Trainer is a profession with high comprehensive quality requirements. This can be seen from the definition of trainer occupation in the professional standards of Shanghai Labor and Social Security Bureau. "The so-called trainer is a person who can use modern training concepts and means to plan, develop and market training projects in any type of organization, formulate and implement training plans, and engage in training teaching, training management and training consulting activities. Therefore, trainers must have a variety of complex professional abilities such as development, marketing management, teaching and consulting. The self-judgment of these professional behavior abilities is the basis of the professional self-efficacy of trainers. The more positive factors, the stronger the professional self-efficacy. It can be seen that the professional self-efficacy of a trainer is an individual's belief in his career as a trainer. It comes not only from the judgment of one's own professional behavior ability, but also from the evaluation of one's own psychological and physical condition. For example, the regulation of one's own emotions may be related to a specific training activity at first, but it will later migrate to various training activities, which will affect all aspects of the trainer's professional behavior. (1) The sense of professional self-efficacy determines that the trainers who design training programs are a diversified professional team, and college teachers, corporate executives and government officials may all become members of this team. Different trainers have different training styles, which are reflected in their own training scheme design to varying degrees. The design of the trainer's training scheme depends on his professional self-efficacy to some extent. Generally speaking, trainers will choose the training methods they can control and avoid the environment they can't control. The same sales psychology course may be a case teaching in the MBA class, but it may become a practical exercise in the sales manager's class. The different ability requirements brought about by this determine which potential of trainers will be developed and which will be ignored and not realized, thus forming individual different professional skills, personalities and core competitiveness. These intermediary factors further affect the trainers' judgment on their own professional behavior ability, deepen their perception of different professional behavior ability, and thus solidify the training style. (2) Professional self-efficacy affects the trainer's response to emergencies. For trainers, there is no same customer and no same training task. The interaction in every activity may produce unexpected situations. In the face of accidents, professional self-efficacy determines the emergency state and anxiety degree of trainers. Professional self-efficacy makes the trainer not hesitate and fear when dealing with emergencies, but increases the courage to overcome obstacles and difficulties, helps him maintain agile thinking and abundant energy in the whole coping process, overcomes and resists all kinds of withdrawal and defensive behaviors, and promotes the play of personality in professional activities. (3) Professional self-efficacy ensures the trainer's high work enthusiasm. Any occupation will produce insomnia, anxiety, depression and other physical and mental diseases under work pressure. Because the profession of trainer has high professional requirements for employees and great work pressure, and trainers must be sunny and enthusiastic when facing students or customers, which puts forward higher emotional control requirements for trainers than ordinary people. Professional self-efficacy can make trainers "expect" the successful outcome in the future when facing challenges, motivate themselves with victory scenes, and experience various related physical and mental changes, thus providing support and guidance for upcoming activities. This subtle psychological and physiological change will help trainers allocate psychological resources flexibly and properly, and avoid thinking rigidity and anxiety caused by too many difficult situations. In the whole training task, emotion is always subordinate to reason and becomes the driving force of will action.

(1) Looking for career anchors and building a career goal system Many trainers not only participate in the training of enterprises, but also serve as enterprise managers or university teachers. It can be said that a trainer is a compound occupation and one of the multiple professional identities of individuals, and it is easier to face career choices. When faced with a choice, finding one's own career anchor to build one's own career goal system will help to improve one's personal achievement, increase successful experience and further improve one's sense of professional self-efficacy.

Career anchor is a deep-seated view of oneself, and career anchor is also the internal motivation to engage in career. For trainers, as a compound profession, finding their own career anchor can help them guide, restrain or stabilize their careers, strengthen their career beliefs, turn their careers into careers, and maintain a high sense of professional self-efficacy when facing career choices.

After finding a professional anchor and clarifying the motivation of being a trainer, we need a perfect career goal system to provide a clear external label and feasible scheme for professional anchors. Therefore, the career goal system should not only have the ultimate goal closely combined with the career anchor, but also contain a series of challenging sub-goals that adapt to the current situation. The ultimate goal is the external performance of the career anchor, a clear and concrete vision, and a self-motivation device of the whole goal system. It can help aspiring "teachers" get rid of the fetters of common things, concentrate resources on their core competitiveness, and constantly generate self-satisfaction in the process of gradually realizing their professional goals. This kind of experience from one's own success or failure plays the greatest role in improving professional self-efficacy, and is the builder of trainers' stable professional self-efficacy. Sub-goal is the cornerstone of the ultimate goal, which provides an objective reference standard for the professional ability of trainers. Achieving challenging sub-goals can not only enrich professional skills, but also easily stimulate personal professional interest. The sense of success and satisfaction sometimes even exceeds high-level goals, which has a strong incentive effect on professional self-efficacy.

The best way to get a valuable future in the workplace is to use career anchor to guide the career goal system, combine long-term ambition with short-term self-guidance, build career self-efficacy with continuous improvement of behavioral achievements, and ensure the continuous growth of career self-efficacy with phased progress indicators. (2) Positive attribution, implementing the principle of feeling successful. If training is an activity to help employees learn work-related abilities in a planned way, [4] then a trainer is a person who helps employees master relevant abilities and get out of trouble. He needs to give employees confidence in training activities and make them feel successful. Therefore, the trainer himself is the person who needs confidence and has the most sense of success. And this kind of successful experience is the most powerful information source of professional self-efficacy.

Bandura believes that if success is attributed to ability rather than luck or help from others, the sense of self-efficacy can be strengthened. Therefore, through certain attribution training procedures, trainers should consciously master attribution skills, treat success or failure rationally, strengthen the expectation of future success, and turn the concept of "I can't do it" into the belief of "I can do it".

After each training task, the trainer should take the initiative to get feedback from superiors and subordinates, customers and peers, and sort out all kinds of evaluation information, and compare it with previous evaluations vertically. When the task is successfully completed, the trainer should attribute the successful experience to his own ability or efforts, and firmly believe that success comes from the rational use of training methods, not a temporary glib talk; From the promotion of their own professional ability, rather than the promotion of superiors. The satisfaction and successful emotional experience brought by positive attribution will form a virtuous circle with professional self-efficacy and enhance the trainer's belief in this profession.

Of course, simple attribution training has little effect on efficiency change. Attribution without factual support will only bring short-term effects. Only by clarifying the reasons for success or failure and strengthening one's professional ability can one avoid belief becoming fantasy. Persuasion becomes preaching, which can help trainers truly feel successful. (3) Strengthen communication among peers and look for "role models" on the career path. Trainers need to have high communication skills. Extensive interpersonal communication can not only train trainers' communication skills and help them grasp the pulse of market demand, but also enable trainers to understand the difficulty of tasks from the side, understand the training tasks and the special needs of training customers in advance, learn from the successful experiences of others and avoid repeating the failures of others. More importantly, interpersonal communication, especially communication with peers, can help trainers improve their professional self-efficacy.

In the process of communicating with peers, trainers can improve their professional self-efficacy through observation and learning. When listening to other trainers' lectures and learning their training notes, others' successful behaviors become "role models". Therefore, on the one hand, we can master the corresponding vocational skills through imitation, enhance the effectiveness of our own behavior, and thus improve our sense of professional self-efficacy. On the other hand, it can provide an objective evaluation standard for one's own behavior. More importantly, we can understand the thinking strategy of "giving examples" in conversation. The thinking skills of guiding behavior by expressing words are more informative than the demonstration behavior itself, and the thinking demonstration combining observation with behavior benefits more than observing simple behavior. Therefore, a stronger sense of professional self-efficacy can be established.

The role of "example" is not limited to imparting skills and inducing thinking, but also lies in inspiring. The road to success is long and full of thorns. The successful demonstration of "role model" to overcome many difficulties and make unremitting efforts can help trainers maintain their professional self-efficacy beliefs in difficult times.