Enterprise training refers to the planned, purposeful and organized education and training activities for employees in order to improve their working ability and quality, enhance their competitiveness and innovation. The content and forms of enterprise training are various, including professional knowledge, skills, attitudes, values, etc., which can be carried out by means of lectures, discussions, cases, simulations, games, and practices. The importance of enterprise training is self-evident. It can help employees adapt to job requirements, improve work efficiency and quality, enhance career development and career satisfaction, promote employees' personal growth and teamwork, enhance the image and reputation of the enterprise, and increase the market share and profit of the enterprise.

However, enterprise training is not an easy task. It requires trainers to have rich professional knowledge, teaching skills, communication skills, innovation ability, etc. It also needs to design and implement effective training programs according to training objectives, students' needs, training environment and other factors, so as to achieve the expected training effect. In order to help trainers improve their training level, this article will combine the many years of training experience of Shangpu Consulting Group to summarize the ten skills of enterprise training, hoping to provide some useful reference and enlightenment for trainers.

1. Develop a timetable

Time is an important resource for training. Reasonable arrangement and use of time can improve the efficiency and effectiveness of training. Before the training, the trainer should make a detailed timetable, clarify the start and end time of the training, and the time allocation of each link, including teaching, discussion, practice, rest, evaluation, etc. The timetable should be formulated according to the training objectives, contents, methods, characteristics of the trainees and other factors, not only to ensure the integrity and consistency of the training, but also to consider the attention and acceptance ability of the trainees, so as to avoid too long or too short a schedule. When training, trainers should abide by the timetable, control the progress of each link, and at the same time flexibly make appropriate adjustments according to the actual situation to deal with sudden problems or changes. The trainer should also introduce the timetable to the trainees at the beginning of the training, so that the trainees can understand the training arrangement and requirements, and enhance the students' sense of participation and responsibility.

2. All in order to learn

The ultimate goal of training is to enable participants to learn useful knowledge and skills that can be used in their jobs. Therefore, when designing and implementing training, trainers should focus on learning and pay attention to the learning effect of trainees, rather than the teaching performance of trainers. The trainer should select and provide training content related to the trainees' work according to the actual needs of the trainees, avoid too much theory or irrelevant information, and make the trainees feel the practicality and pertinence of the training. Trainers should also adopt training methods suitable for trainees, stimulate trainees' interest and motivation in learning, guide trainees to actively participate and think, help trainees understand and master knowledge and skills, encourage trainees to practice and feedback in training, and promote trainees to learn Knowledge and skills are transformed into work ability.

3. Train adults as adults

The learning characteristics of adults are different from those of children. They have rich life and work experience, clear learning goals and needs, independent learning attitudes and methods, and different learning levels and styles. Therefore, when training adults, trainers should respect their adult identity and give full play to their main role, rather than treating them as passive recipients or dependent learners. The trainer should do the following:

Give students a certain challenge, let them feel the value and significance of training, stimulate their motivation and desire to learn.

Respect the experience and views of the trainees, make full use of their previous knowledge, let them share and exchange in the training, and establish mutual trust and mutual assistance between trainees and trainers, trainees and trainees.

Make it possible for trainees to influence or change the process and content of the training, involve them in the design and evaluation of the training, respect their choices and decisions, and meet their individual and differentiated learning needs.

Give students the opportunity to learn in the way of self-discovery, let them build their own knowledge system and improve their problem-solving ability and innovation ability through exploration, practice and reflection.

Provide a safe learning environment where students are not afraid of making mistakes, criticisms and failures, encourage them to try and express themselves, and give them timely and positive and supportive feedback to help them improve and progress.

4. Ensuring equal participation

The effect of training depends to a large extent on the participation of students. Students with high participation are more likely to learn knowledge and skills and are easier to apply in their work. When training, trainers should try their best to ensure that each trainee has the opportunity and right to participate in all aspects of the training, including questions, answers, discussions, exercises, presentations, etc., to avoid the dominance or silence of individual trainees. The trainer should do the following:

Understand the background and characteristics of the trainees, give them appropriate guidance and support according to their different levels and styles, and encourage them to develop their strengths and potentials.

create an atmosphere of openness and equality that allows trainees to feel free and comfortable, remove their fears and pressures, and enhance their self-confidence and self-esteem.

Use a variety of ways and methods to stimulate students' awareness and ability to participate, such as asking interesting questions, setting challenging tasks, arranging interesting games, organizing interactive group activities, etc.

Equitable distribution and management of participation time and space, so that each student has the opportunity to express their views and feelings, but also pay attention to control the quality and effect of participation, to avoid unnecessary repetition or deviation.

Actively listen to and respond to the participation of students, give them timely and positive feedback, affirm their contributions and progress, correct their mistakes and shortcomings, and guide them to think and learn in depth.

5. Dealing with poor performance

During the training, there may be some bad performances of the trainees, such as late arrival, early departure, absence, interruption, complaint, indifference, hostility, resistance, etc. These performances will affect the training effect and even destroy the training atmosphere. When training, trainers should find and deal with these bad performances in time, avoid upgrading or spreading them, and maintain the order and quality of training. The trainer should do the following:

At the beginning of the training, the trainees should be clearly informed of the objectives, contents, methods, rules and requirements of the training, so as to let the trainees understand the importance and necessity of the training, and enhance their sense of responsibility and cooperation.

In the training process, closely observe and pay attention to the performance and reaction of the trainees, and timely discover and identify the causes and nature of the poor performance, such as whether it is intentional or unintentional, whether it is individual or collective, whether it is serious or minor.

According to the different situations of bad performance, different coping strategies are adopted, such as ignoring, reminding, warning, stopping, asking, communicating, negotiating, mediating, punishing, etc., in order to achieve the best results at the minimum cost.

When dealing with poor performance, keep calm and professional, avoid emotional or personal, respect the dignity and rights of students, avoid conflict or confrontation with students, and seek understanding and support from students.

After dealing with the bad performance, resume the normal training in time, eliminate the influence and consequences of the bad performance, rebuild the trust and harmony of the training, and encourage the positive and normal performance of the trainees.

6. Bring out the best

The trainer is the core and soul of the training, and the state of the trainer will directly affect the atmosphere and effect of the training. When training, trainers should try their best to show their best state, show their professional quality and personal charm, win the trust and respect of students, and lead the learning and growth of students. The trainer should do the following:

Before the training, fully prepare the training content and materials, be familiar with the training objectives and requirements, understand the background and needs of the trainees, adjust their mentality and emotions, and maintain self-confidence and optimism.

During the training, fully demonstrate their professional knowledge and skills, clearly convey the information and significance of the training, flexibly use the training methods and skills, and effectively control the progress and quality of the training.

During the training, give full play to one's own personal style and characteristics, such as voice, language, expression, posture, action, humor, etc., to attract and infect the attention and emotions of the trainees, and create and maintain a positive and active training atmosphere.

During the training, fully interact and communicate with the students, pay attention to and respond to the performance and feedback of the students, encourage and support the participation and learning of the students, and establish and maintain a good relationship and trust with the students.

After the training, fully summarize and reflect on the training process and results, evaluate and analyze the training effects and problems, collect and learn from the training experience and lessons, and continuously improve and enhance their training level and ability.

7. Review

Review is an important part of training. It can help trainers and trainees to sort out and summarize the content and process of training, consolidate and deepen the effect of training, find and solve training problems, and put forward and improve training suggestions. During the training, the trainer should review regularly, such as after the end of each link, after the end of each day, after the end of the entire training, etc., so that the trainees have the opportunity and time to review and digest the knowledge and skills they have learned, and improve the efficiency and efficiency of learning. quality. The trainer should do the following:

When reviewing, use a variety of methods and methods, such as asking questions, answering, retelling, summarizing, summarizing, summarizing, classifying, comparing, analyzing, evaluating, applying, etc., so that students can review and think about the content and process of training from different angles and levels.

In retrospect, focus on the objectives and effects of the training, allow participants to identify their own learning outcomes and progress, examine their own learning gaps and deficiencies and make recommendations to help trainers improve the design and implementation of the training.

When reviewing, pay attention to the application and transformation of training, let students think about how to apply the knowledge and skills they have learned to their work, formulate their own action plans and goals, track their own learning effects and progress, and promote the sustainability and development of learning.

8. Good at listening

Listening is a basic skill for trainers and an important quality for trainers. During the training, the trainer should be good at listening to the voice of the trainees, understand the thoughts and feelings of the trainees, enhance the communication and understanding with the trainees, and improve the effect and quality of the training. The trainer should do the following:

When listening, keep focus and patience, avoid distractions or interruptions, respect the expression and choice of students, avoid judgment or criticism, and give students sufficient time and space to make students feel valued and respected.

When listening, use positive body language and oral language, such as nodding, smiling, eye contact, echo, encouragement, etc., to express their concern and support, and enhance students' confidence and self-esteem.

When listening, use effective listening skills, such as repetition, clarification, feedback, summary, questions, etc., to ensure that you correctly understand the meaning and intentions of the students, eliminate possible misunderstandings and ambiguities, and deepen your understanding and understanding of the students.

When listening, use appropriate listening strategies, such as reason, approval, recognition, sympathy, comfort, suggestions, etc., according to the different emotions and needs of the students, give them appropriate responses and help, relieve their troubles and pressure, and promote their Learning and growth.

9. Provide a good learning atmosphere

Learning atmosphere refers to a kind of psychological and emotional atmosphere formed in the training, which will affect the students' learning attitude and behavior, and then affect the effect and quality of learning. When training, trainers should try their best to provide a good learning atmosphere, make students feel comfortable and happy, stimulate students' interest and motivation in learning, and promote students' learning and communication. The trainer should do the following:

Before the training, select and arrange a suitable training site, consider the size, location, equipment, lighting, temperature, ventilation and other factors of the site, so that the site meets the training objectives and requirements, and meets the comfort and safety of the trainees.

During the training, create an open and friendly atmosphere, let the trainees feel free and equal, eliminate the barriers and obstacles of the trainees, and enhance the sense of belonging and unity of the trainees.

During the training, create a positive and active atmosphere, make the students feel excited and happy, stimulate the participation and creation of the students, and enhance the learning effect and satisfaction of the students.

During the training, create an atmosphere of respect and support, make students feel respected and supported, encourage students' expression and sharing, and enhance students' self-confidence and self-esteem.

10. Make training more fun

Training is a serious learning activity, but it can also be a fun experience. When training, trainers should try their best to make the training more interesting, let the trainees learn in a relaxed and pleasant atmosphere, improve the students' interest and motivation in learning, and increase the students' learning harvest and happiness. The trainer should do the following:

During the training, use interesting content and materials, such as stories, jokes, pictures, videos, music, etc., to attract and infect the attention and emotions of the trainees, and make the training content more dynamic and interesting.

During the training, use interesting methods and methods, such as games, competitions, role-playing, simulations, cases, etc., to stimulate and mobilize the participation and creation of students, and make the training methods more diverse and interesting.

During the training, use interesting language and style, such as humor, exaggeration, metaphor, rhetorical questions, etc., to increase and adjust the atmosphere and rhythm of the training, so that the training language is more flexible and interesting.

When training, use interesting rewards and punishments, such as prizes, certificates, applause, punishment games, etc., to increase and stimulate the competition and cooperation of trainees, and make the rewards and punishments of training more fair and interesting.

Conclusion

Based on the many years of training experience of Shangpu Consulting Group, this paper summarizes the ten skills of enterprise training, hoping to provide some useful reference and enlightenment for trainers. Of course, these skills are not static. Trainers should also constantly explore and innovate according to their own actual situation to find training skills suitable for themselves and their trainees, so as to make the training more effective and interesting.