Training systems
Instructor Qualification Training Standard / V2 10032026
6. USING THIS STANDARD TO DEVELOP TRAINING
If you have questions about this standard you can access support and read answers to FAQs in the: GWO Help Centre
Note
Learning objectives are the foundation of the training described in the respective training modules.
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 Facilitating Learning and Enhancing Learning Transfer Participants must be able to transfer their knowledge and skills learned in the formal training environment into their real work environment. This requires a shift from instructor-led teaching to a participant-centred, activity-based approach that motivates learners and provides practice in realistic, task-focused contexts.
Instructor qualification modules must address Teaching for Transfer by deliberately preparing participants to apply what they have learned into their work situation, e.g. through scenario-based training.
Participants should:
1. Generate their own examples and solutions to strengthen relevance.
2. Reflect on and discuss how learning can be adapted to different work environments overcoming the implications of when the work environment differs from the training environment e.g. on design, tools & equipment, procedures, documentation, practices and habits. These methods help participants create strong links between the training environment and their jobs, increasing the likelihood of recall and application. Together with the above actions, simple reflective activities - such as short time-outs during exercises, guided group discussions, integrating reflection into presentations, or discussions identifying recommended specific actions of how to overcome learning transfer implications on the job - are effective ways to embed transfer into training. 6.2 Facilitating Reflection 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.
IQT Trainers and IQTT Teachers must design their learning activities to meet 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). Each training day should include a minimum of one catch up session recommended at the beginning of a training day and a minimum of one reflection session recommended at the end of the day where participants would apply the introduced learner log and other reflection tools.
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