Training systems
Instructor Qualification Training Standard
V2
Publication date: 10032026
Training systems
Instructor Qualification Training Standard / V2 10032026
CONTENTS
1. LIST OF ABBREVIATIONS .................................................................................................................................5
2. TERMS AND DEFINITIONS...............................................................................................................................5
3. CHANGE LOG ................................................................................................................................................. 15
4. SCOPE .............................................................................................................................................................16
5. GENERAL REQUIREMENTS FOR THE INSTRUCTOR QUALIFICATION TRAINING STANDARD ................16
5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9
Overview
16 17 17 17 18 18 19 19 19 20
Target Group
Aims and Objectives
GWO Instructor Qualification Training Standard Assessment Requirements
Duration of the Instructor Qualification Modules
Training settings Validity Period Course Codes
Participant Prerequisites
5.10
Instructor Qualification Requirements
6. USING THIS STANDARD TO DEVELOP TRAINING .......................................................................................21
6.1 6.2
Facilitating Learning and Enhancing Learning Transfer
21 21
Facilitating Reflection
7. INSTRUCTOR QUALIFICATION TRAINING MODULE...................................................................................24
7.1 7.2 7.3 7.4 7.5 7.6 7.7
Aims and objectives for the Instructor Qualification Training
24 24 25 26 26 26 27
Duration of the IQT Module
Core of the IQT: Teach Back Sessions IQT Module Participants Assessment
IQT Module Participant Ratio
Training settings
Detailed Description of the IQT Module
Introduction to the Training.............................................................................................................. 27 Teach Back Session 1, Opening ....................................................................................................... 29 Adult Learning, Principles of Motivation........................................................................................... 29 Culture Awareness............................................................................................................................ 29 Communication, Body Language ..................................................................................................... 29 Learning Styles ................................................................................................................................. 30 Teach back Session 2 ....................................................................................................................... 30 Aims and Learning Objectives.......................................................................................................... 30
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Learning Objectives and Activities ................................................................................................... 31 Learning Processes, Basic ............................................................................................................... 31 Participants’ Experience, Part 1 ...................................................................................................... 31 Instructional Design ........................................................................................................................ 32 Instructor Preparation ..................................................................................................................... 32 GWO Taxonomy ............................................................................................................................. 32 Visual Training Aids ........................................................................................................................ 33 Organising Learning Activities........................................................................................................ 33 Teach Back Session 3 ..................................................................................................................... 33 Feedback ........................................................................................................................................ 34 Questions ....................................................................................................................................... 34 Participants Experience, Part 2 ....................................................................................................... 34 Teaching Methods and Teacher roles ............................................................................................ 35 Digital Learning Tools..................................................................................................................... 35 Active Listening and Coaching ....................................................................................................... 36 Assessment ..................................................................................................................................... 36 Teach Back Session 4 ..................................................................................................................... 37 Instructor Self-Assessment and Development ................................................................................ 37 Conflict Management ..................................................................................................................... 38 Learning Transfer And Fidelity........................................................................................................ 38 Teach Back Session 5 ..................................................................................................................... 38 Training Review .............................................................................................................................. 39
8. INSTRUCTOR QUALIFICATION CROSSOVER TRAINING MODULE ............................................................41
8.1 8.2 8.3 8.4 8.5 8.6
Aims and Objectives for the Instructor Qualification Crossover Training
41 41 42 42 43 43
Duration of the IQTX Module
IQTX Module Participant Assessment IQTX Module Participant Prerequisites
IQTX Module Participant Ratio
Detailed description of the IQTX Module
Introduction ...................................................................................................................................... 43 Introduction to the Training.............................................................................................................. 44 Instructional Design Part 1 – Alignment Triangle ............................................................................. 46 Instructional Design Part 2 – Didactical Considerations ................................................................... 47 Adult Learning Part 1- Principles of Motivation ................................................................................ 47 Adult Learning Part 2- Learning Process and Approach ................................................................... 47 Learning Styles ................................................................................................................................. 48 Visual Learning Tools........................................................................................................................ 48 Learning Reflections ......................................................................................................................... 48 GWO Taxonomy Framework, Concepts, Learning Domains, and Levels .......................................49 Question Styles............................................................................................................................... 49 Assessment ..................................................................................................................................... 49 Digital Learning Tools..................................................................................................................... 50
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Feedback ........................................................................................................................................ 50 Active Listening and Coaching ....................................................................................................... 51 Teach Back Session ........................................................................................................................ 51 Barriers to Learning ........................................................................................................................ 52 Training Review .............................................................................................................................. 53
9. INSTRUCTOR QUALIFICATION TRAINER TRAINING MODULE...................................................................55
9.1 9.2 9.3 9.4 9.5 9.6 9.7
Aims and Objectives for the Instructor Qualification Trainer Training
55 56 56 57 57 58 58
Duration of the IQTT Module
IQTT Module Participant Assessment Process IQTT Module Participant Prerequisites
IQTT Module Participant Ratio
Didactical Considerations for the IQTT Module Detailed Description of the IQTT Module
GWO Taxonomy ............................................................................................................................... 59 Feedback .......................................................................................................................................... 60 Assessment....................................................................................................................................... 60 Instructor Self-Assessment and Development .................................................................................. 60 Adult Learning Principles.................................................................................................................. 60 Participants' lessons - Teach-Back sessions ...................................................................................... 61
ANNEX 1 - EQUIPMENT LIST ......................................................................................................................................63
ANNEX 2 - PRE-COURSE PARTICIPANT PREPARATION LISTS .................................................................................65
ANNEX 3 - IQTT APPLICATION PROCESS .................................................................................................................67
ANNEX 4 - PARTICIPANT PERFORMANCE ASSESSMENT FORMS ..........................................................................68
ANNEX 5 - VERSION HISTORY ....................................................................................................................................78
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1. LIST OF ABBREVIATIONS
Abbreviation Full term
EQF
European Qualification Framework
GWO
Global Wind Organisation
IQT
Instructor Qualification Training
IQTX
Instructor Qualification Crossover Training
IQTT
Instructor Qualification Trainer Training
WINDA
GWO training record database
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:
1) Application of knowledge and skills together with both personal and professional experience, attitude, and personal characteristics. 2) Ability also depends on the complexity of the cooperative situations in which one can engage, e.g. in familiar or unfamiliar situations, by oneself or under supervision and instruction, alone or in cooperation with others as well as the degree of unpredictability and changeability in these contexts. 3) In relation to learning, ability covers the ability to take ownership for one’s learning and that of others 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 should practise what the action verb indicates, hereby enabling them to progress towards the learning objective ultimately reaching it 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 should be carried out while a participant is in action as well as at the end of a training
Action Verbs
Active Listening 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
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intent behind them. It requires being an active participant in the communication process.
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
8) clarifying unclear points
9) summarising the facts
10) verbalising emotions
Adult Learning Principles
Compared to learning theories on children or young learners, adult learning theories can positively impact adult learning experiences both in the training situation and on the job
The following characteristics of adult learners are relevant:
1) Adults are individuals with knowledge, skills, resources, history, (life) experience, ideas and a stable self-image – which needs to be considered 2) Adults need to know why they have to learn something - they should want to learn indicating adults’ need for intrinsic motivation 3) Adults are motivated by relevance, a solution-oriented approach and real-life application. In that sense adults have a functional approach to learning – it should make sense enabling the learner to see the direct application and benefits of what is to be learned, addressing the "What's in it for me?" 4) Adults see themselves as independent individuals and self-directed learners who take responsibility for their own decisions and learn best by building on their experiences (experiential learning) 5) Adult learners will take as much responsibility for their learning process as they are interested in, provided they are able and permitted to do so (compared to if others take that responsibility for them e.g. the instructor)
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6) Adults bring valuable experiences. They can share experiences and learn from one another and are thus a valuable learning resource for their peers. This is facilitated through interactive and collaborative learning activities
7) In general, adults learn better through problem-solving, practical, hands-on approaches
8) As adults we are motivated to learn when challenged at a suitable level (feeling achievable and relevant), enough to stretch their ability without becoming overwhelming
9) Two of the most important aspects to adult learning are:
a. Realizing the need to learn (intrinsic motivation)
b. Building on already obtained knowledge and skills (experiences)
Teaching adults effectively means using learner-centred, engaging and interactive approaches that link directly to their work and life, encourage collaboration, allow and facilitate reflection, and provide constructive feedback. These are common instructional design based on didactical considerations for adult learners and a means to facilitate intrinsic motivation, among others. Teaching adults also means considering learning styles, communication, cultural awareness, conflict management, and learning transfer. In general, if the characteristics of adult learning are not considered and facilitated in training this may lead to barriers to learning In the conduct of GWO training sessions, an approach based on adult learning principles is expected as this effectively facilitates learning progression aiming to reach expected learning outcomes An aim describes what the intention of the activity, lesson, module and standard is; why should resources be allocated to conduct the activity; what is the gain for the industry or for the course participant The main focus of assessment is to gather data to determine the learning outcomes of an individual learner or groups of learners, and inform instructional decisions to support a participant’s learning journey
Aim
Assessment
Assessment can be both formal and informal and may take various forms, such as:
1) Formative assessment. This type of assessment is ongoing and occurs during the learning process. Its primary purpose is to provide feedback to both the participant and the teacher, helping identify strengths and weaknesses and guiding instructional adjustments to enhance learning 2) 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 participant's level of achievement or proficiency
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Summative assessment should be conducted in the same environment and structure as the related learning activities to ensure alignment between objective, activities and assessment Designing training programs based on the competence needed to fulfil a specific role or function or perform certain task/s. At course level it’s planning lessons based on the desired learning outcomes and taxonomical goals. An alternative term is “Outcome based design” 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 A teaching tool that is a learner-centred approach to support reflection by guiding learners to analyse their experiences, identify strengths and areas for growth, and develop their own solutions through questioning, feedback, and dialogue. Coaching encourages critical thinking, self-awareness, and autonomy in the learning process, and is often involving Active Listening techniques
Backwards Planning
Catch-up
Coaching
Key principles:
Active Listening – The coach listens attentively to understand the learner’s experiences and perspectives, creating a safe space for honest reflection
Powerful Questioning – Thoughtful, open-ended questions encourage participants to analyse their teaching decisions and discover their own solutions
Goal Setting and Accountability – Coaching supports learners in setting realistic professional goals and taking ownership of their progress and actions
Empowerment and Trust – A relationship built on trust fosters confidence, autonomy, and a commitment to ongoing professional growth
Coherence
Coherence of the learning objectives, the learning activities, and the evaluation is essential. The purpose of this alignment is partly to ensure learning activities are created and conducted to achieve the relevant learning objectives, partly to ensure coherence between the evaluation and what and how the participant has practised during the learning activities Considerations that are the basis for planning learning activities that focus 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
Didactical Factors and Considerations
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The aim of feedback is to reduce the gap between the participant´s current performance and a desired goal. Feedback is an effective way to generate reflection and learning
Feedback
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
Fidelity is about creating training environments that are realistic and as similar to reality as possible. By focusing 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
Instructional Design
Simply put, instructional design is the creation of instructional materials and planning 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 learners achieve their academic goals
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 The instructor shall intervene in the practice activity should a safety risk arise. Furthermore, in case of possible error learning the instructor should balance an intervention between ensuring the correct learning and the value and benefit of learning from mistakes) 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
IQTT Teacher
A competent person appointed to teach IQTT
IQT Trainer
A competent person qualified to deliver IQT and IQTX
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Intervention (Instructor’s)
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
Learners
In this training standard, “learners” refer to the future course participants to be trained by the present IQT participant
Learning
In the GWO Taxonomy Framework, learning is defined as:
1) Learning is individual and personal constructions of experiences. Experiences are the results of reflections on impressions from acting 2) 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 3) 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 supporting the learner in reaching 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 should allow for risks of failing, and the instructor must maintain the balance between safe experimentation and the need for intervening, when necessary The participants may use a learning log to capture learning experiences, learning points, good ideas, warnings, inspiration and other relevant reflections from the training
Learning Activities
Learning From Mistakes
Learning Log
Learning Objectives
GWO uses the term learning objective in training standards to describe what the participant should 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 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
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Learning Points During learning activities that aim at a specific learning objective, there can be several key learning points – leading to the actual learning objective
Learning Transfer
The ability of a learner to take the knowledge, skills and abilities acquired in training and apply them in the reality of their work, with a resulting improvement in work performance (e.g. on quality and/or time spent). To advance from learning acquisition to on-the-job application. The concept of acting based on what you have previously learned. Learning transfer is more than Learning retention A learner’s learning process does not end on completion of formal training but continues via an on-the-job application learning process. Learning transfer is thus an individual, additional and separate learning process absolutely needed to achieve the expected outcome. It’s needed for a successful transitioning from the training/learning environment and setting, into the real-life job application environment and setting, as the learning/training environment and setting is commonly (very) different from the on- the-job application environment and setting for several reasons e.g.:
• many physical and practical elements between them are not alike but different
• practices, conditions and how the work situation is organized are different
• barriers and restrictions enabling on-the-job application may exist
the available information and support
•
the complexity and aspects involved
•
Successful learning transfer is a process required on the path of achieving competence and a high-performance level. It’s a common assumption that learning transfer is automatically achieved. But training/teaching does not automatically lead to learning transfer. This applies to formal training, in particular As part of the on-the-job application process, the learner needs to learn how to apply what was learned in the sense of mentally adjust and re-organize their learning adapting to the real-life environment and setting 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
Motivation (Intrinsic)
The instructor should always support and facilitate the development of the participants’ motivation and their driving force to learn
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For clarity where the word “must” is used in this standard it shall have the same meaning as “shall’
Must
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 should be aligned with the taxonomic levels of the learning objective or the intention of asking the question Reflection is an important part of the learning process and should be facilitated in all learning activities. Participants develop experiences by reflecting their doings, and they develop a 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
Observe
Questions
Reflection (and Experiential Learning)
Learning based on reflection should be facilitated in both practical and theoretical training on all the learning domains of knowledge, skills, and ability
An instructor role model is an instructor who sets a positive example by consistently following and promoting safety standards, influencing learners through their own actions and professionalism. 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
Role model
The instructor should 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
Self-reflection
Self-reflection is the practice of thoughtfully reviewing your own actions, decisions, and interactions. In this context it involves being aware of how you deliver training, respond to learners, and manage the learning environment. By regularly reflecting on your own
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performance, you can identify areas for improvement, build on your strengths, and continuously grow in your role as an effective educator
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
Shall
Verbal form used to indicate that among several possibilities one is recommended as particularly suitable, without mentioning or excluding others, or that a certain course of action is preferred but not necessarily required 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 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)
Should
Scaffolding (Instructional)
Small Group
A small group is optimal for supporting reflections and sharing ideas and experiences. In some situations, reflections in pairs are even more beneficial
Participant Centred
Participant centred teaching and learning places the learning responsibility on the participant 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
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
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Teach Back (Session)
The participant functions as a teacher as part of the course syllabus. 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” address that the instructor can, and should, act in a role according to the chosen teaching method applied during training with the intention to behave in a way that is aligned and supports the specific teaching method, enabling the intended effect of it, The instructor’s behaviour may vary in terms of their level of instruction, guidance, supervision, intervention and/or correction when considering applying an associated suitable teacher role acting in line with the intentions of a chosen teaching method The teacher’s role and responsibility is to be a facilitator of the learning process, by among others supporting the learning environment 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 should be performed; or supporting when the participants are in the experimental or exploring activities Teaching is a planned and goal-oriented activity. It aims to promote learning among those participating in the activity. It’s a collaboration between teacher and learner(s) to achieve a predefined goal. Teaching is a special type of social relationship where support is provided specifically for the 'participant's' learning. The purpose of teaching is optimization of learning. Teaching is not automatically equal to learning – at least not to the intended learning Training is a formal activity commonly connected to the workplace providing education and instructions qualifying the candidate to perform a job role, function or task. It includes instructions on how a specific job can be performed in a safe and sound manner, which is commonly a legal responsibility of the employer
Teacher Roles
Teaching
Training
Teaching for Transfer
Design, develop and deliver training programs aiming to achieve a high degree of learning transfer for the learners by:
1) having relevant and sensible training programs
2) facilitate participants’ motivation to apply on-the-job what is learned
3) including multiple and varied examples from the real-life work environment, in the training
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4) including training activities on how to apply what is learned (transfer training), in the training For further elaboration please refer to section (6.1) on Facilitating learning, enhancing learning transfer 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 training has different names, for example ‘hats on/hats off’, ‘time out’, and ‘reflection’ for transfer
Time out
Trainer (IQT Trainer)
The IQT Trainer becomes a qualified IQT Trainer through an IQTT. The IQT Trainer is certified to deliver IQT and IQTX trainings
Training Strategy
A structured approach to facilitate the training. It outlines the methods, resources, and goals necessary to achieve specific learning objectives, and support personal or organisational development. The training strategy is typically operationalised into the lesson plan Any object or process that presents 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
For further definitions of specific terms, please see the Requirements for Training
Note
3. CHANGE LOG
Publication date
Version
10032026
V2
For detailed descriptions of changes, please see the changelog published on GWO’s website here:
IQT V2 Change Log Version 2 Updates This update represents the first review of the Instructor Qualification Training Standard since its release in 2023.
Summary of changes:
• Learning objectives aligned in relation to GWO taxonomy throughout the standard
• IQT and IQTX Learning activities removed to allow for flexibility in activity design
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• IQTX Teach back: A mandatory Teach back session is added to the Instructor Qualification Crossover Training for assessment purposes and to enhance learning outcomes • Assessment criteria: Instructor Qualification Training (IQT) and the Instructor Qualification Crossover Training (IQTX) WINDA training records now serve as an approval for instructional background to be able to qualify as a GWO instructor (Based on GWO Requirements for training). Hence, IQT and IQTX participants are now assessed with the same assessment criteria in the IQT and IQTX Participant Performance Assessment Form attached in the annex • Validity period removed: All instructor qualification modules are now enduring qualifications. Pedagogical competencies will be part of the yearly Instructor Assessment Process 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 solar and wind 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 IQT Standard is part of the GWO Instructor Qualification 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 instructional background 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.
5. GENERAL REQUIREMENTS FOR THE INSTRUCTOR QUALIFICATION TRAINING STANDARD
5.1 Overview
The GWO Instructor Qualification Training Standard is divided into 3 modules:
•
Instructor Qualification Training (IQT)
•
Instructor Qualification Crossover Training (IQTX)
•
Instructor Qualification Trainer Training (IQTT)
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5.2 Target Group
The Instructor Qualification Training (IQT) is designed for aspiring instructors with no former vocational teaching experience.
The Instructor Qualification Crossover Training (IQTX) is a gap training designed for instructors with vocational teaching experience such as GWO training or similar industry related training to reach IQT level.
The Instructor Qualification Trainer Training (IQTT) is designed for experienced instructors with extensive pedagogical experience who would like to develop new instructors.
5.3 Aims and Objectives
The aim of the GWO Instructor Qualification Training Standard is to provide a framework for pedagogical practise in GWO training.
Aims and overall objectives for the three training modules are presented in the relevant module introductions.
5.4 GWO Instructor Qualification Training Standard Assessment Requirements Assessment outcomes must be recorded using the mandatory IQT, IQTX, and IQTT Participant Performance Assessment Forms provided in Annex 4 of this standard. The respective assessment form is required for each module and establishes the minimum requirement for documenting overall assessment decisions in a consistent and transparent manner. Participant performance shall be assessed against the overall learning objectives and assessment criteria as listed in the respective assessment forms through direct observation, and where appropriate, oral and/or written questions.
The IQT, IQTX, and IQTT Participant Performance Assessment Forms must be used to:
• Provide structured formative feedback to the course participant throughout the course
• Provide structured summative feedback to the course participant at the end of the course
• Document the instructor’s assessment of participant performance
• Serve as documentary evidence of successful training and support the upload of records to WINDA
All assessment documentation and appeal processes must comply with GWO Requirements for Training.
Any IQTT participant has the right to appeal decisions made by the IQTT course Teacher in regard to the participant's passing or not passing the IQTT. The process is outlined on the GWO website and will be available to the course participants before the training starts.
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Training systems
Instructor Qualification Training Standard / V2 10032026
5.5 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
9 days
Instructor Qualification Crossover Training
3 days
Instructor Qualification Trainer Training
5 days
Table 5.5.1 – Duration of the Instructor Qualification Modules
The training provider must not exceed the time per day given in table 5.5.2 below.
Maximum Duration Per Day
Contact time
8 hours
Total training day
10 hours
Table 5.5.2 – 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).
.
Note
5.6 Training settings
The following training settings are an addition to the GWO Requirements for Training
IQT If the IQT is split into groups of lessons, these should be concluded within a three-month period. Each group duration should not be less than three days to ensure learning flow in a safe and constructive learning environment. Furthermore, the participants should 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.
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Training systems
Instructor Qualification Training Standard / V2 10032026
Minimum 50% of the IQT must be delivered in person and must include as a minimum in person teach back sessions 3, 4 and 5.
IQTX The IQTX should be delivered in person and should be delivered within a one-month period. The programme may be divided into blocks; however, delivery should be in minimum units of one training day to ensure learning continuity. IQTT The IQTT must be delivered in-person in one uninterrupted sequence to preserve learning continuity and knowledge retention 5.7 Validity Period The Instructor Qualification Training (IQT), Instructor Qualification Crossover Training (IQTX), and the Instructor Qualification Trainer Training (IQTT) are enduring qualifications and therefore a validity period does not apply.
5.8 Course Codes
Module
Course Code
Instructor Qualification Training
IQT
Instructor Qualification Crossover Training
IQTX
Instructor Qualification Trainer Training
IQTT
Table 5.8.1 – GWO Instructor Qualification Module Course Codes
5.9 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 5.9.1 in relation to each module, as follows:
Module
Participants Prerequisites
Instructor Qualification Training
1) Relevant vocational training
Instructor Qualification Crossover Training Instructor Qualification Trainer Training
1) Minimum documented 1000 hours of teaching GWO modules, or similar
1) Hold a valid GWO IQT training record, or similar
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