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WorkSafeBC Certification Services August 2013
Report Outline
1. Defined Objectives and Assessment
Training ......................................................Page 3
DACUM charts
2. BC Faller Training
Standard.................................................................................
.Page 5
3. Practicum...............................................................................
.............................Page 6
8 days
Certified Falling Supervisors
Selection of lessons
Core competencies
Lesson plan
4. Train-theTrainer....................................................................................
...........Page 8
Adult education modelling
Theory exam
5. Instructor
Manual...................................................................................
...........Page 10
Reference information
PowerPoint lecture
Duplication
6. Candidate
Manual...................................................................................
...........Page 11
Reference materials
Lecture materials
Sample documents
7. Review
Notes......................................................................................
...............Page 12
Duplication
BC Faller Training Standard (BCFTS)
Certified Faller Supervisor (CFS)
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Instructors
BC Faller Training Standard and other materials
Purpose
Train-the-Trainer
Quiz
Competencies
Other
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3. Practicum
8 days
Certified Falling Supervisor
Selection of lessons
Core competencies
Lesson plan
The definition of a practicum is a course of study designed especially for the
preparation of teachers (instructors) and clinicians that involve supervised
practical application of previously studied theory. The BC Forest Safety
Council has elected to embed the train-the-trainer/adult education
components within the practicum component of the QT preparation program.
In principle this is an acceptable proposition, but in application the Train-theTrainer practicum submitted does not adequately address the required
competencies, or competency assessments, of a Qualified Trainer.
8 days:
Practicums are conducted under the direct supervision of a qualified person
for the entire period, however in the QT Preparation program; the QT
candidate is only under direct supervision for 8 days out of 30. The QT
Preparation Program states that during days 6-14 and 16-29 the QT
candidate will be under the supervision of the Certified Falling Supervisor
(CFS).
Certified Falling Supervisor:
This use of the CFS noted above raises questions and concerns, including:
how is the CFS trained to provide feedback to the QT candidate, & when and
how is the placement of a QT candidate coordinated with the CFS? The use of
the CFS within the practicum adds significant responsibilities to the CFS who
will require additional training to act as a preceptor [an expert who gives
practical experience and training to a student]. CFSs are already responsible
for developing the Block Falling Plan & Emergency Response plan,
coordinating and controlling falling activities in the block, conducting
inspections, coordinating other phases and general management.
Selection of lessons:
Practicums and other hands-on modes of instruction are accepted practices
in any psychomotor/kinesthetic based skill and task acquisition. However,
the principle of Progressive Skills Development [constructivist method or skill
acquisition from simple to complex] is still a requirement. In the context of
the QT Preparation Program, modules/topics/activities must be carefully
selected for the QT candidate to meet predetermined objectives before
moving to the next stage of the practicum.
Core Competencies:
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Lesson plans utilized by the QS/T should explicitly state which core
competencies are to be demonstrated and assessed for every module of the
BC Faller Training Standard. Although 5 days of co-teaching (as submitted by
the BC Forest Safety Council) is not sufficient time for the QT candidate to
demonstrate enough skill to be left unsupervised; a more rigorous lesson
plan may enable the QS/T and QT to maximize the time allotted. Each
module of the BC Faller Training Standard requires the QT to utilize different
core instructional competencies to deliver the material.
Examples:
A1 Perform Faller Training Course Orientation requires lecture and
overhead questioning skills.
B3.2 Physical Well-Being and Musculoskeletal Injuries requires
demonstration and constructive feedback skills.
C4.3 Cutting Requires media technique, questioning, and
competency assessment skills.
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4. Train-the-Trainer
Adult education modelling
Theory exam
Adult education modelling:
When providing instruction in any discipline, it is critical to model best
practices of that discipline. While the Train-the-Trainer workshop submitted
by BC Forest Safety Council mentions certain principles of adult education, it
does not emulate them.
Examples include, but are not limited to:
The majority of the workshop is lecture based; research indicates that
the retention from passive learning of this kind is less than 30%.
Lectures are the most efficient way to deliver information, but they are
not the most efficient way to learn that information. Lectures are
instructor-centred, not learner-centred.
Page 24 Verbal instruction will be forgotten in a short period of time
Although acknowledged in the materials that verbal instruction is
easily forgotten, this is in the fact the primary mode of instruction in
the Train-the-Trainer workshop.
Page 30 Provide bite size pieces of information that can easily be
absorbed without information overload, confusion Although
acknowledged in the materials, the Train-the-Trainer theory is
delivered using lecture with 70 PowerPoint slides, over a period of 7.5
hours. This could be considered information overload.
Page 60 Provide Demonstrations. Allow hands-on practice time.
Conduct Assessment and provide feedback Although this is
acknowledged in the materials, the Train-the-trainer workshop does
not include this.
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Theory exam:
At the completion of the Train-the-Trainer workshop, there is Final Activity
(quiz) that includes a mix of matching and multiple choice items, or
questions. Since there are only 12 items in the quiz, the items should
correlate to the 12 most important key concepts from the workshop. Without
a test blueprint [defined cognitive objectives and assessment tools] it is
difficult to rationalize the items that were included in the exam.
Based on the items in the quiz, the following concepts are assessed
(feedback regarding the assessed concept is in bold font):
1. Characteristics of adult learners
2. Learning modes (based on Flemings VARK model)
a. This is a very abstract concept for this type of training.
3. Learning stages
a. It is unclear what the source material is as these stages
are different from the generally accepted 4 stages of
learning (to acquire competence).
4. Comparing Teaching, Presenting, and Coaching
a. It is unclear what the purpose of this question is or how it
relates to training fallers.
5. Some elements of starting a training session
6. Some elements of delivering a topic
7. Some elements of wrapping up a training session
a. The item and answers to this are incorrect, as wrapping
up a training session is not a defined step in a lesson
plan.
8. Effective ways of handling questions
a. This question is unclear.
9. Considerations for handling difficult situations
10.
11.
12.
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5. Instructor Manual
Reference information
PowerPoint lecture
Duplication
Reference information:
As identified in the May 2013 review of the QS/T program, the Instructor
Manual must include reference information, including page numbers and
sections, for the QS/T delivering the training. Since there are multiple
documents referenced throughout the course materials, it would be
extremely beneficial to the instructor to have a copy of the referenced
material embedded in the instructional materials. This would minimize the
amount of time spent moving between source materials in training sessions.
PowerPoint lecture:
When developing a lecture using PowerPoint, the key points should be listed
on slides, while the lecture in its entirety is listed in the Instructor Manual.
Within the QT Preparation Program, there is no consistency in the format of
the lecture. Some points are on the slide only; other sections are in the
manual only. Additionally, in some sections of the lecture, it is unclear if the
intention is for the text within the manual is to be read, or if the text is
simply notes to the instructor.
Duplication:
As identified in the May 2013 review of the QS/T materials, the overview of
the program is duplicated many times throughout the Instructor manual. It is
important for instructors and students to have a clear understanding of the
process; however this level of duplication is a distraction for an instructor
attempting to use the manual. The instructor manual is an important tool,
and should be designed with clarity in mind.
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7. Review Notes
The following pages include the original notes drafted by the writer while
reviewing the QT program. Some of the items are captured in sections 1-6
of the report, other items simply provide further examples of issues
identified in this report.
Duplication
BCFSC
CFS
Instructors
BC Faller Training Standard and other materials
Purpose
Train-the-Trainer
Quiz
Competencies
Other
Duplication:
Page 3 & Page 4 - graphic for describing the process for becoming a QT
is on both pages
Page 9 - Candidate handbook. This is identified previously on pages 5 &
8
Page 15 Overview and Confirm Qualifications Met section previously
outlined on pages 5-10
Page 15 Enroll Selected Candidates section previously outlined on
page 8
Page 20- Train the Trainer identified previously on page 6
Page 62 Train the Trainer as identified on page 20
Page 64 Overview of the Train-the-Trainer Practicum
Page 65 Train the Trainer Practicum Objectives
BCFSC:
Page 13 A BCFSC policy is referenced for the ongoing auditing of QTs.
Where is this policy located and what does it entail?
Certified Falling Supervisor (CFS):
Page 4 - The Certified Falling Supervisor is identified as being responsible to
oversee the site and falling activities during the training practicum. There is
no training and/or materials available to the CFS or any indication that they
will receive training to conduct this level of supervision. The level and quality
of supervision required of two workers in training will be significantly higher
than the supervision of two fully trained and certified workers.
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Assuming the candidate only takes 30 minutes for lunch, there is less than 2
hours allotted to review 98+ plus topics and 100+ pages of materials
contained in the BCFTS. The identified assessment of learning for the
candidate is that they will: identify learning objectives, length, instructional
materials, summarize how they will use the manual, and summarize how
they will deliver the topic during the Train-the-Trainer practicum. It would be
impossible in complete both the lecture and learning assessment in a
meaningful way within 2 hours.
For ease of use, the pages and sections of the BCFTS that are pertinent to
this review should be listed. Reference materials should also have specific
pages and sections referenced.
Page 54-55 - Page references should be included. Also the Preparation for
Training would be a worthwhile learning activity.
Page 63 Additional materials If there are additional resource materials
they should be clearly listed, and this should be reviewed within the
workshop, not at as part of the summary. It is not appropriate to introduce
new materials in a summary.
Purpose:
Page 3 This manual is intended to be an instructor guide, not an overview
of the QT program. The manuals purpose is not made clear in the
introduction.
Page 4 The goal identified is unclear. A clear goal statement would be:
Instruct New Faller Trainees in accordance with the BC Faller Training
Standard.
Page 4 The manual states the following The QT Preparation Program
offered by the BC Forest Safety Council (BCFSC) prepares QT candidates to
be designated a QT. The intention of this program is to train, assess, and
certify experienced fallers as Qualified Trainers. The lack of clearly defined
goals and objectives is a theme throughout the materials.
Page 5 Within the program overview, it states The purpose of Step 3 (Train
the Trainer practicum) is to build skill in preparing and delivering the BC
Faller Course... as per the BC Faller Standard...This includes applying the
principles of adult education. The intention of this program is it to train,
assess, and certify experienced fallers as Qualified Trainers.
Page 64 - Within the program overview, it states The purpose of Step 3
(Train the Trainer practicum) is to build skill in preparing and delivering the
BC Faller Course... as per the BC Faller Standard...This includes applying the
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Page 51 Critical Observation and Intervention Given the high risk nature
of production falling, the QTs must have significant judgement skills when
determining when and how to intervene. This is a competency that should be
practiced and evaluated previous to field practice (and exposure to multiple
hazards). It is not sufficient to simply review this competency in a single
PowerPoint, with the statement ensure safety.
Page 51 Constructive Feedback This is a skill that could easily be
practiced in a classroom setting. Again this is a core competency for
instructors, and highlights the need for additional education and training in
the principles of adult education for the QTs to become competent
instructors.
Page 57 Documentation of Training - Documentation and feedback to the
Faller Trainee is a core competency of QTs. It is not sufficient to cover this
skill in 60 minutes through a passive lecture. A learning activity and
assessment of competency would be more appropriate.
Pages 21, 46, 55, 58 (list is not inclusive) Assess/Evaluate the Candidate To
ensure that the candidate has adequately demonstrated competency by
naming, identifying, explaining etcetera, the suggested answers should be
clearly listed for the QS/T as a reference.
Other:
Page 14 Introductory paragraph for the Qualifications of a QS/T. The
wording is unclear and requires editing.
Page 14 Introductory paragraph for the QS/T Guide. The wording and
purpose is unclear and requires editing.
Page 24 Review Training Basics Verbal instruction will be forgotten in a
short period of time. Despite acknowledging this fact in the lecture, the
majority of the Train-the-Trainer workshop is verbal instruction.
Page 27 Respect The lecture states the Trainee Faller is your peer, an
equal. This is not reflective of the relationship, particularly when the QT is
supervising and evaluating the work of the Trainee Faller.
Page 30 - Delivering a Topic Provide bite size pieces of information that
can be easily absorbed without information overload, confusion or boredom
Despite acknowledging this fact in the lecture, the Train-the-Trainer workshop
is 7.5 hours of primarily lecture using 70 PowerPoint slides with virtually no
learning activities.
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Page 60 Slide 68 All points identified on this slide are technically correct
(organize and prepare, follow lesson plans, provide demonstrations, allow
hands on practice time, conduct assessment and provide feedback).
However, despite acknowledging these principles of adult education in the
lecture, the Train-the-Train workshop does not model them.
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