Training systems
Instructor Qualification Training Standard
V1
Publication date: 4th December 2023
Training systems
Instructor Qualification Standard / V1 2023-12-04
CONTENTS
1. LIST OF ABBREVIATIONS .................................................................................................................................5
2. TERMS AND DEFINITIONS...............................................................................................................................5
3. CHANGE LOG ................................................................................................................................................. 13
4. SCOPE .............................................................................................................................................................13
5. GENERAL REQUIREMENTS FOR THE INSTRUCTOR QUALIFICATION STANDARD...................................14
5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8
Overview
14 14 14 14 15 15 16 16
Target Group
Aims of the GWO Instructor Qualification Standard Duration of the Instructor Qualification Modules
Validity Period Course Codes
Participant Prerequisites
Trainer and Teacher Qualification Prerequisites
6. USING THIS STANDARD TO DEVELOP TRAINING .......................................................................................17
6.1 6.2
Learning and Transfer
17 17
Trainer’s Toolbox
7. MODULE 1 - INSTRUCTOR QUALIFICATION TRAINING..............................................................................19
7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8
Aims and Learning Objectives for the Instructor Qualification Training (IQT)
19 19 19 20 21 21 21 22
Core of the IQT: Teach Back Sessions
Participants Assessment
Duration of the Instructor Qualification Training Module Instructor Qualification Training Module Participant Ratio Equipment for the Instructor Qualification Training Module Instructor Qualification Training Module Timetable Detailed Description of the Instructor Qualification Training Module
Introduction to the training .............................................................................................................. 22 Teach back 1, Opening .................................................................................................................... 24 Adult Learning, Principles of Motivation........................................................................................... 25 Culture Awareness............................................................................................................................ 26 Communication, body Language ..................................................................................................... 26 Learning Styles ................................................................................................................................. 27 Reflection.......................................................................................................................................... 28 Catch-Up .......................................................................................................................................... 28 Teach back Session 2 ....................................................................................................................... 28
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Aims and Learning Objectives........................................................................................................ 29 Learning Objectives and activities.................................................................................................. 29 Learning processes, basic............................................................................................................... 30 Participants’ Experience, part 1 ...................................................................................................... 31 Instructional Design ........................................................................................................................ 32 Instructor Preparation ..................................................................................................................... 33 GWO Taxonomy ............................................................................................................................. 34 Visual training Aids ......................................................................................................................... 35 Organising Learning Activities........................................................................................................ 35 Teach back Session 3 ..................................................................................................................... 36 Feedback ........................................................................................................................................ 36 Catch Up......................................................................................................................................... 37 Questions ....................................................................................................................................... 38 Participants’ Experience, Part 2 ...................................................................................................... 38 Learning activities and teaching Methods ...................................................................................... 39 Digital Learning tools ..................................................................................................................... 40 Active Listening .............................................................................................................................. 41 Assessment Strategy ...................................................................................................................... 42 Teach back 4 .................................................................................................................................. 43 instructor self-evaluation and development ................................................................................... 43 Conflict management ..................................................................................................................... 44 Learning Transfer and fidelity ......................................................................................................... 45 Teach back 5 – Final ....................................................................................................................... 46 Training Review .............................................................................................................................. 46 Feedback session ........................................................................................................................... 46
8. MODULE 2 - IQ CROSSOVER TRAINING (IQTX) ...........................................................................................48
8.1 8.2 8.3 8.4 8.5
Aims and Objectives for the IQTX Module
48 48 48 48 49
Duration of the IQTX Module
Participant Prerequisites
IQTX Module Participant Ratio
Detailed description of the IQTX Module
Introduction to the Workshop .......................................................................................................... 49 Introduction to the Training.............................................................................................................. 50 Adult Learning Part 1 Principles of motivation ................................................................................. 56 Adult Learning Part 2, Learning Process and Approach ................................................................... 57 Learning Styles ................................................................................................................................. 58 Visual Learning Tools........................................................................................................................ 58 Learning Reflections ......................................................................................................................... 59 Catch Up........................................................................................................................................... 60 GWO Taxonomy Framework, Concepts ........................................................................................... 61 GWO Taxonomy, Learning Domains and Levels ............................................................................ 62 Assessment Tools, Question Styles ................................................................................................ 63
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Digital Learning tools ..................................................................................................................... 64 Feedback ........................................................................................................................................ 64 Learning Reflections ....................................................................................................................... 66 Catch Up......................................................................................................................................... 66 Barriers to Learning ........................................................................................................................ 66 Didactical Considerations and Instructional Design ....................................................................... 68 Training Review .............................................................................................................................. 68
9. MODULE 3 – IQT TRAINER MODULE (IQTT).................................................................................................71
9.1 9.2 9.3 9.4 9.5 9.6 9.7
Aims and Objectives for the IQTT Module
71 71 72 72 73 73 74
Duration of the IQTT Module Participants Assessment Participants’ Prerequisites IQTT Module Participant Ratio
Didactical Considerations for the IQTT Workshop Detailed Description of the IQTT Module
ANNEX 1 - EQUIPMENT LIST ......................................................................................................................................77
ANNEX 2 - VERSION HISTORY ....................................................................................................................................78
ANNEX 3 - IQT MODULE TEACH BACK .....................................................................................................................79
ANNEX 4 - IQT MODULE JOINING INSTRUCTIONS..................................................................................................83
ANNEX 5 - LEARNING DESIGN DOCUMENT.............................................................................................................85
ANNEX 6 - IQTT ASSESSMENT CRITERIA ..................................................................................................................91
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1. LIST OF ABBREVIATIONS
GWO
Global Wind Organisation
IQT
Instructor Qualification Training
IQTT
Instructor Qualification Trainer Training
IQTX
Instructor Qualification Crossover Training
WINDA
GWO training record database
WTG
Wind Turbine Generator
2. TERMS AND DEFINITIONS
Term
Definition
Ability
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 contains the following aspects:
Application of knowledge and skills together with both personal and professional experience, attitude, and personal characteristics. Ability also depends on the complexity of the cooperative situations in which one can engage, e.g. in familiar or unfamiliar situations, by one’s self or under supervision and instruction, alone or in cooperation with others as well as the degree of unpredictability and changeability in these contexts. In relation to learning, ability covers the ability to take ownership for one’s learning and that of others. Action Verbs Specific action verbs are indicative of a single taxonomic level. They demand specific learning activities so that participants can achieve a predetermined learning objective. During a learning activity the participant shall practise what the action verb indicates.
Similarly, a participant’s ability to achieve a learning objective can be assessed by comparing the participant’s training performance with the appropriate action verbs. Training assessment shall be carried out while a participant is in action as well as at the end of a training. Active listening is a communication skill that involves going beyond simply hearing the words that another person speaks but also seeking to understand the meaning and intent behind them. It requires being an active participant in the communication process
Active Listening
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Active listening techniques include:
1) being fully present in the conversation
2) showing interest by practising good eye contact
3) noticing (and using) non-verbal cues
4) asking open ended questions to encourage further responses
5) paraphrasing and reflecting back what has been said
6) listening to understand rather than to respond
7) withholding judgment and advice
Adult Learning Principles
Adult learning theories can positively impact adult learning experiences both in the classroom and on the job. The following characteristic are relevant: 1) adults need to know why they have to learn something - they must want to learn
2)
adults need internal motivation
3) adults have a self-concept of being responsible for their own decisions and constructions of experiences (experiential learning)
4)
adults are a learning resource for their peers
5)
adult learning is solution oriented
Teaching according to adult learning principles calls for participant centred and participant involving learning activities, work related fidelity designs, a significant focus on intrinsic motivation and development oriented feedback. Further characteristics covered by the concept of teaching according to adult learning principles are: learning styles, instructional design and didactical considerations, communication skills and conflict management, cultural awareness, and learning transfer. An aim describes what the intention of the activity/lesson/module is; why should resources be allocated to conduct the activity; what is the gain for the industry or for the course participant. Andragogy is an approach to teaching that is geared toward adult learners. It is based on the assumption that adult learners are more self-directed, autonomous, and motivated to learn. Key characteristics of andragogy include: learner-centred with focus on the learners needs, experiences, and interests; self-directed learning, where adult learners take responsibility for their learning and set their own learning goals and pace; experiential learning (adults often learn best through experiences and problem-solving activities that are relevant for them); collaborative learning where interaction and collaboration among adult learners are encouraged to share experiences an learn from one another; and
Aim
Andragogy
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problem oriented learning that motivates because the learner can see the direct application and relevance of what is to learned.
In conclusion, when teaching children or young students, a pedagogical approach is appropriate, with teacher-centred structured lessons, direct instruction, and regular assessment. However, when teaching adult learners, an andragogic approach may be more effective. These concepts are not mutually exclusive, and elements from both approaches can be combined to create effective teaching and learning experiences for learners of all ages
Assessment
The main focus of assessment is to collect data, track progress, and inform instructional decisions to support a student's learning journey
Assessment can be both formal and informal and may take various forms, such as:
a. formative assessment. This type of assessment is ongoing and occurs during the learning process. Its primary purpose is to provide feedback to both the student and the teacher, helping identify strengths and weaknesses and guiding instructional adjustments to enhance learning. b. summative assessment. Summative assessments occur at the end of a specific period, such as a unit, semester, or school year. They aim to evaluate the overall learning outcomes and determine a student's level of achievement or proficiency. Summative assessment must be conducted in the same environment and structure as the related learning activities to ensure alignment between objective, activities and assessment.
Backwards Planning
Planning lessons based on the desired learning outcomes and taxonomical goals
Catch-up
A daily, catch-up serves as an opportunity for participants and instructors to share updates, address questions or concerns, and ensure everyone is on the same page regarding the course material and objectives. The daily, catch-up may involve discussing completed assignments, upcoming tasks, reviewing concepts, providing clarifications, or engaging in interactive discussions to enhance the learning experience. It helps to foster communication, collaboration, and accountability among participants, ultimately supporting their learning journey throughout the course. Coherence of the learning objectives (what ability we expect to observe in the end of training), the learning activities (what we do to reach the learning objectives) and the evaluation is essential. The purpose of alignment is partly to ensure that learning activities are designed and conducted to achieve the relevant learning objectives (directed by action verbs); partly to ensure coherence between the evaluation and the learning activities performed by the participants.
Coherence
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Didactic considerations are focused on reaching the learning objectives. Factors to be considered may include: learning content, facilities and conditions, evaluation and assessment strategy, available time, supportive activities and structures, participants prerequisites, participants preparedness and capabilities, culture and traditions, and motivation. Evaluation is a specific and judgemental process that aims to determine to what extend the learning outcome at the end of a training or a learning activity is sufficient in relation to the overall learning objectives. Various assessments provides the data and feedback needed to make informed judgement during evaluation. 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. Advice and examples of types of feedback in relation to taxonomic levels are described in the GWO Taxonomy Framework included in the GWO Requirements for Training. Fidelity is about creating training environments that are realistic and as similar to reality as possible. By focussing on creating fidelity in the training environment, the transfer of knowledge, skills, and abilities from the training situation to the actual work reality is facilitated. The level of fidelity should be a balance between, on the one hand, a supportive learning environment and, on the other hand, the need for realism in the learning situation. Therefore, fidelity may be lowered in learning activities at the basic learning levels, where the focus should be on both safety and a learning environment that supports the participants development. When moving to the intermediate or advanced levels of learning, fidelity should be adjusted towards the actual work environment. Simply put, instructional design is the creation of instructional materials and plan focused learning activities. Though this field goes beyond simply creating plans and teaching materials, it carefully considers how participants learn and what materials and methods will most effectively help individuals achieve their academic goals
Didactic and Didactical Factors and Consideratio ns
Evaluation
Feedback
Fidelity
Instructional Design
Also see “Didactic”
Instructor Led Training
An instructor has the ability to demonstrate a skill, lead the practice activity, observe the participants’ progress as well as assess when the participants are mastering the skill sufficiently well. Furthermore, the instructor must decide to intervene in the practice activity should there be a deviation in the form of safety or error learning. (The instructor must balance the intervention between ensuring the participants’ safety and the value and benefit of learning from mistakes).
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Instructor led training is the core of GWO module trainings, where lessons and learning activities are led by an instructor who leads, facilitates, supervises and take responsibility of the training. We need to facilitate the learner’s process and yet know when to stop if the situation becomes dangerous. The instructor must intervene as soon as a risk of an incident is detected, or in case of the participants practising and learning in a wrong direction. The balance between “learning from mistakes” and the participants exposing themselves to risks or danger when practising must always be unquestionable.
Intervention (Instructor’s)
In this training standard, “learners” refer to the future course participants to be trained by the present IQT participant.
Learners
Learning
In the GWO Taxonomy Framework, learning is defined as:
Learning is individual and personal constructions of experiences. Experiences are the results of reflections on impressions from acting. Acting includes listening, reading, observing, discussing, and trying to solve a task. To act always involves more than the individual itself, and therefore experience, and thus learning, is a social construction. To learn, we have to act, and the more motivated, involved, and active we are in the process, the more we learn. Learning activities aim at the knowledge, skills, and abilities defined in the learning objectives, so that the participants’ progress can be observed and supported on an ongoing basis in relation to the learning objectives. In the GWO Taxonomy Framework, the suggested learning activities are the minimum standard of learning activities for each learning domain and level. Training providers and instructors with a flair for creativity and focus on excellence may go above the listed activities. The participants learn the most when they try on their own and by so doing create their own learning experience. Hence the learning process must allow for risks of failing, and the instructor must maintain the balance between safe experimentation and the need for intervening, when necessary.
Learning Activities
Learning From Mistakes
Learning Log The participants may use a learning log to capture learning experiences, learning points, good ideas, warnings, inspiration and other relevant reflections from the training or workshop.
Learning Objectives
GWO uses the term learning objective in training standards to describe what the participant must be able to do, after successfully completing the training. The domains of knowledge, skills and ability are used to describe learning objectives. Definitions of knowledge, skills and ability are presented in three levels: basic, intermediate, and advanced level. On each level it is implicit that learning objectives at
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lower levels are met. Thus, a learning objective indicates the specific knowledge, skills, and abilities a person with a given certification is expected to possess as the result of a learning process. Learning objectives are key elements in the assessment strategy and in the assessment of participants’ performance and development. Every learning objective is met through activities, that address relevant learning points (e.g. how to don a harness includes different learning points, such as checking the harness durability and tightening straps sufficiently). The ability of a learner to take the skills and knowledge from training and apply them in the reality of their work. By focussing on creating fidelity in the training environment, the transfer of knowledge, skills, and abilities from the training situation to the actual work reality is facilitated. Furthermore, fidelity will support the connection between the work environment to the training environment and by that support the creation of a relevant and safe learning space. Motivation is an internal state that activates, guides, and sustains behaviour. It impacts the speed and efficiency of the learning process. Individuals who are motivated persevere longer, produce higher quality effort, learn more deeply, and perform better in training activities and work situations. The more heart-felt and intrinsic the motivation, the greater the impact and driving force to learn. The instructor must always support and facilitate the development of the participants’ motivation and their driving force to learn.
Learning Points
Learning Transfer
Motivation
(Intrinsic)
Must
For clarity where the word “must” is used in this standard it shall have the same meaning as “shall’
Observe
We use observe in the broad sense of, to examine. To observe is to actively acquire information from a primary source. Observation employs the senses and enables transfer of knowledge. Observing how a technique is being performed or how another participant is practising a skill, helps the participants familiarise themselves with new knowledge or skills and gain confidence to repeat the learning activity. Observing also facilitates the instructor’s assessment of the participant’s development and their progression towards the aims and learning objectives of the training. Questions are posed with several different intentions. Questions may be considered as either seeking backward to investigate the level of understanding or being future oriented, where answers emerge through reflections. The complexity of question types and responses are closely related to the GWO Taxonomy levels.
Questions
Reflection (and
Reflection is an important part of the learning process and must be facilitated in all learning activities. Participants develop experiences by reflecting their doings, and they develop a
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Experiential Learning)
positive attitude towards the subject as well as enhanced behaviours in the following work situation when they succeed through trying things out on their own, bringing their relevant experience into play and using learning points from the received feedback. Reflection is more than just thinking about a topic. Reflection is critical thinking putting one’s understanding into perspective to find a well thought out solution to a challenge. It can also be about how new impressions fit into the individual’s present experiences. Learning based on reflection must be facilitated in both practical and theoretical training on all the learning domains of knowledge, skills, and ability. Instructors must act correctly, safely and behave in a way that demonstrates safety as a priority at all times. Participants on a training will view the instructor as the example of excellent performance and, as such, a role model. The instructor must prove integrity in the form of compliance with legislation, GWO directions, professional vocational standards, and any relevant safety related behaviour. The instructor’s role is also defined by the ability to support and facilitate the participants in developing motivation in the safe learning environment.
Role model
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.
Should
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. Scaffolding refers to a method where teachers offer a particular kind of support to participants as they learn and develop a new concept or skill. In the instructional scaffolding model, a teacher may share new information or demonstrate how to solve a problem. The teacher then gradually steps back and lets participants practise on their own. It can also involve group practice.
Scaffolding (Instructional)
An example of instructional scaffolding is sometimes described as, “I do. We do. You do.” In other words, the teacher shows how something is done, then the class practises together and, finally, participants work individually. Other examples could be: Tell-Show- Do-Practise-Review, and Explain-Demonstrate-Imitate-Correction-Try again-Summarise (EDICTS). Small Group A small group of three or four participants is optimal for supporting reflections and sharing ideas and experiences, while five are too many. In some situations, reflections in pairs are even more beneficial.
Student Centred
Student centred teaching and learning places the learning responsibility on the student being active and problem solving, with the end goal of competence over knowledge. The instructor is responsible for facilitating the learning activity, hence the learning.
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Taxonomy
The GWO Taxonomy Framework is based on multiple global qualification frameworks that focus on lifelong learning. The specific aim of the GWO Taxonomy Framework is to ensure coherence and conformity between the learning objectives in GWO training standards and their related learning activities delivered in training conducted by GWO training providers. The intention of using a taxonomy (of action verbs) in learning objectives is to indicate the expected level of performance within a specific learning domain. The instructor can observe the execution of a learning objective and asses the participant against the action verb. The scaffolding of the GWO Taxonomy Framework is its three learning domains: Knowledge, Skills, and Ability. For each domain and level, the relevant action verbs are defined with examples of learning objectives, description of learning processes, suggestions for learning activities and ways of evaluating the learning. The participant functions as a teacher as part of the course curriculum. Purpose of a teach back session is to assess the participant’s ability to apply knowledge, skills and abilities in relation to topics previously addressed in the training by leading a learning activity. On IQT the assessment criteria for each participant’s teach back sessions will increase in taxonomic progression in accordance with the theoretical level and context. This is a time for the participants to practise planning, preparation, delivery, class management, reflection and assessment. Many of the intermediate and advanced learning objectives in the IQT course will be met in teach back sessions. The concept of “Teacher roles” addresses that the instructor can, and should, act in a role according to the chosen training strategy applied during training with the intention to behave in a way that is aligned and supports the specific training strategy, enabling the intended effect of it. The teacher’s role is to be a facilitator of the learning process, by among others supporting the learning climate in the group, always following the individual needs for improving, considering themselves as a flexible and useful resource, and striving for acknowledging and accepting one’s own limitations. In this also lies the need to adjust the teacher performance in relation to the learning objectives and learning activities. Whether this is instructional, when facts are to be understood, or technical procedures must be performed; or supporting when the participants are in the experimental or exploring activities. Stepping out of the actual learning activity and entering this meta level perspective e.g. on the method applied or addressing a situation or phenomenon happening during the workshop has different names, for example ‘hats on/hats off’, ‘time out’, and ‘reflection’ for transfer.
Teach Back (Session)
Teacher’s Role
Time out
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Trainer (IQT Trainer)
The IQT Trainer becomes a certified IQT Trainer through an IQTT-workshop. The IQT Trainer is certified to deliver IQT and IQTX trainings.
Training Strategy
A structured approach to facilitate learning. It outlines the methods, resources, and goals necessary to achieve specific learning objectives, and support personal or organisational development. Any object or process that present a learning point visually. This could be showing technical objects, presenting text and illustrations on digital or traditional means, and watching a video.
Visual Training Aids
Table 5.1.1 - Definitions
3. CHANGE LOG
Amendment date
Version
Approved by & date Description of changes
4. SCOPE
Global Wind Organisation is a non-profit body founded by the 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. The core purpose of the GWO Instructor Qualification Standard is to introduce a structured and assessable pedagogical standard for instructors leading GWO trainings. The scaffolding of the standard is focused on participant centred teaching and adult learning principles with the GWO Taxonomy Framework as the supporting theoretical background. The IQ Standard is part of the GWO Instructor Qualification Framework that covers a process for qualifying instructors to deliver GWO modules, and an assessment and governance structure to ensure a high quality of train-the-trainers. This standard has been developed in response to the demand for recognisable instructor qualification training in the industry and has been designed in co-operation between the members of GWO and the training providers. The standard is based on practical training experience and theoretical, didactical and pedagogical insight.
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5. GENERAL REQUIREMENTS FOR THE INSTRUCTOR QUALIFICATION STANDARD
5.1 Overview
The GWO Instructor Qualification Standard is divided into the following 3 modules:
Module 1: Instructor Qualification Training
Module 2: Instructor Qualification Crossover Training
Module 3: Instructor Qualification Trainer Training
5.2 Target Group
The Instructor Qualification Training Module is designed for aspiring instructors with no former vocational teaching experience.
Experienced GWO instructors with some pedagogical backgrounds are expected to benefit greatly from the Instructor Qualification Crossover Training Module.
The Instructor Qualification Trainer Training (IQTT) Module is designed for selected, experienced instructors with extensive pedagogical experience who would like to develop new instructors.
5.3 Aims of the GWO Instructor Qualification Standard
Aim of the GWO Instructor Qualification Standard is to describe the standard for pedagogical practice in GWO trainings.
Aims and overall objectives for the three training modules are presented in the relevant module introductions.
5.4 Duration of the Instructor Qualification Modules
The total contact time for completing the Instructor Qualification Modules is estimated based on the durations of pilot trainings and as approved by the GWO Training Committee.
Modules
Duration
Instructor Qualification Training Module
9 days
Instructor Qualification Crossover Training
3 days
Instructor Qualification Trainer Training
5 days
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Table 5.4.1 – Duration of the GWO Instructor Qualification Modules
The training provider must not exceed the time per day given in table 5.4.2 below.
Maximum Duration Per Day
Contact time
8 hours
Total training day
10 hours
Table 5.4.2 – Maximum Duration Per Day
Contact time includes delivery of course lesson content, practical exercises and activities directly related to these. In addition, participants will have pre-joining assignments and preparation for teach back sessions as well as practise and preparation that may occur outside of contact time.
Note
The total training day includes contact time, meals and breaks and travel between training sites (where applicable).
If an IQT Module is split into groups of lessons, these must be concluded within a three-month period. The group duration must not be less than three days to ensure learning flow in a safe and constructive learning environment. Furthermore, the participants must be assigned to apply their newly learned knowledge and skills to their teaching practice in the intervening periods and share their reflections on this at their next session.
Note
Minimum 50% of the IQT Module must be delivered in person and must include a minimum of three in person teach back sessions.
5.5 Validity Period
The Instructor Qualification Training Module and Instructor Qualification Crossover Training Module are enduring qualifications and therefore a validity period does not apply.
The Instructor Qualification Trainers Training must be refreshed by attending a GWO Instructor Qualification conference (as a minimum) every three years.
5.6 Course Codes
Module
Course Code
Instructor Qualification Training
IQT
Instructor Qualification Training Crossover
IQTX
Instructor Qualification Trainer Training
IQTT
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Table 5.6.1 – GWO Instructor Qualification Module Course Codes
5.7 Participant Prerequisites
Participants on GWO instructor qualification trainings must meet the participant prerequisites described in the GWO Requirements for Training.
Furthermore, participants must meet the criteria described in table 5.7.1 in relation to each module, as follows:
Module
Participants Prerequisites
Instructor Qualification Training
1) Relevant vocational training
Instructor Qualification Crossover Training
1) Minimum 1000 hours of teaching GWO modules, or similar
Instructor Qualification Trainer Training
1) Hold a valid GWO IQT training record, or similar
2) Minimum 2000 hours experience of teaching GWO modules
3) Prove knowledge about adult learning principles and experience in applying these in trainings 4) Prove knowledge (IQT level) about GWO Taxonomy principles and experience in applying these in planning and executing trainings
The IQT Trainer applicant is approved through:
1) A written application that among others addresses the prerequisites listed above, 2) Observation of training delivery with following feedback (in- person or video observation)
3) and a following interview with GWO IQT assessors
Table 5.7.1 – Participants prerequisites
5.8 Trainer and Teacher Qualification Prerequisites
A competent GWO IQT Trainer or IQTT Teacher must adhere to the GWO Requirements for Training.
Furthermore, trainers and teachers must meet the criteria listed below in table 5.8.1.
Module
Instructor Prerequisites
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IQT Trainer to teach Instructor Qualification Training (IQT)
1) Valid IQTT training record
1) Valid IQTT training record
IQT Trainer to teach Instructor Qualification Crossover Training (IQTX)
Teacher to teach Instructor Qualification Trainer Training (IQTT)
1) Adult learning education on (minimum) level 6 (EQF/Academy level)
2) Experienced IQT Trainer or similar
Table 5.8.1 – Instructor Prerequisites
6. USING THIS STANDARD TO DEVELOP TRAINING The learning activities described in the GWO IQT modules are suggestions that are aligned with the learning objectives and their related taxonomic levels. Other learning activities, structures and designs may be applied as long as they are aligned with the relevant learning objective.
In addition to this, all training based on this standard including all related resources shall, as a minimum, meet the requirements described in the GWO Requirements for Training.
6.1 Learning and Transfer
Throughout the modules, the trainer must ensure that the participants link theory, reflections, and feedback to their future instructor practice in order to ensure learning transfer.
Examples of how this may be done include: doing a time out and discuss usability of a learning activity, a method of presentation, an applied structure for group work and discussions, or to have the participants to include their reflections on this as a part of their presentations or learning logs.
6.2 Trainer’s Toolbox
The learning activities described in the module lessons are suggestions for activities.
It is the responsibility of the IQT Trainer to plan and conduct learning activities based on the knowledge and experience of their participants and the GWO Taxonomy Framework to reach the stated learning objectives.
Learning activities must be participant centred and prioritise practical elements that support the participants’ reflection process (e.g. small group work, discussions in pairs or groups, participants’ presentations, simulations, role plays).
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Instructor Qualification Training
Instructor Qualification Training Module
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7. MODULE 1 - INSTRUCTOR QUALIFICATION TRAINING
7.1 Aims and Learning Objectives for the Instructor Qualification Training (IQT) The aim of the Instructor Qualification Training is to enable the participant to instruct and train in accordance with adult learning principles for an adult target audience. The IQT serves as a prerequisite for entering other specific GWO Instructor Qualification schemes.
After having successfully completed this Instructor Qualification Training Module, the participants will have the ability to:
1) Take responsibility of planning and conducting instructor led training ensuring participants’ safety throughout (Ability, intermediate level)
2) Choose appropriate learning activities and assessment tools based on the characteristics of an adult target audience and adult learning principles in their didactical considerations and facilitation of learning activities (Knowledge, advanced level)
3) Apply appropriate teaching methods, learning activity structures and assessment tools based on the characteristics of an adult target audience and adult learning principles (Skills, intermediate level)
4) Assess training participants' learning progression and performance against specific training aims and learning objectives (Knowledge, advanced level)
5) Take initiative and take responsibility to conduct instructor self-evaluation activities (Ability, intermediate level)
7.2 Core of the IQT: Teach Back Sessions Participants teach back sessions form the core of the IQT. Taught learning theory is build up to then be applied in teach back session that follow, while successive learning theory is added in both through topics and progression.
The structure and timing of the teach backs should be followed as outlined in Annex 3, IQT Teach Back to ensure that sufficient time is allocated for this practical training.
In the teach back sessions, the participants demonstrate how they meet learning objectives from the former theory lessons. Therefore, a decisive part of the participants assessment is based on their performance in the teach back sessions.
Furthermore, the feedback after teach back sessions focuses on improvement and development.
7.3 Participants Assessment
IQT participants are assessed against the overall learning objectives described above (Section 7.1 Aims and objectives of the Instructor Qualification Module) and the assessment criteria listed below:
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a. planning learning activities that are taxonomically aligned with learning objectives
b. focus on participants’ motivation and driving force to learn
c. involvement of participants and conducting participant centred learning activities
d. support participants’ reflections to facilitate learning through the construction of experiences
e.
appear as a role model and display safe behaviour
f. showing engagement and commitment throughout the module
g. adapt the training to the participants’ needs and experience
7.4 Duration of the Instructor Qualification Training Module The total contact time for completing the Instructor Qualification Training Module is estimated to be 72 hours. This is based on the times used for delivering pilot trainings. Additionally, time for preparation of teach back sessions must be expected.
The training provider must ensure that sufficient time is allowed for participants with prior experience to share their experiences in a way that is constructive for the entire class.
The training provider must not exceed the time per day given in the table 7.4.1 below.
Maximum Duration Per Day
Contact time
8 hours
Total training day
10 hours
Table 7.4.1 – Maximum Duration Per Day
Contact time includes delivery of course lesson content, practical exercises and activities directly related to these.
Note
The total training day includes contact time, meals and breaks and travel between training sites (where applicable).
If an IQT course is split into batches and delivered in sub modules, these must be concluded within a three-month period. Sub modules must not be of less than three days duration each to ensure the learning flow in the safe and constructive learning environment. Furthermore, the participants must be assigned to apply their newly learned knowledge and skills to their teaching practice in the intervening periods and share their reflections on this at each next upcoming sub module.
Note
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Minimum 50% of the IQT must be delivered in-person and must include a minimum of three in- person teach back sessions.
7.5 Instructor Qualification Training Module Participant Ratio
The ratios shown below indicate the maximum number of participants per instructor attending the learning activity.
Module
Session
Instructor to Participant Ratio
Theory
1:12
Instructor Qualification Training
Teach back
1:6
Table 7.5.1 – Instructor to Participant Ratio
If there are more than 6 participants for teach back sessions, one more instructor must facilitate the observation and feedback in order to stay inside the given time frame. Alternatively, the teach back sessions 3 and 4 may be delivered in pairs.
Note
7.6 Equipment for the Instructor Qualification Training Module
The equipment required for training as given in Annex 1 must be available and must fulfil national legal requirements where applicable.
7.7 Instructor Qualification Training Module Timetable The order in which elements of this Instructor Qualification Training Module are delivered may vary according to the didactical choices of the delivering training provider. Within the module, approximate duration of the introductory lessons is given based on the maximum number of participants. Based on the nature of this training, durations will vary based on the participants’ background and experience. IQT Module Trainers should choose learning activities based on the GWO Taxonomy Framework in order to reach the learning objectives and to exemplify the usability of the framework for new instructors. The timing and sequence of lessons and topics is therefore depending on their didactical and pedagogical choices and design. The total duration of the training must not be reduced and teach back sessions must not be reduced in duration. Theoretical elements may be added in connection to theoretical and practical exercises and learning activities when feasible.
The delivery of this module must comply with the requirements described in the GWO Requirements for Training .
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