| If you spend most of your time in the classroom -- | | | | working out methods to get the message across. |
| public school, private school, community college or | | | | - You have learned that you can't teach everything the |
| university -- and you are thinking you would like to try | | | | same way. For instance, you explain some things very |
| something else, there are lots of other classrooms that | | | | directly, illuminate other topics through group discussion, |
| are not in schools. | | | | and use exercises (like "case studies" in corporate life) |
| Businesses spend vast sums training their people to do | | | | to develop related skills. |
| their jobs. Hours are spent learning procedures, sales | | | | - You know it is up to you. Given a topic, you have to |
| techniques, how to interact with customers, what | | | | design the "lesson plan", testing, and all the rest. You |
| company policies must be followed, how things work, | | | | don't sit back and wait for someone else to hand you |
| what you should be doing. | | | | the solution. |
| And whenever policies change, or a new product is | | | | Your Challenges |
| launched, or the company discovers a more efficient | | | | There are some significant adjustments to working in |
| way of doing something, the employees need to be | | | | the corporate world as a facilitator or training |
| brought up to speed. That means more communication | | | | developer. Here are a few of the big ones: |
| and training for the staff. | | | | - You do not have any authority over your |
| Education in the Corporate World | | | | "participants" (students) just because you are a trainer. |
| If you are considering a career change and have a | | | | You will have to demonstrate your value to every |
| teaching background, consider tapping into the training | | | | group of participants you work with, as they won't just |
| needs of the corporate world. There are a lot of ways | | | | assume you know what you are talking about. |
| to work in this field, but most of them involve one or | | | | - You may be surprised at who else in the company |
| both of the following: | | | | gets to put their fingers in your work. Countless |
| - Training development: deciding what is covered, in | | | | experts on the subject matter will weigh in, along with |
| what order, how it will be delivered (classroom, intranet, | | | | people from marketing, production, legal, and other |
| role plays vs. self-study manual, etc.), how it will be | | | | corporate functions. You will find that a four-hour class |
| evaluated. | | | | on a single topic is the subject of several committee |
| - Training delivery: more like what you call "teaching", | | | | meetings, where you will have to manage |
| being in the room to lead participants, guide discussions | | | | compromises with numerous players who have some |
| and activities, answer questions and check | | | | interest in the employees you are training. |
| understanding. | | | | - Teaching working adults at their worksite is different |
| One individual may work as a corporate "facilitator", | | | | from teaching younger people in educational settings |
| spending most of his or her time with participants, | | | | (including college students). Efficiency and relevance to |
| delivering several standard courses again and again. | | | | their daily activities reign supreme, and you won't have |
| Another might be a freelance developer who creates | | | | much time to get to the point and have an impact. |
| a course around a topic for a company, which then is | | | | - Companies invest in training to solve problems, or to |
| actually delivered by someone else. Some people | | | | prevent them, to reduce costs and risks, and to boost |
| handle everything -- design, development, delivery, | | | | efficiency and revenues. If you don't understand their |
| administration, follow-up -- while others play just one | | | | needs before you put together your training, it isn't likely |
| role in the process, working with others from inside and | | | | to be effective -- and you will not have a happy |
| outside the company to get the job done. | | | | manager or client. |
| Your Strengths | | | | Training development and delivery in the business |
| With a teaching background, you already have some | | | | world is challenging and enjoyable. You help people |
| skills that will transfer quickly to the corporate world: | | | | work better, and you can have an impact on a lot of |
| - You are used to presenting, being in front of a room, | | | | people. |
| capturing the attention of your audience and having an | | | | It's a great next step for the teacher who might like to |
| impact on how they think. | | | | try something outside of educational settings. But it is a |
| - You know that you have to design a lesson to have | | | | different world, so make sure you do your homework |
| an impact. There are better and worse ways to | | | | before you leap into this very different environment. |
| deliver the same content, and you are accustomed to | | | | |