GWO Lift Commission and Inspection Training Standard V0
2021-10-01_TS_LCI_V0
U NDERSTAND GWO L EARNING O BJECTIVES AND T AXONOMY
Learning 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 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 has practised during the learning activities and in a comparable environment.
Figure 6-1 Alignment figure
Defining learning objectives in relation to all training elements ensures the alignment between objectives, activities, and on-going participants 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 presented during real-life exercises as well as in the real work situation and is the sum of personal experiences, knowledge, skills, and ability. The GWO Taxonomy Framework 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. The taxonomy levels in the learning objectives are defined by a reasonable number of precise and explained action verbs (highlighted below). These action verbs are presented in a progression of increasing complexity beginning on the basic level, where the participant can name, recognise or describe 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. The taxonomy and the presentation of action verbs in the progressive order imply that the previous taxonomic competences are already achieved.
Global Wind Organisation www.globalwindsafety.org
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