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Basic Technical Training (BTT)

V6.1 V7

Publication date: 1 April 2022

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1 LIST OF ABBREVIATIONS .................................................................................................................................................... 5

2 TERMS AND DEFINITIONS .................................................................................................................................................. 6

3 CHANGE LOG – VERSION 7 ................................................................................................................................................. 7

4 SCOPE ................................................................................................................................................................................ 8

5 GENERAL REQUIREMENTS FOR GWO TRAINING ................................................................................................................ 9

5.1 O VERVIEW ......................................................................................................................................................................................................9 5.2 T ARGET G ROUP ...............................................................................................................................................................................................9 5.3 A IMS AND O BJECTIVES .......................................................................................................................................................................................9 5.4 D URATION OF BTT M ODULES .............................................................................................................................................................................9 5.5 V ALIDITY P ERIOD ............................................................................................................................................................................................11 5.6 C OURSE C ODES ..............................................................................................................................................................................................11 5.7 P ARTICIPANT P REREQUISITES FOR THE BTT...........................................................................................................................................................12 5.8 P HYSICAL D EMANDS ........................................................................................................................................................................................12 6 GENERAL RESOURCES REQUIRED TO DELIVER BTT MODULES .......................................................................................... 13 6.1 I NSTRUCTOR /P ARTICIPANT R ATIO ......................................................................................................................................................................13 6.2 P RACTICAL T RAINING F ACILITIES .........................................................................................................................................................................13 6.3 E QUIPMENT ..................................................................................................................................................................................................13 6.4 H ANDOUTS ...................................................................................................................................................................................................13 7 UNDERSTAND GWO LEARNING OBJECTIVES AND TAXONOMY ........................................................................................ 14 7.1 L EARNING OBJECTIVES .....................................................................................................................................................................................14 7.2 L EARNING ACTIVITIES .......................................................................................................................................................................................14 7.3 P ARTICIPANTS A SSESSMENT AND EVALUATION .......................................................................................................................................................15 7.4 T HE GWO T AXONOMY F RAMEWORK .................................................................................................................................................................16 8 ADMINISTRATION AND CERTIFICATION OF MODULES ..................................................................................................... 18 8.1 P ARTICIPANT P ERFORMANCE A SSESSMENT ...........................................................................................................................................................18 9 MODULE 1 - THE BTT MECHANICAL MODULE................................................................................................................... 21 9.1 A IMS AND OBJECTIVES OF THE BTT M ECHANICAL M ODULE ......................................................................................................................................21 9.2 D URATION OF THE BTT M ECHANICAL M ODULE ....................................................................................................................................................21 9.3 E QUIPMENT ..................................................................................................................................................................................................21 9.4 BTT M ECHANICAL M ODULE T IMETABLE ..............................................................................................................................................................21 9.5 D ETAILED DESCRIPTION OF THE BTT M ECHANICAL M ODULE .....................................................................................................................................23 I NTRODUCTION TO THE TRAINING ...................................................................................................................................... 23 M ECHANICAL I NTRODUCTION .......................................................................................................................................... 27 T HE PRINCIPLES OF BOLTED AND WELDED CONNECTIONS ........................................................................................................ 29 U SE OF MANUAL TIGHTENING AND MEASURING TOOLS .......................................................................................................... 32 H YDRAULIC T ORQUE AND T ENSION ................................................................................................................................... 36 G EARBOX ..................................................................................................................................................................... 38 B RAKING SYSTEMS ......................................................................................................................................................... 39 Y AW SYSTEM ................................................................................................................................................................ 41 C OOLING SYSTEM .......................................................................................................................................................... 43 L UBRICATION SYSTEM ................................................................................................................................................... 45 T HEORETICAL TEST ....................................................................................................................................................... 46 T RAINING R EVIEW ....................................................................................................................................................... 47 10 MODULE 2 - THE BTT ELECTRICAL MODULE...................................................................................................................... 50

10.1 A IMS AND OBJECTIVES OF THE BTT E LECTRICAL M ODULE ......................................................................................................................................50

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10.2 D URATION OF THE BTT E LECTRICAL M ODULE .....................................................................................................................................................50 10.3 E QUIPMENT ................................................................................................................................................................................................50 10.4 BTT E LECTRICAL M ODULE T IMETABLE ..............................................................................................................................................................50 10.5 D ETAILED DESCRIPTION OF THE BTT E LECTRICAL M ODULE .....................................................................................................................................53 I NTRODUCTION TO THE TRAINING ...................................................................................................................................... 53 I NTRODUCTION TO ELECTRICITY ......................................................................................................................................... 57 E LECTRICAL C OMPONENTS .............................................................................................................................................. 59 S ENSORS ...................................................................................................................................................................... 65 E LECTRICAL CIRCUITS ...................................................................................................................................................... 67 E LECTRICAL MEASURING INSTRUMENTS .............................................................................................................................. 68 T HEORETICAL TEST ......................................................................................................................................................... 70 T RAINING R EVIEW ......................................................................................................................................................... 71 11 MODULE 3 - THE BTT HYDRAULIC MODULE...................................................................................................................... 74 11.1 A IMS AND OBJECTIVES OF THE BTT H YDRAULIC M ODULE ......................................................................................................................................74 11.2 D URATION OF THE BTT H YDRAULIC M ODULE .....................................................................................................................................................74 11.3 E QUIPMENT ................................................................................................................................................................................................74 11.4 BTT H YDRAULIC M ODULE T IMETABLE ...............................................................................................................................................................74 11.5 D ETAILED D ESCRIPTION OF THE BTT H YDRAULIC MODULE .....................................................................................................................................76 I NTRODUCTION TO THE TRAINING ...................................................................................................................................... 76 H YDRAULIC I NTRODUCTION ............................................................................................................................................. 80 P UMPS ........................................................................................................................................................................ 81 A CTUATORS .................................................................................................................................................................. 83 V ALVES ........................................................................................................................................................................ 84 A CCUMULATORS ........................................................................................................................................................... 89 S ENSORS ...................................................................................................................................................................... 90 P IPES , HOSES AND CONNECTIONS ...................................................................................................................................... 91 O IL AND FILTERS ............................................................................................................................................................ 93 H YDRAULIC DIAGRAMS ................................................................................................................................................. 95 P RESSURE MEASURING TOOLS ........................................................................................................................................ 96 T HEORETICAL TEST ....................................................................................................................................................... 98 T RAINING R EVIEW ....................................................................................................................................................... 98 12 MODULE 4 - THE BTT INSTALLATION MODULE ............................................................................................................... 101 12.1 A IMS AND OBJECTIVES OF THE BTT I NSTALLATION M ODULE .................................................................................................................................101 12.2 D URATION OF THE BTT I NSTALLATION M ODULE ................................................................................................................................................101 12.3 P ARTICIPANT P REREQUISITES FOR THE BTT I NSTALLATION M ODULE .......................................................................................................................101 12.4 E QUIPMENT ..............................................................................................................................................................................................101 12.5 BTT I NSTALLATION M ODULE T IMETABLE .........................................................................................................................................................102 12.6 D ETAILED DESCRIPTION OF THE BTT I NSTALLATION M ODULE ................................................................................................................................104 I NTRODUCTION TO THE TRAINING .................................................................................................................................... 104 I NTRODUCTION TO I NSTALLATION ................................................................................................................................... 108 G ENERAL PROCEDURES FOR WORKING ONSITE WITH INSTALLATION ........................................................................................ 112 I NSTALLATION ENVIRONMENTS ....................................................................................................................................... 114 H ANDLING AND STORING .............................................................................................................................................. 115 L IFTING OPERATIONS .................................................................................................................................................... 119 M AIN COMPONENT PREPARATION , PRE - ASSEMBLY AND ASSEMBLY ........................................................................................ 122 P RINCIPLES OF M ECHANICAL C OMPLETION ....................................................................................................................... 124 P RINCIPLES OF ELECTRICAL COMPLETION , INCLUDING CABLE WORK ........................................................................................ 126 P RINCIPLES OF HYDRAULIC COMPLETION ......................................................................................................................... 133 P RINCIPLES OF OPERATION WITH EXTERNAL GENERATORS .................................................................................................. 135 I NTRODUCTION TO HANDOVER TO COMMISSIONING .......................................................................................................... 139

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T HEORETICAL TEST ..................................................................................................................................................... 140 T RAINING R EVIEW ..................................................................................................................................................... 141 EQUIPMENT LIST ................................................................................................................................................... 144

VERSION HISTORY ................................................................................................................................................. 149

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1 L IST OF A BBREVIATIONS

ANSI

American National Standards Institute

AS/NZS

Australia and New Zealand Standard

BTT

Basic Technical Training

BWH

Basic Working at Height

CO 2

Carbon Dioxide

CSA

Canadian Standards Association

EN

European Standards

GWO

Global Wind Organisation

PPE

Personal Protective Equipment

MES

Marine Evacuation Systems

WTG

Wind Turbine Generator

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2 T ERMS AND D EFINITIONS

The purpose of this section is to avoid different interpretations of these terms depending on whoever is reading the standard.

Human factors refer to an established science that uses many disciplines (like anatomy, physiology, physics, and biomechanics) to understand how people perform under different circumstances and environments Instructor’s feedback should focus on what the participant must adjust to perform correctly. Feedback may involve dialogue, where the participants reflect on their understanding or performance. Learning activity involving all participants. Group discussions may be conducted in smaller groups. The instructor should step back and only interfere to facilitate the experience exchange between participants. Optimal group size is 4 participants. The instructor is to create discussions involving the participants.

Human factors

Feedback

Group discussion

Engage in discussions

Function

Purpose. What is it doing? What can it be used for?

A hazard is any source of potential damage, harm or adverse health effect on something or someone.

Hazard

Installation

1. Preparation 2. Pre-assembly 3. Assembly

Operation

How does it work?

Practise

The participants apply what they are learning

Risk

A risk is the chance or probability that a person will be harmed or experience an adverse health effect if exposed to a hazard

Use

How to operate it? How to make it work?

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3 C HANGE L OG – V ERSION 7

Amendment date

April 2022

Approved by & date

GWO TC APRIL 2022

Version

7

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 ‘practi s e’ 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 emphasise 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 BTT Module changed to Detailed description of the BTT Module There are changes to the content of standard as the three safety lessons in the BTT Mechanical, Electrical and Hydraulic modules (Mechanical Safety, Electrical Safety and Hydraulic safety) have been removed due to the release of the GWO CoHE standard. This removal of the three safety lessons has been decided by the GWO CoHE working group with the aim to reduce duplication of training. Connected to this, the timings of the three modules have been reduced by subtracting the following contact time:

BTT Mechanical Module: 30 mins BTT Electrical Module: 70 mins BTT Hydraulic Module: 60 mins

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4 S COPE

Global Wind Organisation is a non-profit body founded by wind turbine manufacturers and owners. Our members strive for an injury free work environment in the wind turbine industry, setting common international standards for safety training and emergency procedures. GWO training standards describe the requirements for training courses that are recommended by members of GWO. This standard has been developed in response to the demand for recognisable basic technical training in the industry. It has been prepared in co-operation with the members of GWO based on risk assessments and factual incident and accident statistics pertaining to the installation, service and maintenance of wind turbine generators and wind power plants.

This standard describes the requirements for Basic Technical Training modules that are recommended by the members of GWO. The standard comprises of four modules:

1) Hydraulic

2) Mechanical

3) Electrical

4) Installation

GWO recognises trained persons as being able to safely perform basic hydraulic, mechanical, electrical and installation tasks under the supervision of an experienced technician. Training is verified through GWO’s WINDA database. GWO members agree that everyone working on one of their properties (wind turbine generators, sub stations, etc.) shall complete Basic Technical Training courses relevant for their assignments. All work shall be done in teams of at least 2 competent persons. Exemptions from the above can be made based on internal company rules.

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 was based on the EU- funded project “Adapting a Transparent Training Programme”, completed in 2014.

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5 G ENERAL R EQUIREMENTS FOR GWO T RAINING

Upon completion of the Global Wind Organisation (GWO) Basic Technical Training (BTT), participants will possess an awareness of the hazards encountered when working on hydraulic, mechanical, electrical and installation systems, and how to control and mitigate these hazards, preparing candidates for working both on and offshore in the wind power industry. These training modules can be delivered independently of one another or as stand-alone training. The installation module is not part of the mandatory BTT training, and it is up to the duty holder to decide if this should be mandatory training.

5.1

O VERVIEW

The GWO Basic Technical Training is divided into the following four modules:

1) Hydraulic

2) Mechanical

3) Electrical

4) Installation

5.2

T ARGET G ROUP

The Basic Technical Training modules are targeted at candidates who have no previous experience of hydraulic, mechanical, electrical or installation systems, but may also be used to upskill candidates who have some knowledge but not of its application in wind turbines.

5.3

A IMS AND O BJECTIVES

This BTT Training shall enable participants to be able to perform basic hydraulic, mechanical, electrical and installation tasks under the supervision of an experienced technician.

This course will not make the participant a trained person who is allowed to perform hydraulic, mechanical, electrical or installation work without supervision.

5.4

D URATION OF BTT M ODULES

The total contact time for completing the stand-alone modules in this basic technical training standard is estimated to be 30 hours . This is based on the time estimates given in the module timetables and summarised in table 5-4.1 & 5-4.2 below.

The training provider must not exceed the times per day given in table 5-4.3 below.

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The training provider must ensure that sufficient time is allowed for participants with prior experience to share their experiences related to the modules of the basic technical training standard in a way that is constructive for the entire class.

Durations stated in the table below are meant as an orientation for anyone delivering the training. Small variations are acceptable as far as they do not compromise the achievement of the objectives for all participants.

If the following modules are delivered as part of a complete training, the common elements of introduction and evaluation may be combined, reducing the total contact time. How this may be achieved is suggested in the timetables for each module.

Duration (*effective time) As stand-alone training

Duration (*effective time) As part of combined training

Modules

Mechanical

13 hours and 10 minutes

13 hours and 10 minutes

Electrical

8 hours and 45 minutes

8 hours and 20 minutes

Hydraulic

7 hours and 55 minutes

7 hours and 30 minutes

TOTAL

29 hours

Table 5-4.1 - Duration of GWO BTT Modules

Duration (*Effective time) As stand-alone training

Duration (*Effective time) As part of combined training

Modules

Mechanical

13 hours and 10 minutes

13 hours and 10 minutes

Installation

17 hours and 40 minutes

17 hours and 15 minutes 30 hours and 25 minutes

TOTAL

Table 5-4.2 - Duration of GWO Mechanical and Installation Modules

Maximum duration per day

Contact time

8 hours

Total training day

10 hours

Table 5-4.3 - Maximum durations for training days

Note: Contact time includes delivery of course lesson content, 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).

Within the module timetables, the approximate duration of each of the lesson is given. The training provider may choose to deliver elements of the training according to other timetables, as long as the total duration is not reduced, and practical elements are not reduced in length. Theoretical elements may be delivered during the practical exercises when feasible.

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The practical skills shall be trained and demonstrated, and all elements of the module shall be covered by demonstration where possible.

If the Mechanical, Electrical and Hydraulic modules are delivered as a combined training, the total contact time is estimated as at least 4 days of training (at least 29 hours of effective training time).

If the Mechanical and Installation modules are delivered as a combined training, the total contact time is estimated as at least 4 days of training (at least 30 hours 25 minutes of effective training time).

If delivered as separate modules, the effective training time for each module is as follows:

The Mechanical module is estimated as a 2-day course (at least 13 hours and 10 minutes).

The Electrical and Hydraulic modules are estimated as 1.5-day courses (at least 8 hours 45 minutes for the Electrical module and at least 7 hours 55 minutes for the Hydraulic module).

The Installation module is estimated as a 2.5-day course (at least 17 hours and 40 minutes).

It shall be ensured that everybody is given the opportunity to share their opinions and experiences where possible. Additionally, it shall be ensured that participants with prior experience share their experiences in a way that is constructive for the entire class.

The BTT modules will still be taught as per the lesson plan, whether the participant has prior experience or not.

5.5

V ALIDITY P ERIOD

The Basic Technical Training is an enduring qualification, so a validity period does not apply to this training. This assumes that the participant is actively working in a wind turbine environment. If there is an extended period of absence from applying the skills, retraining and recertification may be required according to national legislation and company policy. A maximum interval between successful completion of the BTT Hydraulic, Mechanical, Electrical and Installation modules does not apply. This assumes that the participant is actively working in a wind turbine environment. If there is an extended period of absence from applying the skills, retraining and recertification may be required according to national legislation and company policy.

5.6

C OURSE C ODES

Module

Course Code

BTT Mechanical

BTTM

BTT Electrical

BTTE

BTT Hydraulic

BTTH

BTT Installation

BTTI

Table 5-6 - GWO BTT module course codes

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5.7

P ARTICIPANT P REREQUISITES FOR THE BTT

All personnel participating in Basic Technical Training shall be medically fit and capable of fully participating.

Training providers shall have a procedure that requires participants to sign a statement stating that they are medically fit to participate in the safety training, that they do not suffer from any medical illness, and that they are not under the influence of any narcotic substance or alcohol.

The Requirements for Training Providers Annex 2: Medical Self-Assessment Form shall be used if no other equivalent procedure is in place.

Participants’ signatures testifying to their medical fitness shall be collected prior to the start of the Basic Technical Training course.

Furthermore, participants shall have created a personal participant profile in WINDA and provide their own WINDA ID prior to completing the BTT training.

There is only a prerequisite to attend the Installation Module, hence, the participant must have completed the Mechanical Module before attending the installation training. There are no prerequisites for the remaining modules, but some sort of practical mechanical or electrical maintenance background would be useful. Furthermore, personnel in the wind service industry must be able to read and write to a sufficient standard to be able to carry out instructions and complete the required documentation. It is an advantage if participants are able to read, speak and write English.

5.8

P HYSICAL D EMANDS

BTT modules do not have any specific expected physical demands.

However, if there is any doubt regarding the medical fitness of any participant, the training provider shall stop training the participa nt, and seek a physician’s advice.

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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6 G ENERAL R ESOURCES R EQUIRED TO D ELIVER BTT M ODULES

The training provider shall ensure that staff, facilities, and equipment are in place to support the training of participants.

6.1

I NSTRUCTOR /P ARTICIPANT R ATIO

The ratio shown for the theory session indicates the maximum number of participants attending the modules.

Other ratios indicate the maximum number of participants to be supervised by an instructor during each activity.

Modules

Session

Instructor – Participant Ratio

Theory

1:12

All BTT Modules

Practical

1:8

Table 6-1 - GWO BST instructor to participant ratios

6.2

P RACTICAL T RAINING F ACILITIES

A practical workshop is required that has enough space to accommodate 8 participants, with a respective work area each of approximately 3 square metres.

6.3

E QUIPMENT

The equipment required for the delivery of the BTT modules is shown in Annex 1.

6.4

H ANDOUTS

Handouts must be given to the participants containing, as a minimum:

Electrical symbols mentioned in the BTT Standard

Hydraulic symbols mentioned in the BTT Standard

Formulas used (Pascal’s Law, Ohm’s Law, torque etc)

These handouts could be used as reference for the participants during the entire course and also during the test at the end.

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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 figure

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 impo rtant 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.

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.

Figure 7-2 Learning Cycle, by David Kolb

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. 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.

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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, human factors plays a key role in the personal decision on responsibility and initiative and in the execution o f “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 at the Basic Level, where the participants can name, recognise, or describe a tool or a procedure, and ending at the Advanced Level, where the participants 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

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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, The GWO Taxonomy – condensed (From the GWO Taxonomy, annex to Requirements for Training Providers)

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8 A DMINISTRATION AND C ERTIFICATION OF M ODULES

8.1

P ARTICIPANT P ERFORMANCE A SSESSMENT

The participants will be assessed separately on each module according to the learning objectives, by means of direct observation and supplementary oral questions where appropriate (formative evaluation). Furthermore, the participants will be subjected to a written phase test on each module according to the learning objectives (summative evaluation).

The written tests can consist of multiple-choice or descriptive answer questions and shall be set at the same taxonomy level as the objective that they are testing.

The multiple-choice test must be conducted in accordance with the following criteria:

There shall be at least one question for each lesson in the module with a minimum of 10 questions for each stand-alone module.

There shall be a time limit of 1½ minutes per question.

The tests must be individual.

The participants shall not communicate with each other during the test.

The participants shall not communicate with any persons via email, telephone, Skype (or similar) or social media during the test.

Where a participant does not understand the meaning of a question or a multiple-choice option, the instructor shall be allowed to help the participant to understand the meaning of the question or the multiple-choice options. The instructor shall not give the participant the correct answers to any test questions.

Participants may use:

a. training material

b. handouts

c. own notes

Participants may not use:

a. mobile phones (except for calculator)

The multiple-choice test questions cannot be used at any other time during the training in such a way that the participants could recognise that they will be test questions at the end.

At least 70% of the questions in the written test must be answered correctly in order to pass the corresponding module.

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GWO Basic Technical Training V7

2022-04-01_BTT_V7

In the event that a participant fails the test, the instructor will have a discussion with the participant in order to find out the reason for this. If the reason was due to the misunderstanding of a question or due to language difficulties, the instructor can mark a question as correct, provided that the participant is able to demonstrate the right level of understanding. This must be properly documented by the instructor and kept together with the tests, control measures, evaluations, etc. Throughout each of the BTT modules, the instructor will use the participant performance assessment form (see Annex 1 of the Requirements for Training Providers) to evaluate the participant’s knowledge and skills, with a high focus on evaluating the participant’s safety awareness.

The instructor shall keep a participant performance assessment form (or adaptation) for each participant until the completion/evaluation of each BTT training module.

The participant performance assessment form (or adaptation) 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. The participant performance assessment form shall be used as a progressive evaluation tool to discuss the performance of a participant in guiding them to success. It also serves as supporting documentation if a participant passes or fails the module.

Training providers may adapt the participant performance assessment form to other media.

Training providers must have a documented procedure in place for dealing with participants not meeting the stated learning outcomes.

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5)

Mechanical Module (BTTM)

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GWO BTT Mechanical Module V7

2022-04-01_BTT_V7

9 M ODULE 1 - T HE BTT M ECHANICAL M ODULE

9.1

A IMS AND OBJECTIVES OF THE BTT M ECHANICAL M ODULE

The aim of this BTT Mechanical Module is to enable the participants to be able to perform basic mechanical tasks under the supervision of an experienced technician.

Overall learning objective of the BTT Mechanical Module:

Solve basic mechanical tasks responsibly (supervised by an experienced technician), using safe working procedures and the correct PPE (Ability, basic level)

9.2

D URATION OF THE BTT M ECHANICAL M ODULE

The total contact time for completing this BTT mechanical module is estimated to be 13 hours and 10 minutes. This is based on the time estimate given in the module timetable.

The training provider must not exceed the times per day given in table 9-2 below.

The training provider must ensure that sufficient time is allowed for participants with prior experience to share their experiences related to the module in a way that is constructive for the entire class.

Maximum duration per day

Contact time

8 hours

Total training day

10 hours

Table 9-2 - Maximum duration for training days

Note:

Contact time includes completion of course lesson content, 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).

9.3

E QUIPMENT

The equipment required for training as listed in Annex 1 must be available and must fulfil national legal requirements in the country where the training is taking place.

9.4

BTT M ECHANICAL M ODULE T IMETABLE

Within the module timetables, the approximate duration of each of the lessons is given. The training provider may choose to deliver elements of the training according to other timetables, as long as the total duration is

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