Part 0 – Basic competences

An employee who should provide on-the-job training to other employees needs to have certain basic competences that are necessary to start and complete successfully the TTRAIN course. The following are the main competences that should be assessed:

  • Service Knowledge: Understanding the products and services provided, that is demonstrates solid knowledge and ability, and can apply the competency, with minimal or no guidance.
  • Industry Knowledge: Understanding of how own organization fits into the industry, the industry as a whole and the links to related industries. Demonstrates basic knowledge and competency in customer service, service management, service presentation and knowledge.
  • Time Management/Priority Setting: Exercises conscious control over the amount of time spent on specific activities, especially to increase efficiency or productivity.
  • Stress Management: Maintaining effectiveness in the face of stress.
  • Writing skills: Selects, structures and communicates ideas and information in writing to ensure that information and messages are understood and have the desired impact.
  • Quality Focus: Follows up procedures, ensures high quality output, takes action to solve quality problems or notify quality issues as appropriate.
  • Self-confidence: Demonstrating realistic trust in own abilities and confidence when challenged.
  • Resource management: Manages resources (financial, human, physical and information) to achieve planned goals.
  • Concern for safety: Identifies hazardous or potentially hazardous situations and takes appropriate action to maintain a safe environment for self and others.
For the instructors/trainers of trainers - Click here

The purpose of this assessment is to check if the participant has demonstrated the competences which are considered the prerequisites, or the basic competences for mastering the role of in-house trainers. The checklists only define the minimum competences required for the role.

The assessment can be used in several ways:

  • to choose the participants for the course;
  • as a self-assessment tool for those who want to be in-house trainers;
  • as a tool for the chosen in-house trainers to be self-directed and assess themselves;
  • to determine what skills, knowledge and competences they have to enhance;
  • as a consulting tool.

In assessing competences the following questions can be helpful:

  • Has the employee/in-house trainer been in situation where he/she had to use this competence?
  • How was the competence used and what was the contribution of the employee / in-house trainer?
  • What knowledge and skills does the employee / in-house trainer need to be able to perform the competence learning outcomes.

Instructions for the self-assessment:

  • Read every learning outcome carefully and answer as consequently as possible about your knowledge and competence in each case.
  • If you are in doubt of understanding it correctly, seek help from your manager or consultant.
  • Bear in mind all the knowledge, skills and experience you have acquired in your former jobs, projects, courses, and social or private life.
  • In the evaluation interview the employee / in-house trainer has to be prepared to demonstrate his/her competences, by solving problems, giving examples of behavior or effective communication and team work, service knowledge a.m.

How to assess your competences:

  • Read every learning outcome carefully and answer as sincerely as possible about your knowledge and competence in each case.
  • Bear in mind all the knowledge, skills and experience you have acquired in your former jobs, projects, courses, and social or private life.

In assessing your competences you can ask yourself:

  • Have I been in a situation where I had to use this competence?
  • How did I use the competence and what was my contribution to the task?

 

The rating system for the assessment

Mark in the cell that best describes your abilities.

1 – Little knowledge/skills/competence: I need to learn from the basics and upwards.
2 – Some knowledge/skills/competence: I need some assistance to enhance it.
3 – Good knowledge/skills/competence: I can work myself on enhancing it.
4 – Very good knowledge/skills/competence: I can assist others to acquire it.

Name & Surname
Your Teacher Email Address
Training Centre or Business Name

Product and Service Knowledge


Understanding the products and services provided
Competencein different situations1 out of 47

I effectively match product/service knowledge to the implicit needs of the client

2 out of 47

I demonstrate understanding of moderately complex products/services

3 out of 47

I demonstrates technical knowledge of product/service

4 out of 47

I effectively troubleshoots product/service related problems

5 out of 47

I use knowledge of alternative products/services to enable up-selling

6 out of 47

Industry Knowledge


Understanding of how own organisation fits into the industry, the industry as a whole and the links to related industries
Competencein different situations7 out of 47

I read industry journals and publications to keep up to date

8 out of 47

I demonstrate a thorough understanding of own organisation’s industry

9 out of 47

I identify related industries that may have an impact on own industry

10 out of 47

Time Management/Priority Setting


The process of exercising conscious control over the amount of time spent on specific activities, especially to increase efficiency or productivity.
Competencein different situations11 out of 47

I make quality time for the most important priorities

12 out of 47

I look ahead and don’t get stuck in the here and now while attending to a broad range of activities

13 out of 47

I allot ample time for the important and balances it with the urgent

14 out of 47

I make choices at the task management level based on an understanding of the importance and urgency of the different assignments and projects

15 out of 47

I foresee roadblocks and sense what will help or hinder accomplishing a goal

16 out of 47

Stress Management


Maintaining effectiveness in the face of stress.
Competencein different situations17 out of 47

I maintain composure and effectiveness despite stressful circumstances

18 out of 47

I understand personal stressors and take steps to limit their impact

19 out of 47

I keep issues and situations in perspective and react appropriately (e.g. does not over-react to situations or what others say)

20 out of 47

Writing skills


Communicating ideas and information in writing to ensure that information and messages are understood and have the desired impact
Competencein different situations21 out of 47

I write documents (e.g., summaries of meetings; instructions) that are logical and comprehensive, yet concise

22 out of 47

I combine information from a few sources

23 out of 47

I use varied sentence structure and vocabulary

24 out of 47

Quality Focus


Follow up procedures, ensures high quality output, takes action to solve quality problems or notify quality issues as appropriate.
Reviews and coaches others on quality standards – level 3
Competencein different situations25 out of 47

I consistently work at a level that exceeds quality standards set by the organisation

26 out of 47

I have a complete knowledge of the organisational policies and procedures for quality assurance

27 out of 47

I review the work of others to ensure that organisational quality standards are met

28 out of 47

I advise management when quality issues and challenges are apparent

29 out of 47

Self-confidence when challenged


Competencein different situations30 out of 47

I demonstrate confidence in my abilities, views or decisions when challenged

31 out of 47

I expresses counter-arguments confidently

32 out of 47

I solicit and discuss varied views/opinions that differ from my own

33 out of 47

Seek learning opportunities


Competencein different situations34 out of 47

I need additional feedback to clarify my learning needs

35 out of 47

I follow-up on issues to maintain my knowledge and skills

36 out of 47

I seek coaching in areas where techniques are rapidly evolving

37 out of 47

I continually acquire and apply new knowledge and learning to improve my job performance

38 out of 47

Resource management and concern for safety


Manage resources (financial, human, physical and information resources) to achieve  planned goals.
Identifies hazardous or potentially hazardous situations and takes appropriate action to maintain a safe environment for self and others.
Competencein different situations39 out of 47

I allocate and control financial resources within own area consistent with goals, priorities and budget

40 out of 47

I allocate and control resources within own area

41 out of 47

I implement ways of more effectively utilising resources

42 out of 47

I implement processes that improve the quality of planning, control and decision-making

43 out of 47

I provide models, encouragement and / or incentives for generating revenue and optimising the use of resources

44 out of 47

I promote a safety conscious working environment

45 out of 47

I notice potentially hazardous situations that are not apparent to others

46 out of 47

I consistently enforces safety procedures and demands compliance with health and safety regulations

47 out of 47

Registered users can keep track of their results. You can easily register here

Part 1

Social and communication skills and work-place practice: training overview, effective communication, teamwork, IT, developing others, work ethics and values.

Part 2

Training skills and work-place practice: communication, teamwork, fostering and organizing adult learning.

Part 3

Adaptability and Problem solving and work-place practice: IT, adaptability and problem solving.

Part 4

Organization and Continuous learning & Follow up in the workplace: organizational awareness, continuous learning and summary integrating all subjects.