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Appendix 1: Glossary of Terms

  • Issued: December 8, 2014
  • Revised: January 26, 2015
  • Content last reviewed: January 2015

The Training Provider Application (Section 1: Document Checklist), requires the applicant to submit training program materials to support the ministry's assessment of the application. The following glossary of terms is intended to clarify and standardize the training program materials submitted to the ministry as part of the application.

Note: the documents below are numbered in the order they appear in Section 1: Document Checklist of the Training Provider Application.

  1. Lesson Plan

    Document type: Instructor material

    Description: A detailed description of the training program for working at heights that outlines who will be taught, what the program will teach, how lessons will be delivered and how outcomes will be measured. The lesson plan should clearly state how adult learning principles are applied. In addition to articulating the needs assessment, the lesson plan should clearly outline:

    • The objectives, desired results and goals in which you can utilize the ABCDs of writing objectives, as follows:
      • Audience – learners for whom the objective is written (e.g., ESL, ABE, GED)
      • Behaviour – the verb that describes what the audience will be able to do (e.g., describe, explain, locate, synthesize, argue, communicate)
      • Condition – the circumstances under which the audience will perform the behaviour (e.g., when a learner obtains medicine from the pharmacy, he or she will be able to read the dosage)
      • Degree – acceptable performance of behaviour (i.e., how well the learner performs the behaviour)
    • The method of instruction that will be used to achieve the learning outcomes (e.g. activities, procedures)
    • The required materials and equipment
    • The evaluation processes that will be used to assess learning outcomes (e.g. written test, worksheets, exercises, feedback loops).
  2. Instructor Manual

    Document type: Instructor material

    Description: The instructor will use this document in the classroom to guide delivery of the program. It must explain step-by-step how to effectively deliver the program as outlined in the lesson plan. The instructor manual outlines how the instructor will teach the learning outcomes. It details elements such as scripts, timing, specifics on the method of delivery being used and when they are being used, and how each learning outcome will be evaluated throughout the training program.

  3. Presentation Materials

    Document type: Instructor material

    Description: Any materials that will be presented during the training program. These could include PowerPoint presentations, videos, sound clips, etc.

  4. Participant Manual

    Document type: Participant material

    Description: This detailed document outlines the training program content being taught. It is written for the learner. The learner will use it in the classroom to follow along with the instructor as he or she delivers the training program. As a learning tool, the participant manual should include everything in the training program that the learner must know. The manual acts as a reference, or “take away” for the learner to reference after training is complete.

  5. Associated Handouts (itemized list)

    Document Type: Participant material

    Description: These documents are used during the training program to enhance the learning experience and reinforce the learning outcomes. Handouts may include exercise sheets, individual or group worksheets, problem-solving material, materials used to support activities in the classroom, etc.

  6. Quick Reference Material for Learners (itemized list)

    Document type: Participant material

    Description: Quick reference material includes any document or electronic support device that provides concise, targeted support for specific job-related tasks. This material often outlines a procedure or set of facts using minimal step-by-step instructions, a list of critical values or conceptual diagrams. It focuses on the essentials of a given task or set of information; the user does not have to search through a manual or big binder to find out what to do. Quick reference material targets a specific audience or task in a focused way that implies the task is very important (if task driven). This material can come in varying formats and it is usually provided in a different size than a full manual to set it apart. The most popular format is quick reference cards (QRCs). If using a paper-based approach (as opposed to electronic), this material could be a tri-fold card, laminated card, wallet card, poster, checklist, etc.

  7. Equipment List (itemized list)

    Document type: Other required document
    Description: The required list of equipment per Section 8 of the Working at Heights Training Program Standard.

  8. Learner Evaluation Plan

    Document type: Evaluation material

    Description: This document outlines how learners will be evaluated throughout and at the end of the training program. It should describe the methods used for assessment and secondary evaluations and the tactics and alternative methods used to address learner limitations. A learner evaluation plan, in addition to describing the assessment approach, provides information on the evidence that will be used to show that learning has occurred. This includes articulating key indicators as well as approaches for continuous improvement during study to ensure objectives are met.

  9. Written Tests and Assessment Documents (itemized list)

    Document type: Evaluation material

    Description: Tests and other evaluation documents.

  10. Quality Assurance and Continuous Improvement Plan

    Document type: Other required document

    Description: This document outlines how the training provider will maintain and monitor the quality of the content and delivery of the training program. It also describes how the provider will maintain and monitor instructor and evaluator qualifications and how the provider will make improvements to the program if any deficiencies are found. The document should outline the training provider’s quality assurance policies and procedures and the benchmarks and/or quality indicators in place. It should also describe what will be done (e.g. escalation processes) in the event the training provider or training program are at risk of no longer meeting approval obligations.

  11. Proof of Training Completion Document (sample)

    Document type: Other required document

    Description: This is a sample copy of the proof of training document that the approved training provider will issue to the learner immediately upon successful completion of the approved working at heights training program. Providers should explain how they will ensure learners receive proof of training immediately after successful completion of the program.

  12. List of Instructors and Evaluators (itemized list of names and geographic regions)
    Document type: Other required document
    Description: This itemized list names current instructors and evaluators and lists their geographic region(s). If the instructor and evaluator are the same, it can be noted in the list. The list should not include instructors’ or evaluators’ personal information such as such as home address.

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