Ten questions you need to solve to become a training supervisor

Ten questions you need to solve to become a training supervisor

If you are currently or you want to become a professional corporate training supervisor in the future and make it your future career, we propose here Ten questions you need to solve and be able to answer clearly:

1. How should the training director be positioned in the enterprise? Solve the technical problem of how to do it rather than what to do.

2. What is the core work/task of the training supervisor?

3. What role should the training supervisor play in the business operations of the company? What role should it play?

4. What are the boundaries of the training supervisor’s work scope?

5. Establish training goals and plans based on the overall strategy and needs of the enterprise?

6. Training needs Where is the foothold? How to grasp and measure the real needs?

7. Training should be: providing solutions to problems? Improving job skills? Improving personnel quality? Increasing knowledge?

8 .What are the key skills that a training supervisor should master?

9. What are the tasks of a professional training supervisor? How to set up the work process and what documents are required?

10. And the enterprise What is the form and content of communication at different levels within the company?

We found that the current training work of some companies is superficial to a large extent, and the training effect is not very satisfactory. Analyze the reasons: We will not involve the quality of courses provided by training institutions for the time being. Everyone uses similar working procedures, and although there are some differences in details, this is not the root of the problem. In fact, the reason for this difference is not a matter of work skills. To a large extent, this is due to the fact that the training supervisors have different understandings, experiences and levels of some issues, so there are deviations in the starting point. Although the attitude of upper-level leaders towards training work will have a great impact on training work, it still cannot cover up the consequences of inaccurate positioning and differences in quality of training work.

Work is often bogged down in specific matters and formalities, while the essential things are ignored. If the training cannot bring benefits to the enterprise in the long term, or is not connected with the actual business and is not recognized by the business functional departments, the training will reach a dead end. In this sense, what kind of training does an enterprise need, where should the training focus be, and how to closely link training with business, is a very important issue. It is understandable that training supervisors sometimes complain that companies do not pay attention to training work. It is of course ideal to hope that one day the leaders will completely wake up. However, the effective way to solve the problem lies in training the supervisor himself, who has been recognized and affirmed by various departments. The way out is Well connect the company's goals and business needs with training.

Will learning happen without training? Of course it will, because learning is a natural process, and people are receiving new information and knowledge anytime and anywhere. With training, will it be possible to achieve the learning goal? Not necessarily, because learning has its own rules. Only through purposeful learning, sequential learning, and effective learning can we achieve many goals that would take longer to achieve without training management. Learning path map is a systematic tool we use to describe and display learning objectives, sequences and methods. It is the blueprint and cornerstone of our planning and construction of training systems.

The concept of learning path map

Learning path map refers to a series of learning activities designed with professional skill development as the main axis. It is a direct reflection of employees’ learning paths within the enterprise. These learning activities include traditional classroom training as well as many other learning methods, such as on-the-job practice, receiving coaching and mentoring, sharing and serving as internal lecturers.

Through the learning map, a new employee can find his or her learning and development path from entering the company to becoming an expert within the company.

In an enterprise, different learning path maps can be set up based on different professional divisions of labor, such as sales staff learning path maps, production staff learning path maps, etc.; depending on job tasks, employees can only follow one professional learning path map, or You can follow the learning path maps of multiple majors at the same time; employees in management positions can also follow more than one professional learning path map while following the management ability learning path map.

The three major functions of the learning path map

?The height determines the vision, the angle changes the concept, and the scale controls life? This advertising slogan can classically explain the main functions of the learning path map.

Height: See the rainbow in the sky

With height, you can see clearly and find solutions to the chaotic and ignorant status quo; with height, you can see clearly Even though we are far away, we still have full confidence and hope amidst the temporary difficulties.

When a new employee first joins the company, he often does not know the direction or the road. In a learning path map, employees can see their end point of success and the path to success. Along the way, the learning content that you should know, be able to master, and be proficient in is clearly and orderly marked. At the same time, according to the characteristics of the learning content, the best learning methods, resource allocation and measurement standards, as well as different learning stages are also marked. milestone.

Through the learning path map, employees can clearly see that learning is not simply about participating in training courses in the classroom. Their own learning path consists of three stages: training, practice and summary, and its core content is Goes far beyond classroom training. Among them, training accounts for about 10% of the mileage, specifically including: participating in internal and external classroom training; on-the-job training; reading professional books and publications; participating in professional conferences; and using e-learning learning systems. Practice accounts for about 70%, specifically including: accepting a task, such as leading a project team; on-the-job practice or self-practice; using work manuals; receiving coaching, mentoring, and environmental influence. Summary accounts for about 20%, specifically including: sharing in forums or conferences; serving as a lecturer or coach.

In the learning path map, the above three stages are not only arranged macroscopically, but also intersect with each other in details, forming a complete learning and growth plan. Employees only need to participate in learning and assessment step by step according to the requirements of the road map, and they will surely reach the successful end point.

Perspective: Let us join hands

Different perspectives mean different concepts. Whether you are observing an object or evaluating a thing, as long as you stand at a different angle, you will definitely get the same result.

In many companies, the training department often needs to deal with challenges from different departments and individuals: management questions the effectiveness of training, department managers try to solve all problems with training, and experts refuse to serve as lecturers on the excuse of being busy at work. Employees complain about not enough training or too much training, and so on. The reason why we explore these contradictions and dilemmas is that everyone lacks a unified view and understanding of the functions and rules of corporate training work.

The learning path map provides a unified perspective for managers and participants of all the above trainings in the following aspects: Analyzing training needs. The learning path map clearly identifies the content and sequence of learning. The training department only needs to compare these contents with the current status of employees to easily identify training needs, and employees will not compare their "wants" for training to the same occupation. Development is confused with training needs.

Determine training strategy. The learning path map clearly illustrates the process and methods of acquiring professional capabilities. Both training managers and participants will realize that classroom training is only part of acquiring capabilities, and classroom training is necessary but not sufficient. For the improvement of complex skills, such as leadership, classroom training is only a small step, and a large amount of on-the-job practice, as well as receiving coaching and mentoring, is a process that must be experienced closely.

Develop course resources. Regardless of the training courses in the classroom or the work tasks on the job, from the perspective of the learning path map, they are all training courses, which require systematic design, development, induction and organization. One of the important tasks of training administrators is to concentrate on designing and developing courses, which requires the cooperation of experts inside and outside the company, and also requires the company's continued investment in funds and other resources. Through the learning road map, corporate management can identify and make decisions on the intensity and progress of resource investment.

Serve as a lecturer and coach. According to the requirements of the learning path map, serving as a lecturer and coach and sharing your own experiences are important steps to complete your own learning and development. In the process of teaching and tutoring others, you are the biggest beneficiary. Therefore, from the perspective of career growth, serving as a lecturer or coach is not optional but compulsory.

Evaluate training effectiveness. Based on the nature of the learning content, the learning path map provides corresponding assessment tools for all learning activities, unifies everyone's understanding of assessment strategies, avoids starting from the local area, incorrectly using assessment tools, and even questioning whether training has any impact on corporate performance. Possibility of contribution.

In scientific experiments to observe microorganisms, three matters must be considered: observation objects, observation tools and observation methods. Only by using the correct microscope, operating the microscope correctly, and observing the correct target can we get the correct results. The learning path map is like a microscope, providing a unified perspective for the company's decision-makers, department heads and employees in the process of formulating training strategies.

Scale: Achieve continuous transcendence

Drucker said: "Without measurement, there is no management." When employees cross one learning milestone after another, they feel that they are getting closer to success. Many companies have established competency models, but find it difficult to connect them with training and development strategies. The reason is that the competency model is structural knowledge and the presentation of static content, while the procedural knowledge of training and development strategies is the sequencing of dynamic activities. In short, the competency model tells us what knowledge and skills we should have, and the learning path map plots how we acquire these knowledge and skills.

The learning path map can be used as a yardstick for the company’s selection, appointment, employment, retention and training

Selection

When recruiting and selecting new employees, the human resources department and The business department can accurately identify the learning and practical history of the candidates based on the management and professional learning path maps respectively, so as to determine whether to hire them or what they should learn after hiring.

Appointment

A milestone or a certain node in the learning path map can be used as a criterion for employee promotion, subsidies and salary increases.

Usage

The learning path map points out the two channels of management and professionalism for employees, which not only points out the direction of employees' career development, but also solves the problem of people doing their best.

Retention

The learning path map can screen out the factors that prevent employees from choosing to leave due to limited career development. At the same time, employees who choose to leave will consciously compare the future company's learning path map and continue to consider their own professional skill development. Therefore, the learning path map will serve as an important part of corporate culture and have a profound impact on employees' thinking.

Training

With the learning path map, corporate managers will break through the narrow training concept and focus on the use of comprehensive training strategies. Whether it is the design of regular training programs, training programs for reserve talents, the use of job rotation strategies, etc., they will all be carried out according to the requirements of the road map.

Four steps in drawing a learning path map

The process of drawing a learning path map includes four steps: work task analysis, learning task analysis, course learning plan and map drawing.

Analyzing work tasks

Also known as work process analysis, the basis for the distinction is not the difference in the abilities and qualities required by the two majors, but the difference in their work processes. For example, the work process of a sales professional is completely different from that of a production professional, but there are many overlaps in the capabilities and qualities they require. Therefore, the purpose of analyzing work tasks is to describe the workflow, the process levels, and the typical tasks within the process.

Analyzing work tasks is different from analyzing job responsibilities. The two must not be confused. The purpose of analyzing work tasks is to describe the work process and typical tasks, and then find bottlenecks caused by insufficient knowledge and skills in the process or typical tasks, thereby providing a basis for locking learning goals. Analyzing job responsibilities is to find out the work tasks covered by a specific position. Position is an organizational setting category. For a work process, different companies set up different organizational structures and positions.

Job task analysis can provide a basis for new salary design, workload assessment, and employee recruitment, but it cannot be used as a basis for drawing learning paths.

Analyze learning tasks

Based on the importance of work tasks, learning difficulty, frequency of execution, consequences of improper execution, possibility of deficiencies and access level, find out what should be learned and what should be done Knowing and being proficient in learning content is the main goal of analyzing learning tasks. If the enterprise has established a competency model, it can be used as an important reference for learning task analysis. If there is no competency model, learning tasks can be directly output based on the results of job task analysis.

Learning tasks, like work tasks, must be observable and measurable.

Designing a learning plan

The main task of this step is to classify the locked learning content and then adopt learning strategies in a targeted manner. Learning content is divided into five categories: attitude, motor skills, intellectual skills, learning skills and verbal information. Different types of content have different learning objectives, learning methods and assessment strategies.

For example, a learning plan for presentation skills: 2 days of classroom training on "Speech Skills", 5 self-practices; 10 speeches at department meetings; 2 speeches at large formal company meetings; subscription to "Speech and Eloquence" 》magazine; regularly share reading impressions at company speech society forums; serve as a lecturer in speech skills training, etc. At the same time, receive coaching from a coach for 1 department meeting and 1 public speech. The time limit is 100 hours and the cycle is completed within 1 year.

For the speech skills learning plan, the training department needs to design a "Speech Skills" training course, specify reading special issues, design a "Speech Task Observation Form" and evaluation tools for coaches, and design this content in the "Speech Skills" training course. "Learning Passport" provides students with self-management, etc.

Draw a path map

According to the requirements of different career development paths, summarize all the learning content and use vivid pictures, animations or multimedia to embody the learning path map. At the same time, an employee version of the learning map called "Learning Passport" was produced. At this point, a clear and complete learning path map can be formed.

The technology of drawing a learning path map is not complicated. It can be said to be simple and easy to implement. Enterprises can make it by themselves under the guidance of professional consultants without spending a large amount of consultation and consulting fees.

Of course, it is unrealistic to expect to draw a high-quality learning path map at once. Enterprises need to continuously explore, accumulate materials and modify them. Generally speaking, after 3 to 5 years of revision and improvement every year, the learning path map will be relatively mature.

Mr. Lu You once wrote this sentence to his son who wanted to learn poetry: "If you want to learn poetry, you have to work on poetry." Similarly, if you want to be a good marketing trainer, you must have "internal strength" and good cultivation and quality. If you want to be an excellent marketing trainer, you must have the following qualities and abilities.

(1) Have noble moral character and correct values ??in life

The Analects of Confucius says: If a person is upright, he will not do what he is told; if his body is not upright, he will not follow what he is told. ?, people often say that to strike iron, you must first have a strong back. When we do marketing training, we want to persuade, inspire, and educate people. For example, as a cadre, you have to preach integrity and humility, but if you are either corrupt or accepting bribes, yet you talk about integrity on stage, how can it be convincing? So, if you want to persuade and educate people, you must first have the right attitude. Only in this way can you accurately predict, explain and standardize the future and development direction of individuals, groups and even the whole society. Secondly, you must do it right and do it well yourself, because the power of role models is infinite.

(2) Have rich knowledge

We often say that as a teacher, if you want to give students a bucket of water, you must have a vat of water. If you want to inspire and educate people, how can you educate and influence people if you have very little knowledge? Excellent marketing trainers are not created in a day. As the saying goes: one minute on stage, ten years of work off stage, no Without a solid foundation and a solid cultural foundation, it is just a dream to become an excellent trainer. Marketers come to training not to learn about corporate systems and product status, but to learn the unique charm of trainers. Where do you show the charm of a trainer? The accumulation of culture and your own quality are like the pen in the hands of a literati and the scissors in the hands of a gardener.

(3) Be knowledgeable, stand high and see far

As a marketing trainer, you must stand high, see far, be far-sighted and one step ahead of others. Why do we listen to trainers’ lectures? Some trainers’ lectures are good because their viewpoints are new and profound. After listening, we feel refreshed and not profound. Who wants to listen to your lectures? So, as an excellent A good marketing trainer can only be far-sighted, think about what others are thinking, and talk about what others have not said. Once spoken, he can enlighten people, inspire others, and educate others.

(4) Have keen observation skills

As a marketing trainer, you must always be pertinent to be persuasive and solve problems, and pertinence and persuasiveness are also important. It comes from understanding and mastering the thoughts and emotions of marketers. This work is very important, but also very difficult. As long as you have keen observation skills, you can understand the psychological changes of the trainers through observing their words and expressions, and you can persuade the trainers in a targeted manner.

(5) Have strong motivation and self-control abilities

An excellent trainer is not only good at motivating employees, but also good at motivating himself. In order for employees to give full play to their talents and work hard, they must change their "want me to do it" into "I want to do it". The best way to achieve this transformation is to motivate employees. Incentive methods will not make your training fail. On the contrary, you will instill ideas more easily and make them more willing to obey the management of the company.

A mature marketing trainer should have strong emotional control capabilities. The mood of a trainer can even affect the mentality of a group of employees. If he often cannot control his emotions due to some things, it may affect the overall efficiency of the company. In this sense, when you become a trainer, your emotions are no longer just your own private matter. It affects your employees. Therefore, to be an excellent trainer, his ability to self-motivate and control emotions cannot be ignored.

(6) Must have adaptability

What is adaptability? When encountering unexpected emergencies, being able to respond skillfully and appropriately is called adaptability. A trainer must be able to flexibly deal with subjective changes such as stage fright and forgetting words, and must be able to respond quickly and decisively to objective changes such as power outages and audience disturbances. Once, Teacher Li Yanjie was giving a speech at a university in Sichuan. He made a wrong sentence. What should he do at this time? This required him to adapt. At this moment, he asked himself: "Is this sentence correct? No." ?The audience thought it was really wrong, but in fact he just said it wrong and he denied it himself. This is resilience. For example, a trainer stumbled and fell over the microphone as soon as he came on stage. The audience burst into laughter. The trainer stood up, walked to the microphone and said immediately: Friends, your applause overwhelmed me. Thank you all. ?Immediately won applause from the audience. How adaptable this trainer is! Usually when we speak, no one can guarantee that every sentence is accurate. That is impossible. This time we need our adaptability.

1. Vocational trainers rely on training as a profession, so they must have a professional and professional image. People will know that you are a professional from the first glance. Therefore, you must dress professionally. , you must have professional professional clothing, professional hairstyle, and professional behavior.

(1) Clothing must be professional and not casual.

(2) The tools used in class must also be professional. You must have your own laptop, laser flip pen, and professional PPT

(3) The course design must be professional. , you should adjust your teaching content in a timely manner according to the on-site situation.

　(4) Professionalization of hairstyle

　2. The language behavior of vocational trainers must be professional. They cannot talk casually and say whatever they want. It is unprofessional. performance.

3. The language content of vocational trainers must be logical and cannot be taken for granted. The previous sentence and the next sentence must be connected, and they cannot be the same every time.

4. Vocational trainers must behave professionally, and they must not drink alcohol or eat smelly food during class. Alcohol is a poison that destroys professional trainers. If you cannot control yourself, you will be seen as unprofessional.

5. The content of vocational trainers must be professional. The specific embodiment is: it must be personalized rather than imitated. Don’t let people know at a glance that they are imitating someone.

6. The integrity of vocational trainers must be professional, especially in places recommended by intermediaries. They should not easily reveal their identity and phone number, especially your phone number, email address and business card.

7. Every action and every word of a professional trainer represents the level of your quality. Do not make unreasonable demands to the organizer. Otherwise you will be nothing.

8. Vocational trainers must be student-centered and cannot be self-admiring. Being self-righteous and thinking about how good your courses are is actually the most unprofessional behavior.

9. Vocational trainers must have the same mentality as corporate students, and should not talk about one thing and do another. ;