The document discusses the changing role of trainers and the need for their professional development. It notes the increasing diversity in who provides training and the contexts in which learning occurs. This has created contradictions between formal training structures and the realities of practice. There is a need to develop frameworks that recognize competencies and link professional development opportunities to workplace trainers' everyday practices and roles. The document explores characteristics of workplace trainers and potential models for their professional development.

4. Professional trainers have new roles and responsibilities

6. There is a need for opportunities for CPD - linked to practice

10. to what extent do existing “train-the-trainers” provision, policies and practices and the way of their recruitment correspond to the “internal logic of training” at the workplace?

12. One goal of our project is to identify typical problems and challenges (across the different contexts of our study) that workplace trainers encounter during their professional development ‘circle’. Such problems can be seen as the major incidents of making professional development necessary and setting it off.

16. Contextual contradictions and dilemmas

17. Professionalisation versus the wider contexts and opportunities for learning

22. Regulation versus innovation

23. Certification versus the practice of training

24. Frameworks for learning versus Frameworks for qualification

25. one of the keys to promoting learning organisations is to organise work in such a way that it is promotes human development. In other words it is about building workplace environments in which people are motivated to think for themselves so that through their everyday work experiences, they develop new competences and gain new understanding and insights. Thus, people are learning from their work - they are learning as they work Barry Nyhan

26. but studies in work and work practices are seldom related to training and still less to the training of trainers

31. Promote a culture of knowledge sharing and exchange