Content Creator & Trainer

Nxtwave Disruptive Technologies; Hyderabad; On-site; INR 600,000 - 900,000; Full time

Job summary

Nxtwave Disruptive Technologies in Hyderabad is seeking a Semi-Trainer cum Content Creator for Learning & Development. You will build the material trainers teach and sometimes teach it yourself, covering trainer-led hours, practice packs, LMS modules, and pre/post tests.

You decide how topics are taught, tailor examples, and ensure content works for four levels across campuses, while delivering live teaching sessions and maintaining content quality.

Qualifications

• Graduate. No specific degree required.
• English is a must.

Responsibilities

• Start from the central plan for each topic and determine the teaching approach.
• Build trainer-led material for remote teaching, including slides, examples, and practice activities.
• Create manager practice packs and self-paced modules to support 900+ learners.
• Load content into the LMS and ensure it is ready for delivery.

Education

Graduate

Job description

Semi-Trainer cum Content Creator Learning & Development

Hyderabad-based • Content and sessions for all 40 campuses

How the four L&D seats fit together context for this role

L&D decides WHAT is taught and to which team. The Content Creator decides HOW. The trainers deliver it. Operations runs it and counts it.

L&D decides centrally which topic goes to which team and what it must cover, based on the training needs and signed off by the department heads. The Content Creator builds the material and the tests for each topic, decides how it will be taught, and teaches some of the sessions. The Generalist Trainers prepare on the ready material, get certified on each topic, and deliver the sessions. The Training Operations Coordinator schedules the sessions, holds the numbers, and says early when something looks wrong. After the training, L&D checks whether people work differently; if not, the cycle starts again. The Senior Instructor sits over this for instructors and mentors: they say what is really going wrong in a classroom, and they grow the trainers.

At a Glance

Function

Learning & Development, NIAT

Reports into

Varun M, Head of Learning & Development and Performance Management. The team is flat. Shiva, the L&D Lead, runs the day-to-day and reviews your work each month.

Scope owned

Content for all four training levels organisation, function, university and individual — the same content on the LMS, and the assessments. Serves ~900 student-facing staff. Also teaches sessions from this material, including catch-ups and cover when a trainer is away. The data and reporting behind all of this sits with the Training Operations Coordinator, not this seat.

Time split

Mostly content in the first few months, while the topics are being built. After that, mostly teaching.

Direct reports

None. Nobody in this team manages anyone.

What we select on

Not years of experience. Four things: 1. Can get to the real problem behind a topic, not just the first reason people give. 2. Can turn that into material someone else can teach from. 3. Stays with it until people actually work differently, not just until the session ends. 4. Can teach a group and keep them interested.

Selection process

Selection includes a practical content task, a mock teaching session and an in‑person round.

Education

Graduate. No specific degree required.

Languages

English is a must.

Role Summary

You will build everything the trainers teach, and teach part of it yourself. That means the material for the 5 trainer‑led hours, the case packs managers use for the 2 practice hours, the self‑paced module on the LMS, and the tests we run before and after. The one thing only you can do: you decide how it gets taught. That is the value of this seat. L&D tells you the topic, the teams it goes to and what the training must cover. You decide the rest — which real situation to use, which practice activity, which example, how the test is built. A topic and a need come in from L&D. Something that actually teaches goes out. This is not typing up someone's notes. When the 30‑day check says the work did not change, you rewrite it.

Our content has to work at four levels — the common NIAT standard, the role track, the campus‑specific piece, and the single module given to one person for their own gap. Everything is taught remotely, so the material has to hold attention over video and also make sense on its own when nobody is teaching it. The hard part is how we judge this work. Content here is not judged on whether the deck looked good. It is judged on whether people worked differently afterwards, checked on a real sampled case.

You also teach. In the first few months, while the topics are being built, most of your time goes to content. After that, most of it goes to teaching. You teach from your own material every week, which is how you see where it breaks.

Key Responsibilities

• Start from the central plan — L&D gives you the topic, the teams it goes to, the problem behind it and what a person must be able to do at the end. That is your starting point every time. If anything is unclear, go back and ask. Do not guess.
• Decide how it will be taught — This is your call. Pick the real situation the session is built around. Pick the practice activity. Pick the example. Decide what people do in the room, not just what they hear. Sit in classes, listen to recorded calls and read tickets yourself so the examples are real ones.
• Build the trainer‑led material — Write the content for the 5 trainer‑led hours, made for remote teaching, in a form a trainer can pick up and run. Every pack has the slides, a right‑vs‑wrong comparison, real examples, a practice activity or role play, an assignment and a handout. Another trainer should be able to pick it up and run it without you.
• Make a version for each role — The same topic is taught to each team separately, so change the examples and practice for each role. Build the instructor version with the Senior Instructor.
• Build the manager practice packs — Write the 2‑hour practice packs that a line manager, not a trainer, has to run with their own team. These have to work in the hands of someone who has never trained anyone.
• Build the self‑paced module — Every taught module also exists as recorded content. This is what lets the self‑paced hour run for ~900 people without adding trainers.
• Load the content into the platform yourself — You made it, so you put it in. Keep it tidy and keep the versions straight. Pulling reports back out is the Coordinator’s job, not yours. TO CONFIRM: LMS — repurpose the existing learner product, or use something light like Notion. Not yet decided, no request raised. Build the content so it can move to either one without being rewritten from scratch. Log each finished pack in the content‑ready form, so the team can see what is ready.
• Write the tests, before and after — Build the check we run before training to size the gap, and the check we run after training to see whether the person can now do the work. The after check tests ability, not attendance. Build it at the same time as the module, not weeks later. There is no baseline today, so building one we can defend is the first piece of work.
• Pass the quality check before anything goes live — Run every pack through the content quality agent or checklist. Nothing goes live without it.
• Set the rule for the individual module — Decide which module a person gets when a test shows a particular gap, so nobody has to sort this by hand.
• Make a campus version — Produce the campus‑level version of the material, because one common programme will not work across 40 campuses.
• Fix the content when the follow‑up says it did not work — When the 30‑day check shows the work did not change, that is a content problem as much as a training one. Find the weak part, rewrite it, and put the new version into the next cycle.
• Rebuild from what comes back — Take what trainers and managers report and fix the weak parts every cycle. Go and ask the most junior person in the system directly, instead of waiting for feedback to climb three levels. Fix any content problem a trainer, observer or learner reports quickly.
• Keep the case bank full — Keep adding new real cases from session blockers, 30‑day checks and campus data, with names removed and the source noted.
• Teach sessions from the material — Run sessions every week: fewer while the topics are being built, more once they are ready. Sessions are live over video, one team at a time, in small groups.
• Prepare before every session — Fill in the prep checklist a day ahead and follow the team's teaching guidelines. Some of your sessions are observed and scored, and you get feedback on them.
• Run the checks in the session — Only people who took the pre‑session quiz get a seat. Run the after‑session check and make sure each person writes one specific commitment.
• Close each session the same day — Upload the participant screenshot and log what learners said is stopping them, through the session close‑out form.
• Cover when needed — Run the catch‑up sessions for people who missed their batch, and take a trainer's sessions when they are on leave.
• Use AI where it helps — Use AI for first drafts, question banks and pulling themes out of recordings. The call on what to teach stays with a person. We are not making this content AI‑first.

What Success Looks Like — Key Result Areas

KRA

Metric

Content ready on time

Every role version finished, signed off and loaded in the platform before its first session

Quality at first review

Packs pass the content quality check at first review, with few fixes needed

Runs without the author

Other trainers can run your material after normal preparation, without needing you

Tests measure ability

Every topic has a pre‑session quiz and an after‑session check that tests whether the person can do the work, not whether they attended

Problems fixed fast

Reported content problems are fixed quickly, and material that did not change the work is rewritten before the next cycle

Real cases added

New real cases are added to the case bank every month, names removed, each with its source

Sessions delivered

Your scheduled sessions happen as planned

Teaching quality

Observed sessions meet the team's teaching standard

Targets for each KRA are set in the team's KPI sheet and reviewed every month.

Who We're Looking For

• Has written training or teaching material that somebody else taught from, and can show the pack that person was handed.
• Has built material for a non‑trainer to run — a teacher's guide, a manager's discussion pack — and can say what the changed to be in those hands.
• Has built tests, saw the results come back, and rewritten the test because of what the results showed.
• Has put content on an LMS or a learning platform and can say what made people finish it or drop it.
• Has built content by watching the actual work — sitting in a class, listening to calls, reading tickets — not from a written brief alone.
• Has made the same content in several versions for different groups, and can explain what changed between them.
• Has worked to a fixed monthly calendar where the content had to be finished before the session, not during it.
• Has taught adults every week, in person or over video, and can show a session they ran and what they changed after it.
• Has run a live online session with practice in it, such as role plays or small‑group work, and kept the whole group taking part.

Good to Have

• Has made video or recorded content.
• Knows Telugu or Hindi in addition to English.
• Has used AI tools such as ChatGPT, Gemini or NotebookLM to draft content, make short videos or build practice activities.

Growth Path

Next designation: Senior Content Creator (Level 2).

You earn it when other people teach from your material and it works in their hands, and the 30‑day check holds for three cycles in a row.