Training systems
Instructor Qualification Training Standard / V2 10032026
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
Global Wind Organisation / www.globalwindsafety.org
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