Rajat JoshiHi Bala, Enroll with ISTD institute at New Delhi and also offer your services to the Management Education institutes/colleges in your town. Rajat
From India, Pune
leolingham2000Based on your brief, you have
-DIPLOMA in MARKETING / FINANCE
Based on the above
-you possess strong competence in ENGINEERING knowledge [ industry/terms]
-some limited competence in sales areas.
AT this stage your competence in training /development is unknown.
What you may have
-is a warm/ gut feelings
-some desire to pursue a career
-wants to customer oriented
-unsure about your aptitude
STEP 1 [ do you have the aptitude ]
-take an aptitude test
-discuss the results with career counselor [ to seek second opinion ]
[THIS IS TO MAKE SURE THAT YOUR APTITUDE MATCHES
WITH YOUR ASPIRATION ]
STEP 2 [ COURSE IN TRAINING / DEVELOPMENT ]
As suggested by members of this site, this is a useful
THIS COURSE IS 50% HR AND 50% TRAINING EMPHASIS.
The training emphasis is on training/training methods/ etc.
IT LACKS AN IMPORTANT ELEMENTS OF TRAINING
THAT IS, LEARNING.
LEARNING IS ALL ABOUT LEARNERS/ ABILITY/ CAPACITY/
PROFILE OF THE LEARNERS/ INDIVIDUAL DIFFERENCES
WHICH AFFECTS LEARNING AND HENCE THE
SUCCESS OF TRAINING.
STEP 3 [ skills development ]
-attend a few courses like
presentation skills programs
communication skills programs
public speaking skills program
COACHING SKILLS PRGRAM
YOU MUST LIFT YOUR DELIVERY PERFORMANCE,
WHICH IS KEY TO TRAINER'S SUCCESS.
STEP 4 [ SPECIALIZED SKILLS]
-if you can attend a
DALE CARNEGIE PROGRAMS
in interpersonal communication skills
in selling skills programs.
they have a wide range of programs.
I know they have a chapter in INDIA
but I don't know their address/ types of
programs in INDIA.
STEP 5 THIS IS AN OPTIONAL ONE [SUGGESTION]
THIS IS NORMALLY 4/5 DAYS COURSE,
WHICH HELPS TO FINE TUNE THE ABILITY.
Try to complete
a course in "TRAIN THE TRAINER" OR "TRAINING"
This would give you an exposure to adults learning
and also other areas like
-preparing a training session
-characters and learning styles of adult learners
-identifying training needs
-a competency based approach to training
-learning analysis checklist
-writing training objectives/outcomes
-session training plan development
-delivering a training session
-assessing a training session
This would give you a better understanding of LEARNING.
TO make a business entry in training / development
you need a combination of knowledge/ behavioral competences.
In your case, it could be the engineering., who prefer
trainers with technical background-industry knowledge/ technical terms.
IN engineering industry, you could start with the sales area first
-selling industrial products
-key accounts management
then you can move on to areas like
-other management development programs/ subjects.
IN engineering industry, you could start with non-technical areas ,
for which there are many opportunities and are required
by the industries.
-problem solving/ decision making
-performance appraisal/ improvement plan
-one to one coaching at the workplace.
-peope management skills for line managers
-implementing changes at the workplace.
Pick about 8/10 subjects, with which you are comfortable with
-digest it well
-fine tune your delivery with practice-practice-practice.
Please don't wait for a full time job ,
-offer your services on contract basis to corporations
and training companies.
-go below the market price, when quoting for contracts.
-IF you can / wish, offer a two hour free training
to gain acceptance.
BECAUSE AT THIS JUNCTURE , YOUR CRITICAL NEED
IS INDUSTRY VISIBILITY, EXPOSURE / EXPERIENCE.
IN TRAINING / DEVELOPMENT CAREER, THERE IS
NOTHING LIKE REAL LIFE EXPERIENCE.
ONCE YOU GAIN 2 YEARS INTENSIVE exposure in engineering
then you can move on to any industries.
FOR a competent trainer/developer, it takes
-2 years to get experienced
-4 years to get established
-6 years to become a role model.
I have listed below a wide list of competencies of a model trainer/developer.
COMPETENCIES FOR TRAINERS
1. understanding the role and function of training as a management strategy to help the organization achieve it's mission, and knows how competency-based training can promote "best practice" throughout the organization.
2. knowledge of the components of a competency-based training system and the proper sequence of steps in the system's development.
3. Understanding how the Universe of Competencies is developed, and how it is used as the criteria for individual training needs assessment, trainer assessment and selection, and curriculum development.
4. Differentiate between training needs and other types of employee performance problems, and knows the training system's proper role in addressing performance problems.
1. Understands and can apply principles of adult learning to training development and delivery. This includes engaging learners to identify their own learning needs; helping trainees set personal learning objectives; drawing on and incorporating trainees' past experiences and expertise; using experiential and interactive training techniques; helping trainees apply training content to their jobs; and creating practice opportunities during the training session.
2. Can create and orient trainees to a comfortable physical learning environment, including preparing the training room, greeting and engaging trainees, and attending to the social, emotional and comfort needs of the learners.
3. Knowledge of the conceptual frameworks for describing learning styles; can recognize differences in trainee learning preferences and styles; understands how individual development and cultural background can impact learning preferences; and can develop and use training strategies that address a variety of learning styles and preferences.
4. Understands the typical stages in the development and mastery of new knowledge and skills; understands the adult learning paradigms that represent these steps (i.e. levels of learning, conscious/unconscious competence;) and can develop training materials that promote sequential development.
Training Delivery Skills
1. Understands the impact of the physical training environment in facilitating or impeding learning; can arrange the training room to promote comfort, interaction, and group development; and can assure that training facilities are easily accessible to persons with disabilities.
2. Understands the impact of personal appearance and dress, physical positioning in relation to trainees, hand and body movements, positioning of a podium or tables, and tone of voice, on both the quality of the presentation, and receptivity by trainees.
3. Knowledge of how to use name tags/name tents, "ice-breaker" exercises, introductions, and other activities at the beginning of a session to create a positive group climate and begin the engagement process.
4. Knowledge of the importance of speaking clearly at an appropriate volume; can vary volume, pace, tone, and inflection to maintain trainee's attention; and can avoid unnecessary and distracting vocalizations ("uh," "ummm," "you know," "like," "I mean.")
5. Ability to adjust his/her presentation methods, use of language, and group management style to achieve the optimal level of formality for the group, and/or to match learners’ level of expertise.
6. Understands the potential impact of having been mandated to attend training, and can use supportive engagement strategies to help trainees identify personal learning objectives and develop an investment in the training.
7. Understands the stages of group development; and knows a continuum of training strategies appropriate for groups at different stages of development.
8. Ability to use reflective listening and feedback to encourage group involvement, to clarify and expand upon trainee contributions, to guide the direction of the discussion, and to enhance trainees' understanding of the content and concepts.
9. Ability to use verbal enhancers that more fully communicate and explain essential concepts and information, including examples and illustrations, creative phrasing, analogies, quotations, rhetorical questions, and comparing and contrasting concepts.
10. Ability to use summarization, bridging, and segue to help preserve continuity when moving between segments of the training.
11. Knowledge of strategies to keep the group focused, on task, and within established time frames, while remaining responsive to group needs and concerns.
12. Knowledge of strategies to engage and involve trainees who display resistance or a lack of involvement, or who exhibit disruptive behaviors that interfere with the development of constructive group process.
Culture and Diversity
1. Understanding of how his/her own cultural background can impact communication style, choice of words, body language, and mannerisms, and how these may affect trainees from different cultural backgrounds.
how his/her own cultural background affects values, attitudes, and beliefs, and recognizes ways in which an “ethnocentric” perspective may affect his/her ability to train and relate to trainees from different cultural groups.
3. Ability to model an approach to cross-cultural encounters characterized by an open mind, a willingness to learn from each other, mutual respect, objectivity, and rational critique; and can create a training environment that values and encourages the expression of cross-cultural content, and constructive dialogue about it.
4. Ability to incorporate content and examples that enhance trainees' understanding of and comfort with the cultural issues inherent in the topic area being trained.
5. Ability to differentiate stereotyping from culturally relevant information, can facilitate discussions of stereotyping and its negative impact on cultural interactions, and can incorporate culturally relevant information into the training.
6. Understanding of the stages in the development of cultural competence, and can incorporate content and activities that promote continued development of cultural competence by trainees at various developmental levels.
7. Ability to identify when cultural misunderstanding may be contributing to interpersonal conflict in the training, and can use a variety of strategies to explore and resolve conflicts.
8. Ability to stimulate and facilitate discussion of emotionally-charged topics and issues during the training, and can monitor and manage the emotional level of the group to maintain a safe, objective, and comfortable training environment.
9. Ability to articulate, and can promote open discussion in the training environment about ethnocentrism, cultural relativism, cultural pluralism, over generalization, discrimination, and “isms” such as racism, ageism, sexism, anti-semitism and homophobia; and can constructively deal with expressions of prejudice and discrimination during the training.
Transfer of Learning
1. Understanding of the concept of learning as a "process rather than an event;" and can identify opportunities and activities to promote transfer before, during, and after the training event.
2. Understanding of the impact of individual learning preferences and culturally based learning styles, and can design a variety of teaching and transfer strategies that address different styles.
3. Ability to give relevant examples and encourage critical assessment of how new learning can be applied to trainees' jobs; can elicit examples of practice dilemmas and successes; and can help trainees identify and resolve barriers to application of new learning in the work place.
4. Knowledge of the sequence and stages in acquiring and mastering new knowledge and skills; and knows how and when to use mentoring, coaching, and other on-the-job training activities to promote continued trainee development.
5. Understanding of the importance of collaborating with supervisors, managers, and team leaders to promote transfer of learning, and can design post-training on-the-job learning activities that promote continued skill development by trainees.
6. Ability to help assess and provide feedback regarding trainees' acquisition of knowledge and skill at the completion of training; and can recommend additional self-development or training activities to promote skill development.
7. Knowledge of a variety of assessment methods to be used before, during, and after training to measure the impact of training; and can collaborate with training managers to implement comprehensive evaluations of training effectiveness.
8. Ability to incorporate a variety of classroom activities that support transfer, such as idea catchers, action planning, supervised practice, and rehearsal.
Professionalism and Ethics
1. Understanding the importance of maintaining a professional demeanor in the training environment, including maintaining standards for dress, adhering to pre-set time frames for the training, and being well organized and fully prepared for the training.
2. Knowledge of the values, ethics and standards of the work profession and the practice field in which trainees work; and can address and reinforce these in all training activities.
3. Understands and can model standards for adult learning and professional development, including: respect for trainees; supporting trainees' self- determination; and maintaining appropriate confidentiality, privacy, and self-disclosure.
4. Understanding of the liabilities of attempting to train in competency areas in which the trainer lacks sufficient knowledge, skill, and/or first-hand experience.
SPECIALIZED PRACTICE SKILLS
1. Knowledge of the core philosophy and values that underlie the profession and trainees' field(s) of practice and can integrate this information throughout the training.
2. Knowledge of the "best practice" standards that apply to the field of practice and competency area s/he trains.
3. Understanding of how the trainees' organization is structured and organized, and how it interfaces with other business
4. Knowledge of the federal, state/provincial, and local legislation, rules, and policies relevant to the competency areas s/he teaches; understands the impact of these on direct practice; and can use a variety of strategies to help trainees integrate theory, concepts, rule, and policy.
1. Understanding of the unique attributes of a training curriculum for use in the training system.
2. Understanding of the basic principles of human cognition and learning, and can apply these principles to the development of training curricula.
3. Can identify the structural elements of a training curriculum, and knows the principles in the development of each element.
4. Can formulate specific learning and application objectives for each section of a curriculum, and can demonstrate how these objectives together achieve the competencies the curriculum is to address.
5. Knowledge of how to research and validate curriculum content to address the particular competencies the curriculum is being designed to teach.
6. Knowledge of the principles of curriculum sequencing and organization, and knows how to sequence content and design activities to achieve a coherent and integrated curriculum.
7. Ablility to identify and incorporate the most appropriate training methods to achieve the learning objectives of a particular section of the curriculum.
8. Can design and include a variety of strategies, to be implemented before, during and after the training, that promote application of new learning back on the job.
9. Ability to assess written curriculum resources and determine their adherence to principles of learning and curriculum organization.
1. Understanding of how the proper use of experiential exercises can increase awareness, modify attitudes, challenge misconceptions, and facilitate learning and mastery of both knowledge and skills.
2. Understanding of the detrimental outcomes of using experiential exercises inappropriately, or placing them improperly in the curriculum sequence.
3. Can design and develop a variety of individual, small group, and large group experiential exercises and activities that enhance learning and application.
4. Can facilitate experiential activities by clearly and concisely explaining instructions; providing ongoing direction and feedback to trainees; helping process and draw conclusions about the exercise; and engaging in problem solving when the activity is not progressing or accomplishing learning objectives.
5. Knowledge of how to elicit information to evaluate the effectiveness of experiential activities in achieving objectives, and can make needed modifications.
Group Facilitation and Management
1. Ability to help the group members clarify, negotiate, reach consensus, and adhere to norms or ground rules for the training session; and can enter into a verbal contract that establishes the trainer's role in supporting and enforcing these norms.
2. Ability to clearly and accurately communicate the goals and objectives of the training; can help trainees identify unrealistic expectations for the training; and can negotiate to achieve consensus about the desired outcomes for a training session.
3. Knowledge of group facilitation strategies that promote the development of a safe, learner-centered environment, group cohesion, comfort with risk taking, and commitment to common learning objectives.
4. Knowledge of how to determine the training strategy best suited to meet a particular learning objective; and knows how to integrate a variety of strategies to address different learning styles and to keep the training from becoming repetitious or boring.
5. Ability to recognize non-verbal cues from trainees; can use active listening and reflection to determine their meaning; and can elicit feedback to clarify points and to determine the level of understanding or agreement.
6. Understanding of the factors that can create resistance and dissension within training groups, including a lack of pre-training preparation; forced attendance at training; pre-existing interpersonal conflict among group members; problems in the work environment; and personal, social, and emotional factors of trainees.
7. Knowledge of a variety of group management strategies, and can intervene to manage problematic behaviors without alienating either the individual or group.
8. Ability to provide timely, sensitive and relevant feedback to the group, and can challenge ideas in a manner that stimulates creative thinking and promotes growth, while maintaining trainees' self-esteem.
9. Ability to recognize, process, and understand trainees' emotional responses to training content or exercises; can acknowledge and normalize feelings; can help the group identify constructive ways to deal with feelings; and can intervene to help individual trainees deal with acute emotional distress.
10. Ability to effectively handle confrontation and conflict with and between trainees; and can use a series of verbal and non-verbal interventions to de-escalate the conflict, explore and clarify the issues, and facilitate resolution, while discouraging disruptive behavior and preventing emotional withdrawal.
1. Ability to engage a mentoree into a productive mentoring relationship, and jointly set the goals, objectives, and norms for the mentoring process.
2. Ability to engage a mentoree in assessing his/her own developmental needs and in jointly developing a plan to develop the mentoree's skills in needed areas.
3. Understanding of the developmental nature of the mentoring process, and knows how to select mentoring and coaching strategies that are most appropriate for the mentoree's level of development.
4. Ability to conceptualize and explain the rationale for specific training interventions, including; the design and sequencing of a curriculum; adjusting a curriculum for groups at different developmental levels; the most appropriate uses of individual training strategies; individual and group management strategies; and strategies to manage time.
5. Understanding of the potential impact of cultural differences on his/her relationship with the mentoree, and can establish a relationship that encourages dialogue around cultural differences and issues.
Team Training[ one or more trainers for a training program]
1. Understanding of the most appropriate uses of team training, and knows the benefits and limitations of team training, both for trainers and the training group.
2. Knowledge of how to select a training partner to achieve the best mix of content expertise, previous experience, trainer style, and personal strengths and weaknesses, to best achieve the training objectives.
3. Understanding of the importance of developing clear roles and responsibilities for each member of the training team; and the importance of developing mutual expectations for the partnership.
4. Ability to develop a training delivery plan which makes the best use of the content expertise, delivery styles, strengths, and personalities of each trainer in the team.
5. Knowledge of how to constructively manage the challenges of team training, including; managing verbal and nonverbal communication between trainers; sharing responsibility and authority; responding to cues from the group when the partner is leading; respecting the partner's lead, while concurrently providing needed support and validation; dealing constructively with differences in opinion between trainers; and assuming full responsibility for the training when needed.
6. Ability to assess, negotiate, and resolve conflicts in the team training relationship.
Developing and Using Audio Visual Media and Materials
1. Ability to design, develop and incorporate a variety of audio-visual materials including flip charts, posters, overhead transparencies, computer generated visuals, handouts, slides, videos, and audio tapes, to enhance the training and reinforce learning.
2. Knowledge of how to select and incorporate audiovisual materials that best support the content being presented.
3. Knowledge of how to design, produce and distribute handouts in a logical and organized manner.
4. Ability to operate, disassemble and make emergency repairs to audiovisual equipment, including flip chart stand, overhead projector, TV/VCR, video recording equipment, cassette/CD player, slide projector, LCD projector and computer.
5. Ability to use a contingency plan with alternative instructional methods in the event of equipment failure or unexpected emergency, or to accommodate trainees with visual or auditory disabilities.
Computer and Distance Learning Technology
1. Knowledge of how to integrate computerized training aids to enhance training, and can design and develop presentations and demonstrations using software such as Power Point.
2. Understanding of the range and types of knowledge and skills that are most effectively acquired using self-directed, computerized learning (e-learning), and knows how to integrate interpersonal and trainer-directed strategies that support and augment computer-based and self-directed learning activities.
3. Knowledge of how to use computer-based communication strategies such as group e-mail, chat rooms, and list serves, to promote dialogue and interaction among learners.
4. Knowledge of how to use computer applications and communication strategies to promote transfer of learning and skill building by preparing trainees to attend training, and by providing regular opportunities for follow-up and coaching after training.
5. Understanding of the strengths, benefits and limitations of distance learning technologies such as videoconferencing.
6. Ability to make necessary modifications in presentation methods for videoconferencing.
7. Knowledge of how to use computer hardware, software applications, and agency-specific databases that are relevant to the content area the trainer is teaching.
AS A WARNING, KEEP AN EYE / MIND ON YOUR
HOPE THIS IS USEFUL TO YOU,
From India, Mumbai