GWO Blade Repair Training Standard V2.0
2021-04-01_TS_BR_V02
Knowledge
Skills
Ability
The participant understands a topic in a holistic view, where risks, advantages and disadvantages are considered, forming the background for reflected assessments or decisions for action.
The participant can experiment and refine his or her skills, as well as reflect and evaluate on the behaviour and reactions in relevant situations.
Can adapt and act responsibly in new ways, pay attention to the safety of fellow workers and propose development of safety procedures. Safety-awareness and responsibility are instinctive parts of ability. The participant can act independently, is able to identify connections and risks in work related situations and can take initiative and responsibility for feasible mitigating actions on the job. The participant can act independently in familiar work situations.
The participant can account for how things are done , or can explain how a piece of equipment or a tool is used .
The participant can test the applicability of the skill and distinguish between relevant and less relevant situations to apply the skill in. Basic cognitive and practical skills required to apply relevant instructions and procedures to solve routine problems using simple rules and tools.
The participant can describe a topic, name its constituent parts or simply refer to it. Basic knowledge is observed by a one- dimensional objective: “I can state a fact”.
The taxonomy levels in the learning objectives are defined by a reasonable number of precise and explained action-verbs. These action verbs are presented in a progression of increasing complexity - beginning on the basic level, where the participant can recognise or name a tool or a procedure, and ending at the advanced level, where the participant can take responsibility and even assist fellow workers on the work site. The taxonomy and the presentation of action verbs in the progressive order imply that the previous taxonomic competences are already achieved. Learning objectives in this standard are followed by an indication of the taxonomy level and domain in brackets e.g. (Skills, advanced level)
Summing up the learning objectives
A specific action verb indicates a taxonomic complexity level that calls for specific learning activities for the participant to reach the decided learning objectives.
Global Wind Organisation www.globalwindsafety.org
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