UNDERSTAND GWO LEARNING OBJECTIVES AND TAXONOMY .....................................13 7.1 L EARNING OBJECTIVES ..............................................................................................................................13 7.2 L EARNING ACTIVITIES ................................................................................................................................13 7.3 P ARTICIPANTS A SSESSMENT AND EVALUATION .............................................................................................14 7.4 T HE GWO T AXONOMY F RAMEWORK .........................................................................................................15 8 DELIVERY AND ASSESSMENT IN A VIRTUAL CLASS ENVIRONMENT ................................17 8.1 Aims and objectives.............................................................................................................................17 8.2 Course participant engagement ..........................................................................................................17 8.3 Operationalising this standard.............................................................................................................17 8.4 Equipment in the virtual classroom......................................................................................................18 8.5 Assessment of learning objectives .......................................................................................................18 8.6 Participant performance assessment form ...........................................................................................19 9 BSTR-P MODULE 1 – FIRST AID .........................................................................................21

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9.1 Aims and objectives of the BSTR-P First Aid Module ..........................................................................21 9.2 Duration of the BSTR-P First Aid Module ............................................................................................21 9.3 BSTR-P First Aid Module instructor to participant ratio .......................................................................22 9.4 BSTR-P First Aid Module timetable .....................................................................................................22 9.5 Detailed description of the BSTR-P First Aid Module ..........................................................................23 10 BSTR-P MODULE 2 – MANUAL HANDLING........................................................................34 10.1 Aims and objectives of the BSTR-P Manual Handling Module ............................................................34 10.2 BSTR-P Manual Handling Module instructor to participant ratio .........................................................34 10.3 Duration of the BSTR-P Manual Handling Module...............................................................................34 10.4 BSTR-P Manual Handling Module timetable........................................................................................35 10.5 Detailed description of the BSTR-P Manual Handling Module ............................................................35 11 BSTR-P MODULE 3 -FIRE AWARENESS ..............................................................................52 11.1 Aims and objectives of the BSTR-P Fire Awareness Module ...............................................................52 11.2 Duration of the BSTR-P Fire Awareness Module..................................................................................52 11.3 BSTR-P Fire Awareness Module instructor to participant ratio ............................................................53 11.4 Equipment for BSTR-P Fire Awareness Module ...................................................................................53 11.5 BSTR-P Fire Awareness Module timetable...........................................................................................53 11.6 Detailed description of the BSTR-P Fire Awareness Module ...............................................................54 12 BSTR-P MODULE 4 – WORKING AT HEIGHTS....................................................................72 12.1 Aims and objectives of the BSTR-P Working at Heights Module.........................................................72 12.2 BSTR-P Working at Heights Module instructor to participant ratio......................................................72 12.3 Duration of the BSTR-P Working at Heights Module ...........................................................................72 12.4 BSTR-P Working at Heights Module timetable ....................................................................................73 12.5 Detailed description of the BSTR-P Working at Heights Module ........................................................74 13 BSTR-P MODULE 5 – SEA SURVIVAL ..................................................................................90 13.1 Aims and objectives of the BSTR-P Sea Survival Module.....................................................................90 13.2 BSTR-P Sea Survival Module instructor to participant ratio .................................................................90 13.3 Duration of the BSTR-P Sea Survival Module.......................................................................................90 13.4 BSTR-P Sea Survival Module timetable................................................................................................91 13.5 Detailed description of BSTR-P Sea Survival Module ..........................................................................92 EQUIPMENT LIST ..................................................................................................116 GUIDELINE FOR WARM UP EXERCISES.................................................................123 MANUAL HANDLING ASSESSMENT......................................................................131 VERSION HISTORY ................................................................................................141

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1 L IST OF A BBREVIATIONS

AED

Automatic External Defibrillator

ANSI

American National Standards Institute

AS/NZS

Australia and New Zealand Standard

BST

Basic Safety Training

BSTR

Basic Safety Training Refresher

BWH

Basic Working at Height

CO2

Carbon Dioxide

CPR

Cardiopulmonary Resuscitation

CSA

Canadian Standards Association

EN

European Standards

EPIRB

Emergency Position Indicating Radio Beacon

ERC

European Resuscitation Council

GWO

Global Wind Organisation

GMDSS

Global Maritime Distress and Safety System

H.E.L.P.

Heat Escape Lessening Posture

ILCOR

International Liaison Committee on Resuscitation

LSA

Life Saving Appliances

PLB

Personal Locating Beacon

MES

Marine Evacuation Systems

MOB

Man Overboard

PPE

Personal Protective Equipment

PTSD

Post-Traumatic Stress Disorder

SAR

Search and Rescue

SART

Search and Rescue Transponder

SRL

Self-Retractable Lifeline

T.I.L.E.

Task Individual Load Environment

MAC

Manual handling Assessment Chart

WTG

Wind Turbine Generator

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2 T ERMS AND DEFINITIONS

Term

Definition

Shall

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 For clarity where the word must is used in this standard it shall have the same meaning as 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 Preventing the user of a personal fall protection system from colliding with the ground, structure or any other obstacle during a free fall. Preventing the user of a personal fall protection system from going into a free fall Assembly of components intended to protect the user against falls from height, including a body holding device and an attachment system, which can be connected to a reliable anchorage point Personal fall protection system which prevents the user from reaching zones where the risk of a fall from height exists Personal fall protection system which enables the user to work in tension or suspension in such a way that free fall is prevented Personal fall protection system which limits the impact force on the body of the user during fall arrest Personal fall protection system by which a person can rescue themselves or others, in such a way that a free fall is prevented

Must

Should

Fall arrest

Fall prevention

Personal fall protection system

Restraint system

Work positioning system

Fall arrest system

Rescue system

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3 C HANGE LOG – R EVISION 2

Amendment Date

April 2022

Approved by & date

Version

2

Description of changes

Taxonomy alignment throughout - The section Understanding GWO learning objectives has been updated to reflect the reviewed GWO Taxonomy Framework - Few learning objectives have been updated with action verbs that reflect the taxonomic levels (basic, intermediate, and advanced level) without changing the content of the element - Action verb ‘demonstrate’ in learning objectives is changed to relevant action verb level/domain - Learning activity “demonstrate” was changed to ‘practice’ because during training activities, the participants are in a learning process and abilities should be trained, not evaluated - Learning activities have been aligned to match the updated learning objectives with a focus on participant engagement - The instructor’s perspective has been changed to a generic perspective accommodating different types of training - All instructor guidelines have been compiled in one section under the individual elements - More guidelines on the use of feedback have been added to emphasize its importance and ensure its effective use by involving the participants - All learning objectives have been numbered throughout the standard - New learning objectives have been created for all lessons that describe the overall ability the participants should acquire during the specific lesson. This focuses the attention on how knowledge and skills support the responsible performance of the employee in the context of the job and the deeper involvement enables participants to learn and remember more deeply - The Introduction lesson for all standards has been updated to ensure alignment between all GWO training standards for generic lessons - The Training Review lesson for all standards has been updated to ensure alignment between all GWO training standards for generic lessons - For all modules, the title of lesson Learning outcomes of the BSTR-P Module changed to Detailed description of the BSTR-P Module The only changes to the technical content and time durations of the standard are to the BSTR-P First Aid and Manual Handling modules which have been updated to reflect the updated BSTR First Aid and BST Manual Handling modules. For more information, please see the detailed change logs of those modules. For the rest of the BSTR-P modules, there are no changes to the technical content and the time duration of the standard. Learning objectives in BSTR-P lessons 1 & 2 remain in singular as distinct from other sections and may conflict with gender neutral (plural) pronouns.

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4 S COPE

The COVID-19 viral pandemic has caused widespread disruption globally and has, in many regions, prevented technicians from attending GWO refresher training leading to a safety risk imposed through skills and knowledge fade within the wind industry. To mitigate against the fading of skills and knowledge amongst technicians GWO have analysed the basic safety refresher modules and released this interim standard as a way for already trained technicians to continue to work safely by enabling the technicians on site to practise the knowledge and skills that they have learned during GWO training and apply this to their daily work tasks. This analysis has indicated that there are some learning objectives and elements in the domain of knowledge and skills where the knowledge fade can potentially be mitigated through attending online live training sessions. This standard describes the requirements for basic safety training partial refresher courses that are recommended by the members of GWO. This full standard covers parts of the following five modules: 1. First Aid 2. Manual Handling 3. Fire Awareness 4. Working at Height 5. Sea Survival GWO has assessed that the objectives and elements contained in the partial modules, as described in sections 9, 10, 11, 12 & 13 of this document, can be fully delivered during online training sessions using technologies that allow real time video conferencing. The members of the Global Wind Organisation (GWO) recognise trained persons as competent within basic safety in the wind industry and accept the trained person as possessing the required knowledge to stop an unsafe work situation where they as duty-holders are accountable for safety. Training is verified through the GWO database WINDA. This standard has been developed by the GWO Training committee. Disputes and potential non-conformities should be brought to the attention of the GWO Audit and Compliance Committee. The standard has been approved by the GWO executive committee. 4.1 Target group Personnel who will be working in the wind industry or related fields and will have their duties in a wind turbine environment, usually in physical contact with a wind turbine or an offshore wind structure.

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Personnel that perform job functions that has been risk assessed by their employer or their workplace duty holder as a function where knowledge of and practical skills in first aid, manual handling, fire awareness, working at heights and sea survival may mitigate the identified risks. 4.2 Aims and objectives The aim of BSTR-P is to reduce the risk of injury in the wind industry by reviewing, refreshing and building on previously gained knowledge and skills from GWO BST initial or refresher training. The aims and objectives are achieved in a virtual online classroom through a combination of group discussions, individual explanations, theoretical and practical training that aim to enable the course participants to support and care for themselves and others working in the wind industry by being able to apply the knowledge skills and ability of first aid, manual handling, fire awareness, working at heights and sea survival in their daily work and, in the case of an emergency, be able to evacuate, rescue and provide appropriate first aid to casualties.

4.3 Requirements for training providers

1) The GWO BSTR-P standard sets out minimum requirements. 2) The training provider shall identify whether national legislation sets additional requirements for basic safety training or prohibits delivery of certain elements. If so, the training provider shall incorporate these identified requirements in the training. 3) To deliver any of the BSTR-P modules set forth in this standard the training provider shall already be certified and approved to deliver the equivalent full GWO BST and BSTR module(s). 4) The training provider shall at all times conform with the current GWO criteria / requirements for training providers. 5) Provided the minimum requirements of the BSTR-P are met the training provider may choose to incorporate delivery of other similar certified training. 4.4 Duration of the BSTR-P Modules The total contact time for completing all modules in this partial basic safety training refresher standard is estimated to be 16 hours at the maximum instructor to participant ratio. This is based on the time estimates given in the module timetables and summarised in table 4-41 below. During delivery of the modules in this standard the training provider shall; 1) not exceed the times per day given in table 4-4.2 below, and, 2) ensure that sufficient time is allowed for,

a. the instructor to fully cover the elements stated in each module, and, b. for participants to reach the learning objectives stated in the modules, and, c. for participants to share their experiences related to the modules of the BSTR-P standard in a way that is constructive for the entire class.

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Ratios

Module

Duration

Theory

Practical

First Aid Refresher

1:12

1:12

2 hours 30 minutes

Manual Handling Refresher

1:12

1:6

2 hours 35 minutes

Fire Awareness Refresher

1:12

1:12

2 hours 10 minutes

Working at Heights Refresher

1:12

1:6

3 hours 35 minutes

Sea Survival Refresher

1:12

1:6

4 hours 20 minutes

Total

15 hours 25 minutes

Table 4-4.1 - GWO BSTR-P Module ratios & durations

Note: The time estimates in table 4-4.2 are based on the maximum instructor to participant ratio.

Maximum Duration Per Day

Contact time

8 hours

Total training day

10 hours

Table 4-4.2 - Maximum durations for training days

Note: Contact time includes delivery of course lesson contents, practical exercises and activities directly related to these. The total training day includes contact time, meals and breaks and travel between training sites (where applicable).

4.5 Validity period

Successful completion of the BSTR-P modules will allow the course participants to extend the validity of their existing GWO BST or BSTR certificate by 6 months

Module

Course Code

First Aid Refresher

Existing expiry date + 6 months

Manual Handling Refresher

Existing expiry date + 6 months

Fire Awareness Refresher

Existing expiry date + 6 months

Working at Heights Refresher

Existing expiry date + 6 months

Sea Survival Refresher

Existing expiry date + 6 months

Table 4-5 – GWO BSTR-P modules certificate validity periods

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4.6 Participant prerequisites for the BSTR-P Module

The course participants shall have a personal course participant (participants) profile in WINDA and provide their own WINDA ID prior to completing the BSTR-P training. Course participants shall possess valid GWO BST or GWO BSTR certificates or training records in WINDA for the relevant modules prior to attending BSTR-P training.

4.7 Physical demands

BSTR-P Modules may potentially be physically demanding. Note: Practical exercises shall be designed and delivered solely to meet this standard and shall not place any physical or mental demands on the participants other than those required to meet this standard.

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5 R ESOURCES R EQUIRED TO DELIVER ONLINE BSTR-P M ODULE

The training provider shall ensure that the instructor, facilities, and equipment are in place for the BSTR-P module

5.1 The instructor The instructor shall possess appropriate qualifications and experience as detailed in GWO BSTR_V11 and the GWO training provider criteria / requirements and current legislation In addition to the requirements in GWO BSTR-V11, the instructor shall: 1) Be proficient in the delivery of training and the assessment of participants knowledge and skills in a virtual online classroom environment.

5.2 Equipment for online delivery

The following list is intended as a guide of the equipment required for delivery of the modules within the standard in an online classroom environment, the list is not exhaustive; 1) an internet connection with sufficient bandwidth and speed to allow two way video conferencing 2) web camera 3) external microphone to provide better sound quality for the participants 4) software that will support two way video communication

5.3 Practical training facilities

During practical demonstrations the instructor can use existing facilities to deliver the practical demonstrations. When using existing facilities consideration must be given to enabling each participant who is online to see the demonstration and hear taught subject matter. Practical training facilities shall comply with the requirements of GWO BSTR_V11 and the GWO training provider criteria / requirements and current legislation.

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6 A DMINISTRATION AND CERTIFICATION OF BSTR-P MODULES

6.1 Requirement to upload training record in WINDA Training providers are responsible for uploading a record of training to WINDA. This must be done as soon as possible and no later than 10 working days after completion of the training programme. Each record shall contain the following: 1) course participant’s WINDA ID 2) course code 3) course completion date 4) previous certificate valid until date

Course codes:

Module

Course Code

First Aid Partial Refresher

FAR-P

Manual Handling Partial Refresher

MHR-P

Fire Awareness Partial Refresher

FAWR-P

Working at Heights Partial Refresher

WAHR-P

Sea Survival Partial Refresher

SSR-P

Table 6-1 - GWO BSTR-P Module course codes

6.2 Training providers own records and certificates issue

The training provider shall in accordance with the criteria for training providers maintain their own records of course participants. Upon request from GWO or any of the members of GWO, the training provider shall be able to verify the training and competence records of any specific personnel by name. Training providers may issue other additional proof of training like paper certificates or plastic cards. If the training provider chooses to do so, it is recommended (not a requirement) to include the participants WINDA id.

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7 U NDERSTAND GWO L EARNING O BJECTIVES AND T AXONOMY

7.1 L EARNING OBJECTIVES

Learning objectives describe what the participant should know and be able to do when the training is completed. The learning objectives in a training standard are based on the mitigating precautions analysed in the risk assessment. They are the foundation of the learning activities, the course contents and what the participant performance assessment must be based upon.

Coherence between the learning objectives, the learning activities and the assessment is essential.

The purpose of this alignment is twofold:

1. To conduct learning activities that are directly focused on reaching the learning objectives. 2. That assessment of how well the learning objectives are met is done in close coherence with what the participant is practising during the learning activities and in a comparable environment.

Figure 7-1 Alignment Triangle

Defining learning objectives in relation to all training elements ensures the alignment between objectives, activities, and the on-going participant assessment. More guidance about learning activities and evaluation can be found in the GWO Taxonomy Framework, annex to Requirements for Training Providers. To be able to focus training on building up the necessary abilities, the learning objectives are described according to the GWO taxonomy in the three domains: Knowledge, Skills and Ability. Ability is what is performed and demonstrated during real-life exercises as well as in the real work situation and is the sum of personal experiences, knowledge, skills, and attitudes. 7.2 L EARNING ACTIVITIES Learning activities are planned and systematic activities designed to create learning and enable the participants to reach the learning objectives. An important part of learning activities in GWO’s approach is that participants must be actively taking part, for example in verbal discussions and practical training. Hearing or seeing a presentation without any subsequent reflection or critical thinking can only create learning on a very low level and such one-way activity should be avoided. While the participants are practising, the instructor can assess whether they demonstrate that they have reached the actual learning objective.

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Furthermore, when participants succeed through trying things out on their own, when they bring their relevant experience into play and when they use learning points from feedback; they develop a positive attitude towards the subject and a desire to improve their abilities in the work situation.

Reflection and experiential learning

Reflection is an essential part of the learning process and must be facilitated in all learning activities.

We learn from experience, and we create experiences when we do something and afterwards reflect on and think about what just happened or what we just did and how it worked. Learning activities are what the participants must do to create the necessary experiences and learn and thereby reach the learning objectives – facilitated by the instructor. This process is illustrated in the Experiential Learning Cycle to the left.

Figure 7-2 Learning Cycle, by David Kolb

Reflection is more than just thinking about something. Reflection is critical and constructive thinking, that must be initiated by the instructor’s feedback, questions, and challenges.

Feedback

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. At the basic taxonomic learning level, feedback must be provided to correct faults and encourage the participants to engage further. At the higher levels, feedback is more about coaching participants to find their own solutions. Suggestions help participants to figure out how they can do better, modify, and develop their knowledge and understanding relative to the learning objective. By posing challenging questions related to the given feedback the instructor initiates the necessary reflection within the participants. At the advanced level, feedback must be conducted in a dialogue where exploratory questions are the generator for the participants’ reflections. 7.3 P ARTICIPANTS A SSESSMENT AND EVALUATION The instructor can observe and evaluate the participants’ knowledge, skills and abilities as well as the participants’ on-going development, when the participants are active. To support their observation the instructor may engage in dialogue with the participants to understand why the participants chose to solve the task the way they did, and to clarify their attitude towards the task or topic.

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The instructor must be attentive to the participants’ use of relevant terminology and correct facts in their group discussions within the domain of knowledge and when they answer more or less complex questions. When the participants are engaged in practical training, the instructor can investigate their understanding of the task and the relevant theory by questioning and clarifying dialogue. On the basic level of ability, assessment by observation alone may be difficult, and the instructor must explore the attitude of the participants by inquiry and dialogue while they are training. For example, to find out if the participants show interest in a topic or take responsibility in the situation (which could be problematic to observe) the instructor must go into a dialogue addressing the participants level of interest or awareness of the task or topic. Assessment of ability on the more complex levels calls for even more focused observation and dialogue. 7.4 T HE GWO T AXONOMY F RAMEWORK Taxonomy is a way of describing that there are different levels of learning; some may be quite easy to reach, and some are more complicated and demanding. The aim of the GWO Taxonomy Framework is to ensure coherence and conformity between learning objectives and their related learning activities delivered in a formal learning setting. The structure of the GWO Taxonomy is based on the three learning domains: Knowledge, Skills, and Ability. Learning objectives are also defined at three taxonomic levels: 1) Basic, 2) Intermediate, and 3) Advanced level.

Ability

“When we do our job, we apply our abilities.”

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 can be thought of as everything we carry in the rucksack: our knowledge and skills, our accountability and ability to evaluate situations, make decisions, take responsibility, our caring for others and our social resources as well as our attitudes. In this definition, ability is what we apply in the reality of our workplaces and in life in general. Therefore, learning objectives within the Ability domain must challenge the participants initiative and individual reactions, and the degree of fidelity must be considered to enhance a realistic learning environment. In the field of Ability, the human factor plays a key role in the personal decision on responsibility and initiative and in the execution of “good habits “.

Action verbs

The taxonomy levels in the learning objectives are defined by a reasonable number of precise and explained action verbs (highlighted below). They are presented in a progression of increasing complexity – beginning on the Basic Level, where the participant can name, recognise or describe

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a tool or a procedure, and ending at the Advanced Level, where the participant can act responsibly, evaluate performance, assess decisions and supervise fellow workers.

Learning objectives in this standard are also tagged with an indication of the domain and taxonomy level in brackets (e.g., Skills, intermediate level). This is done to emphasise the importance of the alignment between objectives and learning activities: at a Basic Level, the instructor may facilitate simple learning activities, and to reach more complex learning objectives, the complexity in activities must be raised accordingly. The taxonomic domains and levels are presented in the figure below.

Figure 7-4-2, The GWO Taxonomy – condensed (From the GWO Taxonomy, annex to Requirements for Training Providers)

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8 D ELIVERY AND ASSESSMENT IN A VIRTUAL CLASS ENVIRONMENT

8.1 Aims and objectives The aims of the partial refresher modules described in this document are to reduce the risks of injury arising from knowledge and skills fade in the wind industry. Furthermore, this training will enable the course participants to provide evidence that they have undergone training to refresh key knowledge and skills with the aim that they can apply the knowledge to other skills. With this aim in mind it is important that the instructors who deliver these modules encourage the participants to reflect on how this knowledge can be applied in their daily work situation as well as in emergency situations like first aid scenarios, a fire, the rescue of a colleague or a sea survival situation in a wind turbine or the wind industry. 8.2 Course participant engagement Delivering training in the virtual classroom environment differs from traditional in person delivery in many ways one of the challenges inherent in this type of training is the involvement and engagement of the participants in the training. In the lesson elements there are more group discussions than in other GWO training standards and this is to encourage interaction between the instructor and the participants and between the participants with the aim that the participants be involved with and engaged in the training thereby increasing their motivation and learning retention. Where the lesson elements do not specifically state that the instructor shall lead a discussion, it is recommended that the instructor uses the flipped classroom technique to engage and encourage the participants to learn through self-discovery. In some elements it is stated that the instructor must show an example of something or demonstrate a skill, wherever possible and safe this should be a live demonstration with physical examples of the equipment being shown or demonstrated. In these cases, it is recommended that the participants be encouraged, to the extent possible, to talk the instructor through the skill being demonstrated. Training material design should be carefully considered and traditional tools like slideware should be created with the specific aim of supporting the instructor rather than as the main delivery tool for the lesson. During the training session the instructor should consider the benefits of live video conferencing as a means of training delivery and a more human interaction for the participants. Even with increased interaction between instructors and participants and the above recommendations, long periods of online training can be particularly draining for both. It is therefore recommended that the instructor schedules frequent short breaks into the overall training session.

8.3 Operationalising this standard

In each module the lessons are laid out as follows;

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Section

Description and Guidance

Lesson 1 – XX

Name of the lesson.

Expected duration of the lesson to enable the participants to reach the learning objectives.

XX min.

The aims of the lesson

The overall aim of the lesson.

The objectives that the participant must satisfy in order to pass the lesson. These are how the instructor shall assess the participants abilities in each lesson. For clarity in this standard these are not repeated in the lesson elements. The name of the element. For ease of reading these are aligned with the learning objectives. The actions that the instructor must take to facilitate and guide the participant the reaching the applicable learning objectives.

Learning objectives

1. XX

1.

XX

Table 8-3 – GWO BSTR-P lesson section descriptions

8.4 Equipment in the virtual classroom It is assumed that for the delivery of these lessons and elements that the instructor will be sited in a training facility with all the equipment that is required for delivery of the full module available. Assessment of the participants skills requires them to have the applicable equipment available with which to demonstrate skills. In order to facilitate this the participants should be situated on a site and this requirement must be communicated to the participant will in advance of the planned training session. The equipment for each module is listed in Annex 3 of this document. 8.5 Assessment of learning objectives The learning objectives in each lesson are the criteria by which the instructor shall assess if the participant is capable of the stated objective. Unlike previous GWO training standards these objectives have not been repeated in the lesson elements. In each learning objective the taxonomy action verb is highlighted in bold text and following each learning objective an indicator of the taxonomical level and domain has been added e.g. (knowledge, intermediate level). Where doubt exists between the action verb and the taxonomy indicator the instructor should consider the indicator as correct.

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Learning objectives within the domain of knowledge can be delivered and assessed in a similar way to how they would in a live, in person training session through dialogue and questions from the instructor. Learning objectives within the domain of skill and ability require that the course participants can demonstrate an ability in a scenario that is like a real work situation. In addition to safety aspects, demonstration by course participants involves body motor functions, spatial understanding and tactile elements. Therefore, the instructor must pay special attention to these aspects when assessing these objectives during a virtual classroom training. Within the modules described in this document certain skill objectives have been omitted, compared to the full refresher modules, where these present a safety concern for the participants. Other skill objectives have been included these include things like pre-use inspections of equipment and manual handling techniques which are relatively simple to assess using existing technology like web cams and smartphones. Where these are included the instructor must assess these skills using a live video link where they can see the participant demonstrating and hear the participant explaining each step of the skill being assessed. Where there is doubt in the instructor’s mind about the participants ability to perform the skill the instructor must ask to see the demonstration again.

8.6 Participant performance assessment form

An example course participant performance assessment form is provided in Annex 1. The instructor may adapt the form to other media. The instructor should keep an assessment form (or adaptation) for each participant until the completion or evaluation of the BSTR-P module. The participant performance assessment form (or adaption) is a final evaluation tool for the instructors to assess participants during practical elements. It allows measurement of the number of violations regarding safety, competency, or ability. It shall be used as a progressive evaluation tool to discuss the performance of a participant in guiding them to success and it also serves as supporting documentation if a participant passes or fails the module. If a participant fails to meet the demands of the BSTR-P module, they shall attend a new BSTR-P module.

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