Lets know each other

Skill Ecosystem in India

Key Bodies - Policy Makers

Enablers

Implementing Bodies

Beneficiaries
Skills Eco-System in India

Key Bodies Enablers Implementing Beneficiaries

- Ministry of Skill - NSDA Bodies - Unemployed
Development - NSDC a. Training Youth
- Other Central - NCVT & SCVT - ITI (Govt and Pvt) - Low Income Groups
Government - SSDM - VTPs/ IE - Marginalized
Ministries - SSCs - Univ/ Colleges/ Societies
- Others (Financial Schools - College Students
Institutions etc.) - Captive Training - School Students
Institutes of - Working Employees
Employers (for up-skilling)
b. Assessment
Agencies

National Skills Qualification Framework (NSQF)

Sector Skill Councils

IPA

NIPER BDMA

Pharm
excil LSSSDC IDMA

ACRO CIPI

ABLE

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Objective of Sector Skill Councils

Industry Research

Identification of skill gaps to develop skill inventory

Determining standards and qualification

Standardization of affiliation and accreditation process

Accreditation, assessment and certification

Training of Trainers

Promotion of academies of excellence

Labour Market Information System (LMIS)

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Section 2.2 :Training as a Career Choice

• Unit 1: Emerging India and The Skills Eco-System

• Unit 2: Training as a Career Choice
• Unit 3: Basics of Training
• Unit 4: The Training Approach
• Unit 5: Understanding the NOS and QPs
• Unit 6: NOS based Assessments

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Employment Opportunities in the Indian Skills-Eco System

Trainers
Admin
and
Assessors
Support
Staff Career in
Skill
Developmen
t
Content Training
Developer Center
s Managers
Outreach
Executives

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Training as a Profession

Reasons for choosing ‘training as a

profession’ :
• Social Respect
• Self Esteem
• Gaining Work Experience
• Comfortable Environment
• Good Salaries
• Contribution in building someone
else's career

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Career Path of a Trainer

Assessment
Manager
Business Training Instructional
Head Head Designer Assessment
Coordinator

Business Training Content

Manager Manager Development Assessor

Trainer

Assistant Trainer

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Role of a Trainer

Facilitator of the Learning process

Subject matter Manager

specialist

Leader of
Developer of
the Group
an Individual

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Subject Matter Specialist

• Planning and making presentations

• In-depth knowledge of his subject
• Transfer of knowledge from trainer to trainee

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Facilitator of the Learning Process

Using various training methods

including:
• Communication
• Making presentations
• Motivating participation
• Using group processes for
facilitating participating
• Interpersonal relations
• Receiving and giving feedback

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Manager

• Coordinating work
• Decision-making
• Mobilization of resources and financial
management
• Public relations
• General administration

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Developer of an Individual

• Learn to understand human behaviour

• Motivate participant
• Enhance knowledge of an individual
• Guiding
• Using group process for individual development
• Coaching

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Leader of the Group

• Handling difficult situations in the programme

• Communication
• Crisis intervention/ Conflict resolution
• Interpersonal relations

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 Personal Attributes of a Good Trainer

Demonstrates Enjoys working with Communicates clearly

professionalism and self- people and expressively
confidence

Makes concise points and Maintains objectivity

displays appropriate level
of energy Willing and able to
commit to the
Listens Actively— And is preparation and delivery
attentive time for the successful
implementation of any
training
Is authentic and
demonstrates personal Respond non-defensively Nonjudgmental
integrity to challenge

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Section 2.3 : Basics of Training

• Unit 1: Emerging India and The Skills Eco-System

• Unit 2: Training as a Career Choice
• Unit 3: Basics of Training
• Unit 4: The Training Approach
• Unit 5: Understanding the NOS and QPs
• Unit 6: NOS based Assessments

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ASK of Training

Skills
• How to
• Steps
Attitudes
Knowledge
• Ethics/ Values
• Critical Thinking
• Behaviour
• Decision Making

Training

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Training Aids

OHP and
Transparen Power
MindM cies Point
aps Presentati
ons
White LCD

Training
Board Projector

Video
Clips Aids Multimed
ia

Games Handouts
Trainer &
Trainee
Flip Chart
Workboo
ks

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Training Aids

• Mind-Map: A diagram used to represent words, ideas, tasks, or other

items linked to and arranged around a central key word or idea. It is
used to:
- generate, visualize, structure, and classify ideas
- as an aid in study, organization, problem solving, decision making
and writing.

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Training Methodologies

Lectur
Indust e
Game
ry
s
Visit

Demo
OJT nstrati
Training ons
Methods

Group
Case
Discus
Study
sions
Films
Role
and
Plays
Videos

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Group Discussion

Brainstorming — A group method for

collecting ideas and suggestions from
the participants.

• This technique is used to :

- revision

- problem solve

- check learning

- collect information

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Communication Skills

• What is Communication
• Importance of Communication for a Trainer
• Process of Communication
• Components of Communication
• Mehrabian Communication Model
• Barriers to Communication
• 7 C’s of Effective Communication
• Communication Tips for Trainers

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What is Communication?

• The process of sending and receiving or sharing information

between people through a medium.

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Importance of Communication for a Trainer

• A good trainer must :

- deliver correct information

- ensure that it is understood by the trainee

- ensure learning is happening

- communication is complete

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The Communication Process

Hello! How are Thanks, I am

you ? fine .

Encoding
Decoding

Medium

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Components of Communication

Verbally

Sending Messages Non-verbally

Effective Para-verbally
communication
Listening
Receiving
messages
Understanding

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Sending Messages

1. Verbal messages: These are spoken messages. Effective verbal

messages :
- are brief, succinct and organised
- are free of jargon
- do not create resistance in listening
2. Para Verbal Messages: The messages that we transmit through:
- Tone
- pitch
- pacing of voices.
3. Non verbal-messages: Primary way through which emotions are
communicated.

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Mehrabian Communication Model

Non-verbal messages comprises of 55 % of total communication.

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Barriers to Communication

Environ
mental

Types
of
Barriers
Psycholo
Physical gical

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Understanding Barriers to Communication

Environmental Barriers
• Noise
• Location of class
• Weather conditions
• Gender

Physical Barriers
• Physical Distractions
• Channel Barriers
• Long Communication chain

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Understanding Barriers to Communication (Contd.)

Psychological Barriers

• Emotional Distractions

• Information overload

• Conflicting Messages

• Lack of Confidence

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Overcoming Barriers to Communication

Connectin
g with the
Summariz
Audience
ing Simple
Conversat Words
ions

Effective
Effective Body
Communic
Questions Language
ation Skills

Seeking
Cultural
Participati
Checking Sensitivity
on
for
Understa
nding

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7 C’s of Effective Communication

1. Completeness

2. Conciseness

3. Consideration

4. Clarity

5. Concreteness

6. Courtesy

7. Correctness

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Hearing Vs. Listening

• Hearing is simply the act of perceiving sound by the ear. Hearing is

involuntary and uncontrollable.
– In hearing, vibrations are detected by the ear and then converted
into nerve impulses and sent to the brain

• Listening is a voluntary act where we try to make

sense out of the noise we hear.
– Listening is a step further than hearing, where
after the brain receives the nerve impulses
and deciphers it, it then sends feedback.
– Listening leads to learning.

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Receiving Information: The Power of Listening

Listening
• Absorption of the meanings of
words and sentences by the brain.
• Leads to the understanding of facts
and ideas
• Most powerful form of
acknowledgement,
• A way of saying to the participants,
“You are Important”.

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Steps of Effective Listening
3 steps of effective Listening:
1. Listening – to words and feelings
2. Questioning – to gather information and obtain clarification
3. Reflecting – paraphrasing – to capture the essence of the
communication and move towards problem solving

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Barriers to Effective Listening

• Physical distractions

• Physiological distractions

• Psychological distractions

• Factual distractions

• Semantic distractions

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Removing Barriers to Effective Communication

Prerequisites to promote Better listening:

• Desire to listen
• Focus on the message
• Listen for main ideas
• Understand the speaker’s point of view
• Withhold judgment.
• Reinforce the message.
• Provide feedback.
• Listen with the body.
• Listen critically

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Communication Skills for Trainers

• Use examples and illustrations

• Speak in a clear well modulated voice

• Pronounce words correctly and use suitable grammar and syntax

• Explain and clarify content points through inflection, emphasis and

pauses

• Ensure verbal and non-verbal communication is free of bias

• Employ purposeful body language to enhance learning.

• Minimize distracting trainer behaviours

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Presentation – Key Elements

Nervousness Interaction

Speech PowerPoint

Body Notes and

Language Handouts

Presentation -
Practice Structure
Key Elements

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Grooming Skills for Trainers

Grooming plays a crucial role In enhancing one’s personality.

• It makes you feel:

– Confident

– comfortable

– Professional

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Grooming for Male Trainers

For Male Trainers:

• Shave Daily/Trim moustache or beard regularly
• Comb hair properly
• Wear crisp, wrinkle free shirts preferably in
subtle colours and well fit trousers
• Choose staple colours from: navy blue, charcoal
gray, black, khaki, white, pastels
• Wear formal trousers
• Always wear socks and make sure they are high
enough to cover skin when sitting down

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Grooming for Male Trainers

• Wear polished leather shoes

preferably dark colour

• Wear a mild perfume

• Trim his nails

• Belts should be in good

condition and match the
colour of your shoes.

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Grooming for Male Trainers

Don’t
• Do not wear very tight clothing or jeans
• Do not wear very loud colours with sparkles.
• Stay away from velvet, vinyl, spandex, shiny, furry, slinky materials.
• Don’t keep long hair
• Your hair should not look rough
• Avoid wearing sandals to the workplace
• Avoid high heels shoes.
• Don’t wear too many threads or bands in your hands

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Grooming for Female Trainers

Female Trainers need to:

• Hair should be clean, neat, tidy and elegantly styled.
• Tie hair in a neat ponytail or bun.
• Wear flats to work.
• Wear minimal make up
• Clean their hands, feet and take care of finger as well as
toe nails.
• Preferably use a transparent nail paint.
• Jewellery should be keep minimal and conservative

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Grooming for Female Trainers

Don’t :
• Be cautious of wearing dangling earrings

• Also, do not wear multiple earrings.

• Avoid nose rings, eyebrow rings, lip rings and other piercing

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Grooming Skills for Trainers

Keep them away:

• Cell phones should be switched off

• Avoid excessive perfumes

• Avoid excessive jewellery

• Bad manners create a bad impression

• Negativity about people and places

• Don’t use inappropriate language at work

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Sex and Gender

• Sex refers to a person’s biological status and is typically categorized as

male, female, or intersex .

• "Gender" refers to the socially constructed roles, behaviours,

activities, and attributes that a given society considers appropriate for
men and women.

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Gender Sensitivity

• The ability to recognize gender issues and to recognize women's

different perceptions and interests arising from their different social
position and gender roles.

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Gender Discrimination

• Gender discrimination is prejudice or discrimination based on a

person's sex or gender .

• Gender discrimination may foster sexual harassment, rape and other

forms of sexual violence.

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Avoid Gender Discrimination During Training

Beware of these behaviour during training which includes:

• Ignoring women students while recognizing men students, even when
women volunteer to participate
• Calling directly on men but not on women
• Calling men by name more often than women
• Addressing the class as if no women were present, e.g., "When you
were a boy..."
• "Coaching" men but not women in developing a fuller answer by
probing for additional elaboration or explanation.

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Avoid Gender Discrimination During Training

• Waiting longer for men than for women to answer a question before
going on to another student.

• Interrupting women students (or allowing them to be

disproportionately interrupted by peers).

• Asking women students questions that require factual answers (lower

order questions) while asking men questions that demand personal
evaluation and critical thinking (higher order questions).

• Responding more extensively to men's questions or comments than

to those of women.

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Avoid Gender Discrimination During Training

• Crediting men's comments to their author but not crediting women's

comments

• Only hearing women's comments when they are repeated by a man.

• Making seemingly helpful comments that imply women are not as

competent as men.

• Stereotyping character, roles, abilities, etc.

• Using the generic "he" or "man" to represent both men and women.

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Section 2.4 :The Training Approach

• Unit 1: Emerging India and The Skills Eco-System

• Unit 2: Training as a Career Choice

• Unit 3: Basics of Training

• Unit 4: The Training Approach

• Unit 5: Understanding the QPs, NOS and NOS

based Assessments

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The Training Approach

Adult
Learning
Principles

Principle
Practice of Active
Learning
Training
Approach

Subject
Planning Matter
Expertise

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Adult Learning Principles

Self-directing Learn from

Motivated to experience
learn

Learning on need
to know basis

Immediacy of
application
Respond when
internally Learns in a facilitative
environment

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Pedagogy and Andragogy
Pedagogy
Pedagogy is art and science of teaching
children
Teachers control the learning process
Learners have a little or no experience that
serves resource for learning
Learners have subject centered learning
orientation
Motivated by extrinsic pressures i.e. rewards
or punishments
Knowledge is with teacher and will be
dispensed as necessary
Doctor Patient model : teacher diagnose the
problem and define s the solution
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Andragogy
Andragogy is art and science of helping
adults learn
Adults learn naturally . Highly self directed
Learn largely from their experiences and
from the experience of others
Task centered, problem centered or life
centred learning orientation
Internal motivators i.e. self esteem,
achievement
Knowledge is with the group and they will
use it from experience
Learner knows the solution and gets to it
with the help of facilitator
Active Learning

Asking
questions

Assessme
nt &
Active Answering
Evaluation Learning Questions

Facilitating
Discussion

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1. Asking Questions

• Types of Questions :

- Open-ended questions

- Close-ended questions

- Think back questions

• Ask clear and concise questions.

• Make sure your questions only cover one topic or issue

at a time

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2. Answering Questions

• As a Trainer, one of the most common

questions you will ask trainees is, “Does
anyone have any questions?”

• You’re asked a question that you can’t

answer.
- Don’t be defensive or fake it
- Accept you don’t know
- Ask others in the group for answer.
- Tell you’ll research it and get back to
them later

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2. Answering Questions (Contd..)

• You’re asked a difficult question.

- Break the question down into manageable parts

- Keep your answer precise without omitting key details.

• You’re asked a question you don’t want to answer.

- Be honest and say so.

- Offer to meet with the person after the session to provide your
response.

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3. Facilitating Discussion

• Adult learners want their voice to be heard

• They have a reservoir of experiences as a primary learning resource

• Trainer should recognize this fact and build on contributions made

by the adult learners in her workshop

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3. Facilitating Strategies

Asking
Questions

Provide
Review
Consistent
Statements
Feedback
Facilitating
Strategies

Listen
Foster
Reflectivel
Discussion
y

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4. Assessment & Evaluation

Provide closure to ensure participants leave

feeling positive.

Information provided can be used to guide and

inform future trainings.

Evaluating is essential to get feedback from

trainees on the effectiveness of the training.

Beneficial for the Trainer who can use the

feedback to improve

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 Subject Matter Expertise – Advance Preparation

Learn the material

Be well
acquainted
Take time
with the
material

Highlight portions Use your own

that you want to words
focus on and stress

Make your
own notes

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Advance Preparation and Instructional Delivery

Incorporate experiential Inquire about the

learning trainees experiences

Remember, for the

adult trainee life
experiences add
enrichment to the
Personalize information learning process
with your own
anecdotes (stories)

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Planning - Creating a Proper Learning Environment

Are conducive to teaching and encouraging of learning

Minimize conflict while encouraging constructive
dialogue
Create a setting that calls for fairness
and sensitivity
Physically and mentally
comfortable
Encourage
peer learning

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Planning - Creating a Proper Learning Environment

• For creating a proper learning environment:

- Prepare Yourself

- The Training Room

- Know your Audience

- Required Material

- Recommended Material

- Logistics

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Preparing Yourself

• Wear comfortable clothes and shoes

• Ensure you are well groomed

• Become body aware – avoid ratting

coins in pockets, scratching, playing
with hair etc.

• Review all the content and key

ideas.

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 The Training Room

Assess all details of the venue :

• Room temperature, light, noise,
etc.
• Sitting arrangements
• Audiovisual aids and their
positioning
• Resources
• Materials
• Water, tea, coffee, & snacks
• W.C. locations

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Know Your Audience

• You must know your audience

well so as to customize your
message and make it stick

Ask
• Who are the participants?
• Level?
• Background?
• What do they already know about
the subject?
• What is their mind set?
(Prejudices, attitudes, beliefs etc.)

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Know your Audience - Fleming's VARK model

Reading and Writing Learner

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Required Material

• Facilitator Manual Participant’s workbooks

• Presentation (audiovisual or paper)
• Sign-in sheets
• Pre-post assessments
• Training Aids: White Board, Markers, Projectors
• Water, Tea, Coffee
• Certificate of Completion

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Logistics

Take care of issues such as:

• Participants’ transportation needs

• Directions to the training center & room

• Posting signs for the training

• Getting your participants’ contact information to send certificates,

follow-up forms, etc.

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Practice-Actual Training

Demonstrating
your Credibility

Minimize your
Stage Fright

Set the Tone

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1. Demonstrating your Credibility

• Always be honest
• Make your presentation balanced and as free from bias as possible
• Raise questions about the information
• Support the information with your own facts and experiences
• Use your trainees as a resource to facilitate learning
• Cite authorities that are accepted
• Invite questions and discussion
• Teach from a place of empathy not a place of authority or power.

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2. Minimize Your Stage Fright

The following tips can help you

overcome your stage fright.
• Remember, you know the materials.
• Remind yourself that you are well
prepared and familiar with the
training materials.
• Read through the materials
• Try activities if you are unfamiliar
with them.
• Release the tension.
• Take deep breaths
• Rehearse until you feel comfortable.

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2. Minimize Your Stage Fright (Cont.)
• Know the training room and your equipment.
• Test your audio and visual equipment in advance.
• Make sure that instructional aides such as paper, pencils, flip charts,
tape, etc. are on hand and sufficient in number.
• Know the participants.
• Don’t, apologize for your nervousness or mistakes just keep moving
through the material.
• Rest up and eat well.

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3. Set the Tone

• It helps in is establishing a climate conductive to learning.

• This section covers the following areas that will help you establish
an open and honest learning environment:
a. Greeting
b. Ice Breakers
c. Management and Rules
d. Teaching Strategies

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a. Greeting

• Smile and introduce yourself

• Ask trainees to sign the class list.

Helps in :
- Setting positive psychological
tone to the training
- Creating a positive climate
conducive for learning
- Establishing the “trusting
relationship”

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b. Breaking the Ice

• Ice breakers are short

activities that are often used
to :
- help trainees to feel
energized
- develop a feeling of
comfort among each
other
- establish an enthusiastic
tone for the training
- help ensure that
everyone is actively
engaged.

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c. Workshop Management Rules

• Sound management makes for an

effective training session.
• Set rules at the start of the training :
- To establish the way participants
interact with you and each other
during the training
- To use them to defuse or redirect
difficult participants and/or situations.

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 d. At the End

1. Make sure you answer all participants’ questions

2. Revise Key Concepts
3. Ask participants to complete the post-assessment
4. Collect post-assessment forms
5. Provide your contact information and a follow-up plan for questions
6. Thank participants for their time

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Process for Nomenclature of NOS and QPs

• NOS –three capital letters followed by slash (/) N four numbers

– Three letters –unique to each SSC –For e.g., retail –RET., Electronics –
ELE, etc.
– Four Numbers –can start with 0001 onwards.
– So for retail first NOS can be RET/N 0001

• QP – same capital letters (three capital letters) as above followed by

slash (/) Q and four numbers E.g., RET/Q 0002

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What is Assessment?

A structured process of evidence collection of a

person’s competencies and evaluated with respect to
the occupational standards or learning objectives.

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What are NOS based Assessments?

• Assessments mapped to the NOS and test the Learner on how well he/
she has mastered the NOS are called NOS based assessments
• In India NSDC has laid down certain guidelines on NOS based Assessments
which have been shared in the following slides
• NOS based Assessments check the learner on his Knowledge and Skills
• Currently most of the SSCs have third party Assessment Agencies who are
conducting assessment on behalf of the SSCs.
• Assessments include :
– Theory Tests through Online/ Pen & Paper Test which largely have
Multiple Choice Questions
– Practical Tests/ Viva which is conducted by an Assessor

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Steps for NOS based Assessments

Empanelment of Assessment Agencies by SSCs

Structuring of Theory and Practical's Questions by the Assessment

Agency

Sharing of Batch Commencement by Training Companies with SSCs

SSC Nominate Assessment Agency

Assessment Agency nominates Assessor

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Steps for NOS based Assessments (Cont.)

Training Center readies the Infrastructure required for Assessments

Assessors visits the Training Center on the agreed Date and Time

Theory Assessment : Online Test or Paper & Pen Test

Practical / Viva

Scores are consolidated and shared with the SSC/ uploaded on the
NSDCs SDMS and approved by SSC

SSC approves results and generates certificates which are forwarded

to the Training Companies

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Minimum requirements at the Training Center
for Assessments

Online Assessment
• Computers – 10 Computers for a Batch of 20 Trainees to be assessed

• Internet Connectivity

• Practical Equipment as per Job Role

Offline/ Pen & Paper Assessment

• Tabs

Or as specified by the respective SSCs

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Code of Conduct for Fair Assessments

• Trainers should make sure all the Trainees take the Assessment in a Fair
Manner
• They should not indulge in any malpractices such as cheating
• Trainers should not be over friendly with Assessor

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Significance of Final Assessment

• Post completion of any Skilling Program:

– Final Assessment by a Third Party Assessment Agency and get
Certified by Sector Skill Council

• The fees for the Assessment is non-refundable and valid only for one
chance.

• If the Trainees fails, he/she will again need to pay the assessment fees

• Final Assessment is carefully taken by the Trainees and the Trainer

suitably prepares them for the same

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Section 4: Preparing Trainees for Final Assessment

Section 1: Introduction to the Program

Section 2: Building Training Skills

Section 3: The Medical Sales Representative Program

Section 4: Preparing Trainees for Final Assessment

Section 5: Administrative Requirements for a Trainer

Section 6: Mocks and Assessment of Trainers

Preparing Training for Final Assessment

Final
Assessment

Theory Practical

Pen and
Online Mock Viva
Paper

True and True and

MCQ MCQ
False False
Preparing Training for Final Assessment

• Ensure that you introduce Trainees to following Instructions in an Online/

Pen & Paper Assessments

• Get the Trainees to practice such Tests and do sufficient amount of

Practical’s and practice for Viva before they take up their final
Assessments

• Make sure your Trainees do not have any Test Fright when they take the
Final Assessment
Indicative Screen of an Online Test
Preparing Students for Assessments

1. Review and Practice

• Hold review sessions
• Issue practice tests
• Teach test-taking skills

a) Practice tests:
– Well-designed and support learning
– Serve as a review
– Build students’ test-taking skills.
Preparing Students for Assessments

b) Periodic benchmark
assessments
– Can be a good predictor of
student performance

– Trainers can use the results

of the benchmark
assessments diagnostically
to guide their instruction.
Preparing Students for Assessments

2. Differentiating Instruction: Following programs are used to

prepare trainees for testing:

a) Small-group instruction: enables trainers to focus on the

particular needs of the group.

b) Peer tutoring: benefits both students because one student gets

extra help while the tutor gets to develop skills that reinforce
learning.

c) Web-based learning: allow trainers to focus on specific content

for a group or individuals to help prepare them for
assessments.
Preparing Students for Assessments

3. Engage and Motivate

• Interactive content, such as games and competition, helps engage
and motivate students.

• Enabling students to monitor their own progress keeps them

involved in their learning and makes them feel successful as they
watch their individual results improve.

• Regularly motivate the Trainees so that they have no fear of the

Third Party Assessment and can take their tests confidently
Preparing Students for Assessments

4. Assessment Conversations with Trainees

a) Between the Trainer and the trainees in order to evaluate their
performance.

b) Provides an opinion concerning the strengths and weaknesses of

the trainees with a view to their further training and Assessment.

c) Regularly discuss and communicate about the forthcoming Final

Assessments till you can judge sufficient confidence in the
Trainees.
Administrative Roles of a Trainer

1. Administrator of training and support

2. Information coordinator for the event

3. Internal consultant to the management of the organisation providing

the Training
Administrative Roles of a Trainer

Maintain Batch MIS

Training and support
Preparing and following Time Table

Maintain Trainee Attendance

Maintain Trainee Leave Record

Maintain Discipline

Trainee Progress Report

Feedback
Administrative Roles of a Trainer

Industry Visits
Information coordinator

OJT/Placement

Post Placement Tracking/Hand

Holding/Support

Third Party Assessments

Visitor Protocol
Administrative Roles of a Trainer

Maintain Training Infrastructure

Documentation
Internal consultant

Communicating with HO/Corporate Office

Be Vigilant

Attending Emergencies
Major Administrative Requirements (Cont.)

• As you grow in your Career as a Trainer, you will either become a Master
Trainer, Training Manager or Business Manger.

• Your progress will depend on how much more responsibilities you can
take

• As you grow in your career, you will be required to take more and more
administrative responsibilities.
Section 6: Mocks and Assessment of Trainers

Section 1: Introduction to the Program

Section 2: Building Training Skills

Section 3: The Medical Sales Representative Program

Section 4: Preparing Trainees for Final Assessment

Section 5: Administrative Requirements for a Trainer

Section 6: Mocks and Assessment of Trainers

Components of Mocks and Assessment

1. Mocks to conduct Training Sessions

2. Undertake Assessment Tests of Trainees

3. Undertake Trainers Test to check for Subject Matter Expertise and

Training Delivery Capabilities
Thank you