How to become a training lecturer?
First, being able to control the field on the stage is the most basic quality of a lecturer:
? If you find yourself on the stage, you will obviously speed up your speech, get confused, and can't express your meaning. That means you are not fit to be a lecturer at present. You need more language practice and typhoon practice. In the final analysis, training is a kind of language performance, which is a process of gradually guiding the audience to accept strange theories by training lecturers. Therefore, a training lecturer must be good at speaking-speaking, not speaking. Good eloquence is the foundation, and knowing how to adjust the atmosphere can ensure that your audience will not be distracted by boring topics. There are even some opinions that sound unreasonable-training lecturers should have a good voice and not be ugly.
Language ability is a lecturer's weapon, and logical thinking is a lecturer's shield.
? When we start to worry about whether to use "continuous", "continuous" or "continuous" in a sentence, we touch the edge of language ability. Any lecturer must work hard to train himself to use the word "exquisite". This has several advantages-it helps you to express your meaning clearly in the shortest sentence, polish your mistakes with language, and help you establish an expert image. And you should ensure that a lecturer's evaluation of things must be rigorous and verifiable at any time. Of course, we can't be perfect from the beginning, or even never. But a person who is determined to be an excellent lecturer should always remind himself where he should look different from those who "speak".
Second, every training lecturer is an expert in the industry, at least a theoretical expert!
? Whether you are a lecturer in a technical position or not, there will be differences between majors. Those who talk about terminal retail may not necessarily talk about marketing. Those who can talk about marketing may not necessarily talk about enterprise management. Teaching is not just chatting, but having a few original opinions. Perhaps many new lecturers feel that they usually hit the nail on the head and analyze problems logically, so they can give lectures on stage. But in fact, this is just a preface. Because the purpose of training is to "solve problems" rather than "find problems". Therefore, you must have a certain knowledge of the whole system related to the course you want to talk about in order to really find the root of the problem. There are enough cases to support you to solve this problem. Of course, there will be no such problems at the beginning of class. Most lecturers start with product terminal lecturers. After all, the theory of how to sell things is very mature. Just find Du Niang to experience it at the counter for a few days, and you will almost understand.
Preparation is never enough. ...
For example, I was doing a training course for a company in Hunan, and the topic was mobile phone store operation. In order to complete my course, I must know the development history of the mobile phone industry, the development history of Google, the development history of Apple, the differences between different communication operators (China Unicom, China Mobile, China Telecom), the cost of mobile phone manufacturing and operation-related expenses, the market price of various mobile phone raw materials of different grades, the cost structure of mobile phone brand operation, the market operation plan of sales, the knowledge of mobile phone ergonomics, and the salary assessment structure of mobile phone stores. ...
The last class is about six hours, and it will be finished in one day. But I've been preparing for a month and a half. A month and a half ago, I had been training in the mobile phone industry for two years.
Teaching and learning from each other is the real way forward for trainers.
If your courses are the same, why not print your ppt as a booklet and send it directly to everyone? Because training is interactive. If you want to make a comparison, the textbook is similar to the movie. Once it is finished, its content will be played a hundred times and a thousand times, and it will be the same. The lecturer's course is similar to drama. The same course will be adjusted every time it is given, which will be more complete. An example is not vivid enough, or a passage is not profound enough, or a piece of data is not accurate enough ... Only after class can we have enough communication with the audience can we find these problems. This adjustment is good for a lecturer, and knowledge will change faster than you think. There is a lecturer doing full-time training in the company. Only about one-third of the time is spent in class every month, and the rest of the time is spent surfing the Internet to brush professional forums or chatting with friends in various positions in the industry.
? Most of the above are concepts, probably the internal force of a lecturer. But only by internal force, we need tricks, and then we will try to talk about how to teach a good class.
? Let me talk about a funnel principle first. I don't remember which expert said the original words, but I realized it myself and showed it in the picture below.
? This is a schematic diagram of information transmission in normal communication. We will find that no matter how effective the communication is, there will still be a big gap between the final effect achieved by the other party and your expectations. As a good training lecturer, it depends on how to minimize this information loss and turn this funnel-shaped pattern into a cuboid as much as possible.
? First of all, the first link-preparing lessons.
? Lectures are not daily speeches. You can speak wherever you want. Even if you are inconsistent, you can pat your head. "So that's it." Because a class has a lot to talk about and a clear purpose.
So we should use ppt courseware to help the lecturer finish the class. But at this time there will be two kinds of mistakes that new lecturers are prone to make.
One is to rely too much on ppt and even read ppt aloud.
The second is the divergence of language, which digresses from Wan Li.
? Therefore, your courseware must be tightly structured and balanced. I have to try again and again to make sure there is a clear rhythm in my mind-after I talk about A, it's time to talk about B.
As for how to make a good courseware ... this is another question.
The second link-words.
? When a new lecturer who is on the podium for the first time explains a theory in class, he is often defeated by the audience's vacant eyes. The audience is not you, your understanding of the theory is based on your mature and complete knowledge system, and the audience is not. So you have to do a translation process-make the theory you want to say popular and vivid. We are not porters of theory, we are dismantling workers of theory.
? For example, the so-called "limited choice" is a way we often use in communication. When you ask a question, we should predict the other person's answer and prepare the answer in advance. But how the other party answers is beyond our control. Once there is an unexpected answer, it may make our follow-up communication passive. So I suggest that you don't write short answers when asking questions, but multiple-choice questions and even fill in the blanks.
? Logically speaking, there is no problem with this passage. But you can do an experiment. After you express such a passage in two minutes, 80% people can't understand it. But if you ask the other person "what do you think of our plan", the other person will answer "don't like" or "disagree" because you acquiesce that the other person can answer this answer. But if we ask "Is there anything I didn't make clear", we have actually induced customers to answer "yes" or "no", but to a great extent, customers can't sayno. This method, which we call "limited choice", makes the other party's answer limited. It will be much better than before, and you can understand it before you remember it. After that, the audience must be allowed to try it themselves. Believe me, no matter how detailed the tutorial is, you can't learn swimming online. No matter how simple things are, only after you really get started can you leave an impression in your mind. Basically, you have to ask the audience to read your example two or three times.
Turn the course into a cycle of speaking (the lecturer says), acting (the lecturer and the audience demonstrate interactively) and practicing (the audience tries it themselves).
The third link-feedback and improvement
You don't have to perform the feedback yourself, but someone must. Because in practice, the content of many courses will become "inappropriate" because of various special circumstances. In a course, a lecturer suggested that stores should try to "light up" when operating. Because the bright environment will weaken the customer's defensive psychology, increase the rate of entering the store and reduce the doubts when making a deal. After class, a shopkeeper found the lecturer and said that he had changed all the light bulbs and painted the wall, but it was useless. The lecturer asked him to send him a photo of the shop, and found that the boss's shop used dark wood floors, the cashier directly used the original desk, and the boss was a big desk. Yes, it is, but because the floor and the cashier are so eye-catching, it looks like a wholesale store rather than a retail store from the outside. Later, the lecturer added the content of "arrangement is divided into primary and secondary" in the courseware.
Therefore, it is very important to pay a return visit after class and participate in consultation.
? Finally, training lecturers is also a job, and there are also survival of the fittest. If you choose this industry just because trainers sound beautiful, you won't go far.