(1) On the basis of training demand analysis, according to the requirements of enterprise employee training and development planning, external or internal experts are hired to design training courses, so as to fundamentally ensure the teaching quality of the courses.

(2) According to the employment conditions and standards of trainers, strictly check and carefully select trainers.

(3) If the training course implementation plan is designed by the training company or enterprise training supervisor, the design plan shall be presented to the trainer, and the trainer shall be required to put forward a specific classroom teaching implementation plan; If it is designed by a trainer, the training supervisor should review and approve it before implementation.

④ Before 1-2 weeks of training, we should fully communicate with the trainers around the training contents, objectives, methods and requirements and the basic situation of the trainees, so that they can make all kinds of preparations before training.

⑤ During the training process, the training supervisor should make a comprehensive evaluation of the trainer and his teaching quality, correct the problems in time when found, such as issuing questionnaires and holding symposiums, listen to the opinions of the trainees, and give feedback to the trainer in time, asking him to learn from each other's strong points and improve the teaching.

⑥ Train trainers on a regular basis, constantly improve their quality, and establish a teacher appointment system that rewards diligence and punishes laziness, and the survival of the fittest.

If the enterprise does not have the conditions, it can also employ qualified training companies through cooperation agreements and other means to ensure the quality and effect of training.

⑦ Establish a multi-level training effect evaluation system, attach great importance to the quality and effect evaluation before training, during training and even after training, and correct problems in time when found.

Extended data

Specific practices

(1) based on students' original knowledge, put forward the quality standards of various disciplines and comprehensive teaching that should be achieved through efforts;

(2) Put forward quality standards for major teaching links such as preparing lessons, lecturing, assigning and correcting homework, counseling and evaluation, and students' preview, listening, review, homework and summary;

(3) Put forward quality requirements for teaching auxiliary work, such as coordination and service of teaching activities, data supply and statistics of each office, etc. To measure the quality of teaching, we need quantitative indicators, such as literacy rate, excellent student rate, the percentage of students who failed the examination, and the number of times leaders and teachers attended classes. There should also be degree standards, such as teachers' lectures should reflect the ideological and scientific nature of teaching materials, and students' burdens should be considered when assigning homework.

Students should understand the teacher's thinking and grasp the key points, keys and difficulties. Experiments should be recorded and reported. Through the practice of teaching management, we constantly sum up the research and make the teaching quality concrete, scientific and standardized.