Standard Operating Procedures · PDF filein understanding the current Corporate Training ......

1

Standard Operating Procedures

The following information is composed for supervisory support

in understanding the current Corporate Training practices and procedures

All materials and training methods are exclusive to Chimal H. Arce.

No copies are allowed unless approved by Chimal H. Arce©2012

2

Table of Contents

Academic Department……………………………………………………..……………….…… 5

Sales Cycle…………………………………………………………………………………………..... 7

Product Solutions……………………………………………………………………………..…… 9

Training Workflow ……………………………….…………………………………………...…. 12

Training Schedule……………………………………………………………………………..…… 15

Training Plans & Class Materials..………………………………………….….……....….. 17

Academic Review……………..……………………………………………………………….….. 19

Trainer Development….……………………………………………………………………..…. 22

Sales Development …………………………….…………………………………………………. 39

Recruitment…………………………………………………………………………………………… 55

3

Academic Department

4

Academic Department

UNDERSTAND

Joining the academic team involves understanding the following aspects critical to the department so it’s

imperative that all employee know the following:

1. Employee Standards

Each member of the department must abide by a professional, enthusiastic, cooperative, and have a patient

attitude to be successful.

2. Department Operations

As the department develops, the organization needs to follow uniformity in its procedures, practices and

standards.

Moreover, all academic members must support the sales department when required for business operations.

3. Educational Industry

The educational field is increasingly diverse and competitive. Therefore, all employees are required to be aware

of educational ideas and trends in order to be successful.

4. Challenges of the Job

As a member of a multicultural organization, it is vital to understand and show flexibility to the differences of

communication, work, and personality styles.

5

The Sales Cycle

6

SALES CYCLE

UNDERSTAND

Understanding the sales cycle stems from the management and sales lead determined by seasonal or fiscal focus.

Generally, the sales drive is to push our sales 3 products (A. Smart Premier In House Product, B. Smart Corporate

In-House Workshop, C. Smart Online). In peak season, we may push for A or adult school training and during off

season we push toward B or Business Workshop training.

WHAT TO DO

The academic department needs to respond to the sales cycle with supportive measures through teacher

utilization or being prepared for the changing workflow.

7

Product Solutions

8

Product Solutions

UNDERSTAND

As a department within the EF organization, we support the EF sales goals so our mission is to focus on

corporations promoting EF’s 3 primary products. To our operational goal, it is important to understand that we

will offer certain products based on the sales cycle/season. Generally our sales will consist of the following kinds

of Products (training):

1. Adult school/online training

2. Business Workshop training

3. VIP personal improvement training

Of these training plans, the adult school/online course is the most advantageous from a sales and training

efficiency perspective since we have standard materials and process in place.

WHAT TO DO

Academic members need to be aware of the following types of Products (training plans/learning tracks) available:

1. Adult School – i.e. Face to Face F2F/Private/Activity classes/Online

2. Business Workshop – i.e. BE book topics

3. VIP – i.e. BE book topics or custom made

* Occasionally we have about 25% of our clients that want customized or a combination of training above.

9

EF Products

EF Student Level and Class Scale

• 14 Levels - Beginner to Advanced

• Each Level=8 Units (8 one-hour classes {4online+4offline classes})

• 2 Levels = 1 Stage (or 16 units/16hours one-hour classes)

EF’s Efekta System

• Learn with EF’s iLab

– Acquire core language and prepare for your teacher-led classes

• Try with EF’s SmartClass

– Review and practice the content from iLAB studies and improve your

speaking confidence

• Apply with EF’s Life Club

– Activate your English skills in ‘real-life’ environments and events

• Certify! with EFCELT

– Certify your knowledge and document your achievements with an international qualification

10

Training Workflow

11

Training Workflow

UNDERSTAND

There are four stages to the CSG Sales/Academic workflow process.

Stage 1 Sales meets with clients

(Sales responsibility)

AM meets with potential client offering:

1. Smart Premium Product

2. Smart Corporate In-House Workshops

3. Smart Corporate Online

4. In special cases - customized training

AM completes a client needs assessment, proposes a training plan, completes contract

Stage 2 Sales request OPT/Demo/Training Assignment to be done

(Sales responsibility)

1. Account Manager completes a Job Order form

2. Account Manager submits a Job Order form to Scheduling Coordinator (SC) for scheduling review and the

Regional Manager for OPT/ Demo/Training Assignment

Stage 3 Sales request Training Assignment to be done

(Sales & Academic responsibility)

1. Account Manager completes a Job Order form

2. Scheduling Coordinator reviews Job Order for scheduling review

3. Regional Manager confirms availability of trainer for training assignment

4. Regional Manager turns the Job Order form into the Training Assignment form

5. Regional Manager sends the TA form to Trainer and cc AM & SC

6. Trainer reviews TA form and can now review training details with AM keeping SC & RM informed of all

training issues

Other circumstances –current trainers are not available for training:

• Therefore we need to ask support from:

A) A list of previous in adult school teacher support that have helped us in the past, OR

B) Ask the Regional Educational Manager (Sara Wild) which will then send a message out internally to ask for

support from adult school teachers.

*To note, teachers from adult schools can only legally support us one day of their two days off.

12

Stage 4 Developing a Training Plan

(Academic responsibility)

1. Trainer confirms TA details and develops training plan with AM and RM to best satisfy client contract

2. Trainer prepares the following for the first class:

• Course Overview packet (short/long)

• Training Plan (listing of class topics)

• Class handouts (that follows CSG uniformity)

• Class Assessment (either/all: attendance/participation/language/content/midway/final)

• Training Evaluation of him/herself at the end

Forms Used

• Job Order form

• Course Overview packet

• Training Evaluation forms

13

Training Schedule

14

Training Schedule

UNDERSTAND

The training schedule is the overall planning form used for all training, OPT, Demo, meetings and miscellaneous

assignments that need to be recorded for employee paid and nonpaid tracking.

Primary Function

• Job order tracking

• Trainer’s hours tracking

• Past, present, and future event planning

Responsibilities for Entering Information

• The identified scheduling coordinator has the final responsibility for monitoring, updating and recording

the training schedule.

• All trainers must inform and update the CSM for any changes and corrections since it will be used for

weekly and monthly tracking of work hours/compensation.

WHAT TO DO

• The form needs to be accessible for account managers, supervisors, and trainers on the G-drive

• The identified scheduling coordinator only updates the form, not trainers

• Trainers work, transportation, meetings or other miscellaneous task must be recorded

• The form needs be followed according to the presented format

• The scheduling coordinator must follow the set code words and colors set up initially

Forms Used

• Training Schedule

15

Training Plans & Class Materials

16

Training Plans & Class Materials

UNDERSTAND

CSG generally offers 3/4 product solutions:

1. Adult School/online training

2. Business Workshop training

3. VIP Personal Improvement training

4. Customized (intensive/long term) training

Of these 4 training offerings, Trainers and the Academic Manager are ultimately responsible for completing the

training plans with the Account Managers information considering the clients’ interests.

1. When there is a need for Adult School/Online training there is no need to use CSG materials or develop a

training plan (class topics) since the learner will use the adult school established training plans.

2. When there is a need for Business Workshop training the recommended training plan to use is Global

Business Standard list which are 24 topics/titles from the EF Business English 1, 2, 3 books. Of course,

depending on the sale, classes/hours/topics of training can be added or subtracted to match client need.

• For these classes, Trainers are required to have on the: A) Course Overview packet and B) the class

materials that use the format (cover sheet/agenda/personalized handouts/business handouts)

• Trainers need to keep records of learner evaluation, assessment, attendance and participation for

later reporting

3. When there is a need for VIP Personal Improvement training, Trainers/AM/Client need to determine

what is the best training plan. It is recommended to include GBS list of topics so as to minimize

preparation work if it meets the client’s expectations.



• Trainers need to keep records of learner evaluation, assessment, attendance and participation for

later reporting

4. When there is a need for Customized training, Trainers/AM/Client need to determine what is the best

training plan.



• Trainers need you keep records of learner evaluation, assessment, attendance and participation for

later reporting

In the development of the training plan and class materials, it is important that everyone adopt current

standards, maintain uniformity of appearance, and minimize time in work.

17

Academic Review

18

Training Evaluation

UNDERSTAND

After the training is completed, there needs to be an evaluation of the trainer and the training. To achieve this

task, the Trainer Evaluation form must be used.

WHAT TO DO

Trainer’s Responsibility

• Trainer needs to give out a Training Evaluation form 2 weeks before the end of the training to the

learners or class coordinator.

CSG Regional Coordinator Responsibility

• The completed electronic or paper form needs to be given to the assigned Corporate Services Group

coordinator for recording.

• The Training Evaluation is to be kept on file for general trainer review and used for the annual

performance review

Forms Used

• Training Evaluation form

19

Trainer Utilization

UNDERSTAND

Trainer and staff utilization is a requirement. The Regional Utility form is a work tracking form of all trainers’

hours and non-hours to be best understand where employee utilization is spent on.

WHAT TO DO

CSG Scheduling Coordinator Responsibility

• It is the Scheduling Coordinator to track work hours based on the Trainer Schedule form

• The form needs to be completed and sent to supervisors for review

Regional Academic Manager Responsibility

• It is important that the RAM review the hours for maximizing employee utility and/or explaining any

misspent time. Should there be any unexplained time; the RAM needs to determine the cause.

• Updates on tracking issues needs to forward to management.

• Should employees lack complete utility, then the RAM needs to develop a plan for full utility through:

A) miscellaneous assignments or B) internal training.

Forms Used

• Regional Utility form

• Employee Time form

20

Trainer Development

21

Trainer Development

UNDERSTAND

Trainer development is a requirement and needs to be implemented throughout the year for the trainer’s

professional development, and understanding EF CSG standards and uniformity.

WHAT TO DO


The following are 18 Academic Training Modules of practices and procedures that Trainers should understand.

These modules should be discussed among trainers in order to understand the CSG standard and make

recommendations among staff.

Training needs to be completed throughout the year. The following is a general timeline for internal training.

ATM Focus To Be Started

1. Orientation to EF and CSG Upon employee hiring

2. Trainers Role Upon employee hiring

3. Course Overview Packet Upon employee hiring

4. Company Overview Upon employee hiring

5. Intercultural Communication Upon employee hiring

6. Lesson Planning First quarter

7. Demo Trainer’s Pitch First quarter

8. Assessment First quarter

9. English Teaching Theory First quarter

10. English Training Basics First quarter

11. Business Workshop Training Second quarter

12. F2F Class Training Second quarter

13. Promoting More Sales Second quarter

14. VTC Training Second quarter

22

ATM1: Orientation to EF and CSG

Q: Who is EF and what do they do?

A: EF is a multinational training organization based in Stockholm, Sweden that was founded in 1965 to “break

down cultural barriers.” In China, EF is known to be a top level English training center, however, EF operations

actually provides a range of services from educational tours to classroom training and even the opportunity to

earn an MBA or MIB through our highly accredited HULT Business School. EF operations span over 50 countries

and within China operate in both centrally run business units (such as SMART School, our business unit) and

franchise operations. Corporate Solutions Group (CSG) is a department within EF focused on corporate or VIP

clients.

Q: What kind of clients do trainers teach?

A: Our clients primarily consist of Fortune 500 companies as well as major state owned enterprises here in China

and government organizations (both local and foreign). We tend to deal with business sectors relating to IT,

finance, banking, retail, medical and pharmaceutical as well as general international business or skills training for

key clients. The trainees themselves range in both skill and position within the companies, having positions

anywhere from basic technicians to highly powerful CEOs.

Q: What size classes do trainers normally teach and where are they?

A: We generally conduct lessons at our clients’ offices, ranging in location throughout Shanghai though generally

in more centralized business area. Classes range anywhere from one-to-one VIP training to group training with

class sizes typically around 15 individuals. Occasionally we do have larger or “off-sized” classes, though these are

not a norm. All class sizes and approximate levels will be communicated with the trainer prior to training

commences in order to allow for proper preparation, though be prepared for group sizes to change periodically

(both growing and shrinking slightly) throughout the course of a training period as some students have obligations

to their normal work,

Q: When do classes normally occur, and how long is one client contract for?

A: Classes generally take place during standard business hours (Mon-Fri, 9:00-18:00) though occasionally some

clients like to have lessons take place either after work or on weekends. Each training period generally lasts 3 to 6

months with 1.5 or 2 hour classes taking place once or twice a week in most cases. Bear in mind this may change

depending upon each client’s needs and will be confirmed by the appropriate account manager prior to training

commencing. If possible we try to schedule classes during standard work hours.

Q: What resources/materials do you use in your classes?

A: We primarily utilize a set of proprietary business training materials developed by EF that target both general

English development along with business soft skills awareness and training.

Q: Can trainers modify/supplement training with our own materials?

A: We aim at all times to best meet our client needs, and as such this may require additional materials or changes

to our initial class plans. Each trainer is welcome to use their discretion in supplementing classes or adjusting

them appropriately; however in the process all materials should be submitted to the CSG prior to being used in

class in order to ensure quality of delivery and any course changes should be recorded for our records as well.

23

ATM2: Trainers Role

Understand

In order to maintain proficiency as a Corporate Trainer, the employee needs to be accepting to the role’s

multifunctional requirements.

How to Do

Trainer Client Interaction

Corporate Trainers need to present a high level of business professionalism, academic enthusiasm, and social

courtesy with clients and colleagues at all times.

Team Collaboration

Corporate Trainers need to be cooperative and supportive with colleagues and other departments for the

completion of short and long term EF objectives.

Uniformity and Standards

Corporate Trainers need to follow the company’s uniformity and standards of established marketing, design,

procedures, and work ethic.

Materials and Preparation

Corporate Trainers need to prepare, complete, update, share, and maintain records for all assignments during

their employment.

Training Methods

Corporate Trainers need to adopt, learn, and utilize various teaching methods and practices to complete the

training task at hand through personal research and with direction from the Regional Academic Manager.

Scheduling and Work Hours

Corporate Trainers need to be aware of and follow all EF activities in a timely matter mandated by the role and

responsibilities.

Work Challenges

Corporate Trainers need to understand and accept what appears to be an inconvenience of the role that may

include challenging clients, shifting work assignments, changes in scheduling, abrupt last minute tasks, meeting

unexpected deadlines, and miscellaneous conditions.

24

ATM3: Course Overview Packet

1. What is it?

It’s the form used for a business workshop training class that shows client and learners what the class will

be like and some factors related to it.

• It is best used for long term training where clients/learners want to know about the class

topics/class format/schedule/assessment etc.

• If the training is for a short term, a shorter version of the Course Overview form can be created, if

needed.

2. Who will use the CO packet?

The AM can use this form to show clients to show that we are organized.

The Trainer can show this to learners on the first day of class to tell them what to expect of the class.

3. How to use the CO packet?

When used for the business workshop training, it is important that all pages of the packet be used to

show EF uniformity, organization, and procedures that we follow.

• When the AM presents it to the client, it is important not to give it to the client unless the

contract has been signed.

• When it is presented to the Learners, it is important that the training plan topics are updated on

the form and included in the packet.

• Depending on the contract or training, some of the pages can be omitted.

25

ATM4: Company Overview

Introduction to EF/CSG

• EF is the world leaders in international education

• EF a Swedish company founded in 1965, but in china since the 1990’s

• EF Corporate Solution Group is a part of Education First

• EF launched a major technology initiative in 1990’scollaborating with Apple to design an online school

• EF has established a partnership with Cambridge University

• EF has worked with more than 1,200 companies and helped more than 15 million

EF Products

EF Student Level and Class Scale

• 14 Levels - Beginner to Advanced

• Each Level=8 Units (8 one-hour classes {4online+4offline classes})

• 2 Levels = 1 Stage (or 16 units/16hours one-hour classes)

26

EF’s Efekta System

• Learn with EF’s iLab

o Acquire core language and prepare for your teacher-led classes

• Try with EF’s SmartClass

o Review and practice the content from iLAB studies and improve your speaking confidence

• Apply with EF’s Life Club

o Activate your English skills in ‘real-life’ environments and events

• Certify! with EFCELT

o Certify your knowledge and document your achievements with an international qualification

EF CSG to Corporate Needs

The goal is provide a single-sourcing relationship offering solutions to corporations through the following:

1. All language training should be linked to defined skilled requirements/clear learning targets

2. All language training should focus on achievable measurable results/improvements

3. Training solutions should cater to client needs in various locations

4. Training solutions should put extra effort focus on improving spoken skills

27

ATM5: Intercultural Communication

What does it mean?

Intercultural communication in the workplace is about the intentional and unintentional interaction between

people of different cultural backgrounds.

What are some of these cultural issues?

Often involved with intercultural communication are issues of:

• misinterpretation of information

• someone feeling offended

• where responsibility lies for a task

• overstepping another person’s role

• and other personal issues

What are some examples of direct and indirect issues?

• Loud musical tones going off when a phone is left unattended

• People making unusual bodily noises like clearing throat/burping

• Loud outbursts of talking or joking in an office environment

• Intrusion of one personal ideas/actions affecting another person’s set plan

• A person not informing another action because of lack given responsibility

• Assuming that one’s perception is the correct way to behave

How do people negatively respond to these cultural issues?

Subsequently, depending on individual’s tolerance certain responses will be evoked such as:

• Individuals will express anger to others

• Individuals will feel offended

• Individuals will react in a unproductive manner

How do should individuals respond to these cultural issues?

1. Be flexible, considerate, show patience, be tolerant

2. Make no assumptions about another individuals role

3. Remember that you’re in a different country and social behavior is different than back home

4. Know that there will be differences of time, interaction, and communication from the western norms

28

ATM6: Lesson Planning

A written lesson plan:

� Describes how learning is to be organized and facilitated in the classroom, and outlines specific plans for

teaching.

To develop a lesson plan:

1. Determine what will be taught (both content and skills).

2. Formulate the learning objectives for the lesson (e.g., "at the end of the lesson, learners will...").

3. Match classroom activities between items 1 and 2 points according to a curriculum framework.

Lesson plans contain the following 5 components:

1. Learning objectives:

� Develop clear, measurable objectives to guide what will be taught, how learners will be evaluated.

Communicate objectives to students at the beginning of class so the purpose of the lesson is

clear. Identify 1 – 3 objectives outlining what learners will be able to know at end.

2. Materials and Resources:

� Choose authentic materials to the extent possible (e.g., employment application, prescription for

medicine, library card application).

3. Activities:

� Determine the steps of the activity and how long the activity(ies) will take.

� Create activities that are clear in focus, engaging and relate to learner interests.

� Use an introductory activity to get students engaged in the topic and connect to and assess their

prior experience, and use that information to adjust the lesson if necessary.

� Manage "teacher talk" time so learners are active participants throughout the learning process.

� Make adjustments as needed for students' varied learning styles, learning issues/disabilities, or

learners that may have greater knowledge/skill than classmates.

� Use the Framework benchmark(s) to ensure the activity illuminates the learning objective.

4. Assessment:

� Use to plan and adjust for what will be taught in following lessons, and provide feedback to

learners.

� Must directly measure whether each learning objective was met, and/or how well it was met.

� Use a variety of assessment methods to capture learning, allow students with different learning

styles to shine, and also so learners may monitor their own progress.

5. Wrap up and Reflection for Students (and Teacher):

� Devise a way for learners to capture the high points (e.g., what is the goal for learners to take

away from the lesson?).

� Build in discussion time and ask learners to summarize what they learned or apply what they

learned to other contexts in their life. Make sure to allow time for students to process questions

and their responses.

� Reflect on the lesson: determine what worked well or where you should adjust a lesson.

29

ATM7: Demo Trainer’s Pitch

What is it?

The demonstration sales pitch is an effort by the Trainer to reinforce the sales effort from an academic

perspective.

Understand

Often in the sales/demo meetings, the account manager handles all the conversation between the potential

clients while the trainer listens or maybe is called upon. Unfortunately, sometimes the trainers only

interaction is during the given demonstration class. Consequently, there is a lack of effectively using the

trainer to support the sale. The following are recommendations to aid in the success of the sale.

Trainers Role

The trainer role in the sales meeting/demonstration class is the following, but limited to them only.

1. Trainer needs to obtain a good understanding of the client through querying the account manager.

2. Trainer needs to be ready to introduce or discuss the following:

A) EF company overview and teaching methodology (learn, try, apply)

B) BE book topics

C) adult school program F2F class

D) business workshop class format

E) Aspects of training (possible training topics, assessment, results, teaching methods)

3. Trainer needs to be attentive to interject between the account manager and prospective client only if

there needs to be clarity or correction of information to make the sale

4. Trainer needs to be cautious of personal opinion or expressions that may limit a sales aspect. In other

words, don’t minimize the sale such as- having 6 month training is better than 1 year training.

5. Trainer needs to find an opportunity in the sales demo meeting to emphasize the 3 following

points/sentences/ideas in order to confirm the sale

A) “We provide a multilayered training that suits your training needs”

B) “We can ensure reporting/tracking so the employees can meet the educational target”

C) “Ultimately, at the end of the training, the learners will increase their ____” WRITING/

SPEAKING/PRESENTING /BUSINESS KNOWLEDGE ability

Doing the Demonstration Class

The Trainer needs to do the following if conveniently possible:

• Give an overview of the class

• Introduce the educational advantages of the class that will be given

• Provide handouts for the classes

30

• Give a sales pitch inclusive of the above 3 parts

ATM8: Assessment

UNDERSTAND

Assessment is the evaluation of an individual’s ability or competence in the tested subject area. In the English

learning environment, we test the learner’s language upon a standard. For EF purposes, our speaking

standard is the Common European Framework for languages (CEF).

Essential for learner development is understanding the individual’s current English speaking level. With this

determination, we can show the progress of learning which is important for students and trainers

understanding; as well as for the company’s business effectiveness.

In our department, we assess individual’s language and class performance.

1. Language assessment evaluates a person’s language ability before, during or after training.

2. Performance assessment evaluates a person’s performance in a training class given after a period of

time, usually mid-way or at the end of training.

HOW TO DO IT

Language Assessment

This requires the following:

1. Developing a rubric that has: A) what is the person knows, and B) to what level the person knows it

2. Creating the categories of what aspect of the language is judged

3. Establishing a list of questions that correspond to subject or level

4. Determining a number value for each level so that a score can be derived at

5. For EF purposes, we have a standard format to follow based on “can do statements” and a process to

follow including the CEF

Basically, you develop an excel form with 5 columns that has subject tested on the left side while on the right

side, you have columns showing the degree to which the person understands the subject and a last column

with a score.

Performance Assessment

We focus on how students perform in the class with regards to: A) attendance, B) participation, and C)

comprehension and communication noted on an excel form.

Attendance

For attendance, we keep a record that includes the attendance of learners.

Participation

For participation, we evaluate learners by their in class involvement based on a criteria of 6 questions judging

student participation. See the assessment form in the Course Overview packet.

Comprehension and Communication

For comprehension and communication, we evaluate individuals by: A) how well they understand the class

information, B) respond with answers and C) can summarize what they learned at the end. Of course, with

experienced trainers the evaluation can be a less subjective assessment.

31

ATM9: English Training Theory

What is a language theory?

• A language theory is a point of view about how someone can best learn a language.

Language Teaching Theories

1. Communicative Language Teaching (teaches by encouraging the student to speak more)

2. Task Based Method (teaches by testing students on a focused subject)

3. Grammar-Translation Method (teaches by understanding the grammar rules through exercises)

4. Audio-Lingual Method (teaches by having learners listen to language phrases and repeating it)

5. The Direct Method (teaches by encouraging discussion on real life situations while understanding

grammar)

6. Total Physical Response (teaches by doing some physical action while learning language)

7. Cognitive Approach (teaches by having the learner listen, speak, read, and write)

8. Total Immersion Technique (teaches by having the learner only talk in one language)

9. The Natural/Communicative Approach (teaches students the similarities of the two languages)

Matching Theories to Learners

For Adults teaching, we generally use the following theories:

• Communicative Language Teaching (teaches by encouraging the student to speak more)

• Task Based Method (teaches by testing students on a focused subject)

• The Direct Method (teaches by encouraging discussion on real life situations while understanding

grammar)

• Cognitive Approach (teaches by having the learner listen, speak, read, and write)

For Children teaching, we generally use the following theories:

• Total Physical Response (teaches by doing some physical action while learning language)

• Grammar-Translation Method (teaches by understanding the grammar rules through exercises)

• Audio-Lingual Method (teaches by having learners listen to language phrases and repeating it)


Summary on Training Theories

� We use different theories depending on the class size, the learner’s level, and the time to teach.

� Usually, for group teaching we use Communicative Language Teaching – CLT theory (focus on talking)

� Why? Because Chinese English learners: 1) need practice speaking, 2) require guidance and correction in

speaking and 3) seek relative interesting discussions to learn.

32

ATM10: English Training Basics

Tasks Trainers Must Do

1. Know and understand language teaching theories to best apply them when training, e.g. CLT method

2. Use techniques or methods in the classroom to get learners to understand and speak, e.g. Role play

3. Develop a class format to help students understand and follow the class teaching process, e.g. Agenda

4. Evaluate student knowledge on the subject learned.

How Do Trainers Teach?

• We use different teaching methods depending on the class size, the learner’s level, and the time to

teach.

• Usually, for group teaching we use Communicative Language Teaching- CLT method (focus on

talking)/Student Centered Teaching method (focus on doing many things for the learner to speak)

• Why? Because Chinese English learners: 1) need practice speaking, 2) require guidance and correction

in speaking and 3) seek relative interesting discussions to learn.

Common Classroom Activities

• Have a discussion

• Do Q & A

• Give quizzes

• Do a role playing activity

• Do writing exercises

• Make a presentation

• Do fill-in exercises

• Have a group activity

• Drill students on key phrases

• Read dialogues

• Read out loud

• Play games

• Do problem solving activities

Trainers Need To Know

Does the Client want: A) Language/communicative class, OR B) knowledge/task based class?

� LANGUAGE based classes are like being allowed learners to practice their speaking skills. For example, the

common oral English classes.

� KNOWLEDGE based classes are like being taught a subject and then testing the learner. For example, EF

computer classes.

33

ATM11: Business Workshop Class

What is it?

It is the standard training class we offer to clients if they need long term training for:

A) Gaining business knowledge

B) Increasing language skills

The advantages of this kind of training are:

• We can offer Clients the Global Business Standard (GBS) or the most popular topics that many companies

find useful from our BE libraries

• Sales should to push for GBS topics for trainer efficiency and reduced preparation time

• Clients also have the option to choose many topics from the 3 BE libraries

• Training materials, format and procedures are standardized and known by sales and trainers

• The training instruction is most helpful for learners who to want understand business and improve their

English in a comprehensive way

Important factors for the Account Manager

• Before the class, the AM needs to confirm the topics chosen for the class instruction by accepting the

preset GBS 24 topics or selecting others and give it to the trainer.

• The AM also should explain to the trainer all Client requirements or if there is a need for learner

assessment at the end of the training.

Important factors for the Trainer

• Before class the Course Overview packet is put together with the chosen topics. All forms need to be

completed and given to participants in the training.

• On the first day the trainer has a get know to each other class and explain the Course Overview packet to

the participants.

• Trainer needs to keep records of attendance, grading, evaluation or other requirements depending on the

Client needs. Often a mid-term and final evaluation is needed.

• The class must follow the 4 step class instruction method (ST, Suggestions, BE topic, Activity) and print out

the standardized handouts.

34

ATM12: Face2Face Class

4. What is it?

• It’s a group class offered at the training center, often referred to as In-school, training center class/EF Adult

Schools

5. Where does it fit within the entire training program?

It’s the second of three 3 class types at the training center. The training centers main teaching approach is to offer:

• A-“online class” computer self-lesson to pass

• B- “F2F class” a small class 1-4p (booking required),

• C-”Workshop Class” a group class5-20p (booking required), and

• D-“EC class” activity big group class 15+p (no attendance required)

6. What is the educational aspect or academically how does it work?

• It’s a step by step class

• Controlled learning environment

• Focused on grammar/sentence speaking

7. What are some of the topics of the class?

• Conversational type topics: ie. Talking about sports games

8. What are some of the features of this class?

• Set class format

• Beginner to Advanced

• PPT format/video/audio elements

• About 10 slide for class/18 slides

• A single handout for students at the end

• Classroom size is for 4 to 20 students

• No assessment

9. How long does the class take?

• 50 minutes

10. Do students like this kind of class?

• Students who like instruction based on grammar or vocabulary

11. Advantages

• It’s effective for beginner to intermediate levels who prefer a slower approach

12. Disadvantages

• Does not develop fluency because it’s step by step learning

• Topics are focused on conversational/social issues

35

ATM13: Promoting More Sales

“Repeat business: holding on to our clients”

Topic:

generating more repeat business through structuring of courses

Introduction:

Presently, approximately 30-40% of workshop clients renew, which is considered ‘pretty low’. What can we do to improve

these odds? Steve points out the following issues:

• Clients do not see enough improvement to warrant renewal

• The content is not always sufficiently attractive

• HR staff do not get enough feedback to give them a sense of value for money

Besides these there are client-side issues, e.g. the absence of a yearly training plan.

Discussion:

By placing students on a planned trajectory to success, measuring their initial level and constantly emphasizing their

progression along the trajectory we can generate a desire to continue along the path laid out even beyond the end of a

course. Three things would be required:

• clear learning trajectories on a variety of topics (e.g. presentations, writing, oral English);

• tools to measure progress; and

• regular reporting.

Advantages would be: increased sense of achievement with students; greater sense of satisfaction with clients (HR

departments); greater sense of achievement for trainers.

Disadvantages could be: less flexibility for trainers; increased reporting workload

In addition, setting up the necessary trajectories and developing satisfactory measurements of progress may not be easy.

36

ATM14: VTC Training

What is it?

It is the specialty training class that we offer to clients if they need VIP short term training for:

• Increasing business skills

• Increasing language skills


• We can offer clients this program if they want personalized (1on1) training in the following areas set up

for middle to higher management

• Classes have the flexibility of place and time at the learners convenience

• Sales should to push for the standard 10 VTC topics for trainer efficiency and reduced preparation time



English in a personalized step by step way


• Before the class, the AM needs to confirm the topics with the client and determine a tentative training

schedule that can be altered by the client and give it to the trainer.

• The AM also should explain to the trainer all client requirements or if there is a need for learner



• Before class, trainer should prepare make arrangements to set up class that include (student contact,

class time, topic preparation, any materials).



• The class must follow the PPT class instruction method (topic introduction, review PPT , role play, topic

summary).

37

Sales Development

38

Sales Development

UNDERSTAND

Sales development is a requirement and needs to be implemented throughout the year for the sales professional

development, and understanding EF CSG standards and uniformity.

WHAT TO DO


The following are 18 Sales Training Modules of practices and procedures that Trainers should understand. These

modules should be presented to Account Managers in order for them to understand the CSG standards.

Sales training needs to be completed throughout the year. The following is a general timeline for internal sales

training modules.

STM Focus To Be Started

1. Job Order Form Upon employee hiring

2. Course Overview Packet Upon employee hiring

3. Training Plan form Upon employee hiring

4. Business Workshop Class Upon employee hiring

5. EF Book Topics Upon employee hiring

6. English Teaching Theory First and third quarter

7. English Training Basics First and third quarter

8. Sales Stages First and third quarter

9. Sales Client Questions First and third quarter

10. Sales Responses First and third quarter

11. Sales Strategy First and third quarter

12. Sales Demo Pitch First and third quarter

39

STM1: Job Order Form

What is it?

It’s the form used to request trainer’s participation for doing the following work: OPT/Demos/

training, English training or other work activity.

How to use the form?

The form is used in the following way:

Stage1

Account Manager requests trainer to do an OPT/Demo class/English Trainer or other work activity.

• If it’s a training assignment then the AM prepares as best as possible the training plan of topics.

Stage 2

The account manager completes the form specifically and accurately as possible then submits it to the

Regional Academic Manager (RAM) and to the Scheduling Coordinator.

• The AM cannot make plans with the Trainer at this time because the RAM needs to determine

who is best able to teach the course.

Stage 3

RAM confirms the availability of teacher and scheduling availability with the Scheduling Coordinator and

Trainer.

Stage 4

RAM renames the Job Order form to OPT/Demo/Teaching Assignment for example, OPT Assignment and

sends it to the Trainer, AM, and cc’s the Scheduling Coordinator.

Stage 5

Trainer and AM can now communicate with each other and begin to prepare for the assignment. The

RAM can support the trainer in this task.

40

STM2: Course Overview Packet

1. What is it?

It’s the form used for a business workshop training class that shows client and learners what the class

will be like and some factors related to it.

• It is best used for long term training where clients/learners want to know about the class

topics/class format/schedule/assessment etc.

• If the training is for a short term, a shorter version of the Course Overview form can be created, if

needed.

2. Who will use the CO packet?

• The AM can use this form to show clients to show that we are organized.

• The Trainer can show this to learners on the first day of class to tell them what to expect out of

the class.

3. How to use the CO packet?

When used for the business workshop training, it is important that all pages of the packet be used to

show EF uniformity, organization, and procedures that we follow.

• When the AM presents it to the client, it is important not to give it to the client unless the

contract has been signed.

• When it is presented to the Learners, it is important that the training plan topics are updated on

the form and included in the packet.

• Depending on the contract or training, some of the pages can be omitted.

41

STM4: Business Workshop Class

What is it?

It is the standard training class we offer to clients if they need long term training for:

• Gaining business knowledge

• Increasing language skills


• We can offer Clients the Global Business Standard (GBS) or the most popular topics that many companies

find useful from our BE libraries

• Sales should to push for GBS topics for trainer efficiency and reduced preparation time

• Clients also have the option to choose many topics from the 3 BE libraries



English in a comprehensive way


• Before the class, the AM needs to confirm the topics chosen for the class instruction by accepting the

preset GBS 24 topics or selecting others and give it to the trainer.

• The AM also should explain to the trainer all Client requirements or if there is a need for learner



• Before class the Course Overview packet is put together with the chosen topics. All forms need to be

completed and given to participants in the training.

• On the first day the trainer has a get know to each other class and explain the Course Overview packet to

the participants.



• The class must follow the 4 step class instruction method (ST, Suggestions, BE topic, Activity) and print out

the standardized handouts.

42

STM5: English Teaching Theory

What is a language theory?

• A language theory is a point of view about how someone can best learn a language.

Language Teaching Theories






grammar)



• Total Immersion Technique (teaches by having the learner only talk in one language)

• The Natural/Communicative Approach (teaches students the similarities of the two languages)

Matching Theories to Learners

For Adults teaching, we generally use the following theories:




grammar)


For Children teaching, we generally use the following theories:





Summary on Training Theories

� We use different theories depending on the class size, the learner’s level, and the time to teach.

� Usually, for group teaching we use Communicative Language Teaching – CLT theory (focus on talking)

� Why? Because Chinese English learners: 1) need practice speaking, 2) require guidance and correction in

speaking and 3) seek relative interesting discussions to learn.

43

STM6: English Training Basics

Tasks Trainers Must Do

• Know and understand language teaching theories to best apply them when training, e.g. CLT method

• Use techniques or methods in the classroom to get learners to understand and speak, e.g. Role play

• Develop a class format to help students understand and follow the class teaching process, e.g. Agenda

• Evaluate student knowledge on the subject learned.

How Do Trainers Teach?

• We use different teaching methods depending on the class size, the learner’s level, and the time to

teach.

• Usually, for group teaching we use Communicative Language Teaching- CLT method (focus on

talking)/Student Centered Teaching method (focus on doing many things for the learner to speak)

• Why? Because Chinese English learners: 1) need practice speaking, 2) require guidance and correction

in speaking and 3) seek relative interesting discussions to learn.

Common Classroom Activities

• Have a discussion

• Do Q & A

• Give quizzes

• Do a role playing activity

• Do writing exercises

• Make a presentation

• Do fill-in exercises

• Have a group activity

• Drill students on key phrases

• Read dialogues

• Read out loud

• Play games

• Do problem solving activities

Trainers Need To Know

Does the Client want: A) Language/communicative class, OR B) knowledge/task based class?

� LANGUAGE based classes are like being allowed learners to practice their speaking skills. For example, the

common oral English classes.

� KNOWLEDGE based classes are like being taught a subject and then testing the learner. For example, EF

computer classes.

44

STM7: Sales Stages

In order to succeed in sales you need to master each one of these stages. If you're weak in one or more areas, you might survive as a

salesperson but you won't thrive.

1. Prospect for Leads

You can't prospect effectively without knowing all about your product(s). If you don't understand the product, how could you know who

will want to buy it?

2. Set an Appointment

It's time to use those leads you collected in stage 1. Many salespeople prefer to cold call over the phone, but you can also call in person,

send email or even mail out sales letters.

3. Qualify the Prospect

The qualification stage usually takes place at the appointment itself, although you can also qualify briefly during your initial contact. The

idea is to confirm that your prospect is both able and potentially willing to buy your product.

4. Make Your Presentation

The presentation is the core of every sales cycle, and it's probably where you'll invest the most preparation time. Keep in mind that you're

not just selling your product... you are also selling yourself! You represent your company, so appearance counts.

5. Address the Prospect's Objections

Here's where you get to deal with your prospect's concerns. The one you'll hear most often? “I have to think about it.”

6. Close the Sale

Once you've made your presentation and answered your prospect's questions and objections, it's time to ask for the sale. This is the

second-most neglected stage of the sales cycle... which is especially sad given that it's probably the most critical one.

7. Ask for Referrals

This is hands down the most commonly neglected step. Too many salespeople are so relieved to get a sale that they grab their things and

race out the door the second they get the chance, for fear the prospect will change their mind!

An alternate but similar series of steps is as follows:

1. Prospecting/Initial contact

2. Pre-approach- planning the sale

3. Approach

4. Need assessment

5. Presentation

6. Meeting objections

7. Gaining commitment

8. Follow-up

45

STM8: Sales Client Questions

1. Can you summarize your training?

We offer Fortune 500 companies a One-Stop Solution for training and screening evaluation.

Our 3 major services are to provide premium English products such as: 1) employee group training, 2) workshops

for sustaining high performance employees, and 3) language screening services. For over 30 years, we have done

this with our: A) Blending learning system and B) our skill-based workshops So, your employees can learn at your

company, at our 40 Shanghai centers, or by online.

2. We would like to have oral English classes at our company.

Can you tell me what training outcome do you want? Do you want participants to gain business skills or improve

their speaking?

Do you want your training to be based on the following:

• Making employees more confident about speaking English

• Giving employees the environment to practice their English

• Increasing employee’s business knowledge

• Improving the employees professional communication skills

3. How can I choose the class topics?

It’s easy there are different ways to choose class topics:

First, we recommend the Global Business Standard topics. This is a training plan that covers these themes:

1. Communication Skills (29)

2. Telephoning skills (4)

3. Presentation skills (6)

4. Meeting Management skills (4)

5. Business Writing (17)

6. Business Basics skills (14)

7. Business Discussions (15)

8. Management & Leadership skills (18)

9. Socializing & Networking skill (4)

10. Sales Management skills (16)

For each theme, you can receive our most popular courses from that area and we can show you the business

handout the learners receive in the class.

46

4. Do you have a standard way for teaching a class?

Yes, but it really depends on: 1) what your company/student objectives, 2) the learner’s English level, 3) and the

length of the class. Generally, in our business workshop classes we give out an agenda with 4 parts.

• Small Talk warm up

• An organized discussion

• We review a Business Handout on the main topic

• And we have assessment activity about the main topic

5. What makes your training organization different from others?

There are 3 major reasons why our organization is better than others.

A) We have been a leader in the English training industry for over 30 years. We have been around long time

serving many kinds of customers in many countries.

B) Over time, we have a learn, try & apply multi-layered training system. This helps students with learning,

understanding, and practicing English

C) We offer results-oriented training. We do this by guiding and monitoring student progress. We have

Course Management System and a Complaint Escalation System to monitor teaching. In addition, each trainer

is committed to a Quality and Service commitment.

6. What are the advantages of your training?

The 3 main advantages of our training: First, we offer a One-Stop Solution for HR objectives. We offer individual,

group, and customized training and services. Second, we have a results-oriented system of training. We have a

multi-layered class format get learners to understand and progress. Third, we have practical classes. In our

classes, learners will gain valuable practice with an experienced professional. Fourth, anyone participating in our

training program will see immediately the benefit of our training and how it is very useful in the work place. Our

exclusive methods are very popular to give people the communication skills in the modern work place.

7. Can you tell me about your trainers?

We currently have 8 corporate trainers serving Fortune 500 companies. Our trainers both male and female are

native speakers coming from the principle western speaking countries like America, Australia, Canada, and the UK.

Generally speaking, our trainers have the following background:

• Over 10 years professional work experience

• Secondary degrees in education or business

• Certified with teaching standards such as TEFL and TKT

• Over 5 years teaching business English in china

• Our friendly and service oriented to students

47

After further discussion, we can provide you with a specific professional bio of the trainer.

8. How do your trainers teach?

Trainers have different teaching methods depending on: 1) the class size, 2) the learner’s level, and 3) the time to

teach. Usually for business workshop classes, trainers use the Communicative Language Teaching and Task Based

methods. These are two results-oriented approaches for speaking and gaining knowledge. From experience,

most Chinese English learners:

1) need practice speaking, 2) require guidance and correction in speaking and 3) seek interesting discussions to

learn.

As a matter of fact, our trainers have 6 class styles depending on your training objectives. For example,

1. English Basics class style – focuses on grammar or English Basics

2. Business skills class style – focuses on business knowledge/skills

3. Customized class style – focuses on a single subject like writing or other objective

4. Competency class style – focuses on exact wording like dialogues

5. Discussion class style – focuses on free form discussions

6. Communication Skill-Set class style – focuses on communication

9. What is your company’s training methodology?

Generally speaking, our company’s approach is to use the Communicative Language Teaching method and the

Task Based method. These 2 approaches help learners communicate. So, in all of our classes we follow the Learn,

Try, and Apply learning system. We think this training methodology works best for Chinese English learners

because they: 1) need practice speaking, 2) require guidance and correction in speaking and 3) seek interesting

discussions to learn.

10. How long does it take to improve the students speaking level?

Sometimes it’s hard to say because of the following for 4 factors:

• The length of the training. If the training is longer, then the learner will have more opportunity to learn.

• The current level of the student. If the student’s level is low, then it will require more time for

advancement.

• What your training focus is. If your training focus is more knowledge oriented than it will affect the

individual’s fluency.

• And students class participation. With low student participation, there will be minimal progress.

We can guarantee, if the learner does their part, then the person speaking level can increase by 50% or more

because they have been trained and have had trainer learning material contact for a long time.

48

11. How do your teachers get students to speak in class?

Trainers understand the 2 important factors to get students to talk: First, our trainers are friendly, supportive, and

professional. Trainers know that students will speak if they are in a comfortable learning environment. Trainers

often use constructive feedback and encourage learners. Second, we have an effective learning system. We use a

class format that gives learners the opportunity to speak in different ways.

12. How can you make ensure that students will learn?

Students will definitely learn in the class. First, trainers will use an effective class format. The class agenda will

guide students through learning knowledge and speaking practice. Second, trainers give constructive feedback.

Trainers will correct, monitor and give suggestions for improvement. Of course, it also depends on the student’s

effort and class attendance.

13. How do you assess the students?

We have clear assessment methods. However, it depends on the class focus like language or class performance.

Generally speaking, we can assess: A) student attendance, B) class participation and B) comprehension through:

1. Indirect evaluation (like teacher observation) or

2. Direct evaluation (or speaking, presenting or written activity)

14. Can we get student or class progress reports?

We can provide you with class progress reports:

• In the middle of the training cycle or at the end

• Of course, if you need individual class attendance or progress report we can do that too.

We can keep records on: A) student attendance, B) class participation, and C) subject understanding

49

15. What kind of results can we get after training?

Depending on the study plan and student participation, you will gain successful results. First, the learner’s English

will be improved. Through our training system and trainer efforts, learners will have many opportunities to

practice and learn. Second, learners will be exposed to business ideas and practices. Trainers will help understand

and interact in a professional way to help learners increase their awareness of international business standards.

Third, learners will have a positive learning experience. Our trainers and the study program will be positive and

encourage them to personally improve.

16. How do you assess your trainers?

Sure I know this an important concern to you.

1. We have a careful screening process of trainers to meet company standards.

2. We have an oversight process that includes a Training Management System and a Complaint Escalation

System to monitor any issue.

3. We have monthly meetings to ensure they understand the latest training approaches

Date post:	05-Mar-2018
Category:	Documents
Upload:	buianh
View:	214 times
Download:	2 times

Standard Operating Procedures · PDF filein understanding the current Corporate Training ......

Documents