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How I Stumbled Into Training Business

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In May 2002, I got my first job as a Contracts Assistant in a Facilities Management company. After slightly more than a year, I was reassigned to Assistant Project Engineer. Here, the work is more hands-on where I had to do earth testing and continuity testing on some of the installations. I had a Diploma in Electrical Engineering but all the hands-on knowledge has gone since I entered the mandatory National Service for 2.5 years. Just like any knowledge in the world, if you do not use it, you will lose it. I struggled in that position as I had no prior guidance and training. Everything was based on trial and error. It was until I was about 6 months into the job, a senior taught me how to carry out some of those electrical based testing. Not a classroom setting but he brought us out in the field and got us to do it. That was my first work-based training. I enjoyed it a lot and after, I was more confident and effective in carrying out those testing works.

In 2003, I joined a Network Marketing company. I know that look on your face but when I joined, I thought I could achieve my wealth there. That company was very Mandarin-based. Most of the good training workshops were carried out in Mandarin with amateur translation. It was very disappointing. I wanted to learn but the medium of communication was a big pushing factor.

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Last Updated on Wednesday, 01 February 2012 14:04
 

Initial Assessment in Business to Business Training

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Initial Assessment is the part of course where you get to know your delegates in order to pitch your course at the correct level. I have taught in a variety of different learning situations, from colleges and universities to bespoke business to business training and conferences and have found the approach to Initial Assessment to be vastly different in each situation. In work-based learning, for example, Initial Assessment is a large part of the programme, taking up to six weeks to complete. Business to business training (for example IT training) the initial assessment period can often be a quick question asking how confident the delegate is with computers. So why is initial assessment not given as much prominence in business-to-business training? Should greater use be made of initial assessment?

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Last Updated on Saturday, 30 October 2010 17:13
 

Assessment in Freelance Training

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There is a difference between teaching and learning. To delegates, students or clients, the priority is learning and this should also be the priority of the trainer but how do we address the difference between teaching and learning?

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Last Updated on Monday, 11 October 2010 14:38
 

Starting out in Freelance Training

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Many people consider teaching at some time in their career and a few actually make the leap from employment to teaching on a self-employed basis. What can you expect if you make the leap? How do you go about it?

Firstly, if you are currently employed, you will go from doing something you know well, to elements of teaching and business management that you are not familiar with. You will probably be working by yourself or perhaps in a small team and therefore be responsible for (and carrying out) everything from marketing and accounts, to writing, training and evaluating courses. You will need to set time aside to work ON your business, as well as IN your business. You will not have the benefit of a department to help out when your computer goes down, or you have legal problems and you can feel isolated. So why do it?

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Arts Design and Media Courses: What's the Point?

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With education apparently moving more towards skills for employment, with the introduction of the new Diplomas and politicians calling for ‘more Plumbing and less Pilates’ (Johnson, 2006), is there a future for arts, design and media courses? What is the justification for these courses and why are students increasingly choosing them? For example, it has been regularly argued, that media studies is "nowhere near as academically demanding as science, languages or maths, say the Conservatives, who want it to carry less weight in school league tables” (BBC News Magazine, 2009).
Why are our students choosing these subjects? Are there jobs at the end of them? To be an artist, musician, designer or whatever, are qualifications important? If not, what should the focus of teaching these subjects be? Are the technologies we are teaching, the jobs which we are teaching for and the media we are analysing still going to be there in five years’ time?
What are the implications for this? – should there be more focus on personal and social development? What innovative ways are there of embedding personal and social development within my vocational areas of film production or music?
According to UCAS, the number of people enrolling on Arts, Design, Music and Media courses is increasing (see UCAS, 2009). The general perception is that there are no jobs within this area, yet the number of students studying these areas are rising. With apparently less jobs but more popularity, should the focus of courses in these areas be reconsidered?
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Last Updated on Monday, 18 October 2010 10:37
 


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