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SOC 13-1151 · O*NET 13-1151.00
Training and development specialists assess employee learning needs, design or select material, deliver training through demonstration, discussion and practice, and record and evaluate learning results; courseware completion is not the same as employees being able to use it, and professional standards, material purpose and actual approval still need organisational confirmation.
Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((50+75+25)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.
The specialist turns work-related learning needs into objectives, material and activities, supports delivery and checks the results. First test whether you can understand the problem, break down the steps and write clear examples, and adjust after feedback; do not judge by enthusiasm for speaking or attractive courseware alone.You can first compare synchronous facilitation and self-study material development. The former requires observing learner responses and adjusting activities, while the latter requires the notes, worked examples and feedback to support independent learning; both need objectives and evaluation to correspond, and software does not decide the direction.
The paper experience observes design and checking interest; state honestly what was not implemented. It is not a substitute for actual teaching, professional experience or the employer's education requirements.
Being willing to first find out at which step the learner is struggling, and then choose a demonstration, practice or supporting material. Rather than finishing the content, you pay more attention to whether the other person can complete the task to the objective, and you are also willing to find that the problem is not something training can solve.Able to press 'employees always fill it in wrong' into the specific missing field or permission problem, and write the objective as an observable action; willing to prepare examples and practice for learners and check versions, attendance and gaps. When given time or medium constraints, key practice and tests are kept and the trade-off is explained.
Training and development specialists design or deliver work-related training and may analyse organisational learning needs and evaluate results; they turn objectives into manuals, modules, demonstrations and practice, and support scheduling, enrolment, cost records and improvement. Professional content, system permission and approval are confirmed with the organisation, and work performance is not inferred from teaching or completing courseware.
Specialists can help learners practise through synchronous activities, or design self-study material so that readers can try independently following the instructions; below are task-oriented editorial work lines, and the actual organisational process is confirmed per project.
Career direction comparison
The first two compare the teaching activity and self-study material directions within the training specialist occupation; the last four are the fixed adjacent management, HR, project and health education occupations, each with its own object and responsibility. Shared communication, organisation and evaluation tasks can provide a foundation, but qualification and positions cannot be directly interchanged.
| Occupational direction | Core work and outputs | Key differences | Which choice suits better |
|---|---|---|---|
| Synchronous training and practice facilitation | Needs, objectives, examples and practice arrangements, observing questions during delivery and recording feedback. | A direction within this occupation; the specialist has to handle the learning pace and conditions, not just present information. | Willing to listen to difficulties, explain the steps and let learners try. |
AI's impact on the occupation
You can first try a guide, a module and a test draft, with people checking the facts, the learning objectives, the professional standards and the material purpose. The United States 13-1151 occupation grows 10.8% over 2025—2035, with a ten-year net increase of about 51,100 people and 46,000 average annual openings including career change and retirement replacement, which is an overall projection rather than AI causation. Insufficient evidence: the standalone AI net replacement rate for this occupation and a reviewable FermatMind task score, so no score or personal unemployment probability is filled in. AI Impact Score 50% is an editorial estimate. Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((50+75+25)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.The three tasks, ratings and sources are listed in the FermatMind method source record on this page.
FermatMind AI Impact Score estimation method v1
FermatMind / 费马测试 · 2026-10-18
Chinese mainland wage reference
Chinese wage basis
Public material classification
Insufficient evidence: a precise nationwide Chinese wage distribution for training and development specialists. The 2025 pre-tax annual average is 155,491 yuan for professional and technical personnel in enterprises above the designated size; the author chose the broad background by needs analysis, teaching material design and learning evaluation, not an official occupational equivalence, and the actual grouping requires checking professional technical work and cannot rely on the specialist title alone. It is not a standalone median, percentile, starting pay or personal range for this occupation, and excludes individual freelancers. The Mile monthly wage and the Jixi historical quote with an unclear period are listed separately.
Insufficient evidence: no comparable nationwide wage distribution for Chinese training and development specialists was obtainedThe Mile 2025-04-22 historical position clearly states 5000—6000 yuan per month. The national wage gap above does not negate that employer's original quote; the current opening, tax basis and actual contract are checked separately.
United States wage reference
The United States May 2025 national annual wage median for this occupation is 69,280 US dollars; P10 is 38,760 and P90 is 123,250 US dollars per year. Only the 13-1151 national row is used, and annual wage statistics are not the same as take-home pay or Chinese treatment.
| Wage position | Annual wage reference (US dollars) | Coverage and income boundary | How should the percentiles be understood |
|---|---|---|---|
| Annual wage P10 | 38,760 US dollars per year | A national employed wage, not personal total income | P10 is 38,760 US dollars per year, the 10th percentile position of the 2025 United States national wage for this occupation; not a newcomer guarantee or a low-skill grade. |
| National annual wage median | 69,280 US dollars per year |
Occupational fit guide
Fit depends on whether you can turn needs into learning objectives and practice, revise after understanding feedback, record results accurately and accept the real position conditions. Personality and ability tests can serve as discussion clues, and this page sets no type or score threshold.At the end of the experience you can explain the needs judgement, version revisions, calculations and limits. One paper work supports the next exploration and is not the same as actual teaching results, position hiring or a psychological assessment conclusion.
Worth experiencing further： Willing to investigate first at which step the learner struggles, and distinguish knowledge, process and permission problems; not every complaint is turned into a course.
Check the real conditions first： Separate learning interest from real investment: first try a paper guide and fictional records, and do not buy a platform or certification to prove commitment; the specific position conditions and costs are checked separately.
Do a small trial first： Independently complete the T1 short guide, the T2 three-version activity and the T3 paired evaluation, and record which tasks you are willing to keep doing. The prompt and data are all fictional, and anything not actually implemented is clearly noted.
Work pressure, risks and occupational boundaries
The risk comes from needs judgement, material use, learning records and result interpretation, and is also affected by the specific schedule and employer conditions. First check the object, permission, professional standards and evaluation basis, and do not treat classroom completion as proof of ability or performance.
Below are editorial notes organised by this occupation's tasks, employer samples, Chinese personal information law and NIST, not an accident rate. The United States occupational material, historical recruitment and Chinese law each have their own scope and are not interchanged as uniform position requirements.
Typical scenario：To show training results, publishing named scores, feedback or recordings on channels beyond the original purpose.
Main positions：Training staff who record employee attendance, scores and feedback
Possible consequences：
Entering the field, certificates and career development
First do the needs, objective, material and evaluation correspondence well, then check the specific position conditions and fill the weak spot with real feedback; you can develop into more complex training tasks, while moving to a manager or HR manager role needs relevant experience and different responsibility.
Occupational outlook and related occupation transition
BLS projects this occupation in the United States at 472.5 thousand to 523.7 thousand over 2025—2035, growth of 10.8%, a net increase of 51.1 thousand in the original table, and 46.0 thousand average annual openings. The net increase and the average annual openings are not the same indicator, and the rounded endpoint difference cannot be used to change the original table's net increase.Adjacent transitions need to prove a different output: management looks at learning resources and staffing, HR at recruitment records and policy, project management at schedule and budget, and health education at community health audiences; a training work does not automatically grant new qualification.
United States · United States SOC13-1151 for this occupation
10.8%
2025—2035 employment growth
The overall employment projection involves multiple factors and does not provide a change caused by AI alone. Material drafting can be discussed for assistance potential, but there is no adoption rate, replacement rate or net time saving data for this occupation, and it is not filled in from growth or tool capability.
Survey learning needs, design or select guide modules and activities, and support delivery, recording and evaluation. Courseware completion is not the same as learning, and professional standards and approval are confirmed with the organisation.
Choose a real task from this page for a small practice project or a conversation with someone in the field. Use the planning guides to set a date, an output and feedback questions before deciding whether to continue.
Whether you can accept that preparation, delivery and records all take time: arranging the venue and participants, checking material and equipment, and recording attendance and evaluation. Most United States work is full-time normal hours and may involve going to training locations; Chinese arrangements are checked against the specific announcement.If you only want to make attractive courseware and are unwilling to investigate needs, listen to learner feedback or check results, the behind-the-scenes work should be tested first. Course attendance, satisfaction and post-test gains cannot directly replace work performance; do not upload employee material without confirmation, and do not blame the learner for missing permission.
Independently use the T1 three-field booking form, the T2 two rounds of cumulative feedback and the T3 five pairs of fictional scores to produce a needs classification, a short guide, a three-version activity and an evaluation record. Use only paper or a local spreadsheet, and do not convene real employees or operate real systems.Complete the T1 guide, the 30 minute first version, the 25 minute A version, the cumulative offline B version and the T3 calculation, recording which conditions changed, whether the objectives are kept and which conclusions are still unknown, then choose a next exercise that can give feedback.
Training arrangements and implementation records corresponding to the objectives, activities and feedback
A guide or module that can be completed by following the instructions, practice and reference feedback
This occupation designs or delivers work-related training and may analyse needs and evaluate results. It is compared separately with the training manager's resource coordination, the HR specialist's broad HR, project management and health education; communicating in the same way does not mean the responsibility is the same. Both serve work-related learning objectives. Synchronous activities focus on on-the-spot understanding, questions and practice facilitation, while self-study material has to write the notes and feedback into content that can be used independently; the comparison is an editorial summary and does not divide all specialists into two fixed kinds of position.
| Dimension | Main direction | Comparison direction |
|---|---|---|
| Learning objective | Support learners in an activity to understand the steps, attempt the task and receive specific feedback. | Let learners follow the guide or module independently to understand the steps, practise and check the results. |
| Basis for preparation | The objective, the learners' existing base, the on-site conditions, the professional standards and the available time. | The objective, the readers' base, the material medium, and the practice and feedback conditions that can be provided. |
| Delivery process | Prepare examples and activities, demonstrate and guide practice, and adjust and record after observing problems. | Break down the task and write the instructions, design worked examples and feedback, and hand over after content review and trial read revision. |
| Main outputs | Training activity arrangements, material, problem feedback and attendance and evaluation records. | Guides or modules, reference feedback for items, versions and usage notes. |
| Work responsibility | The specialist delivers the agreed teaching activities, business experts check the standards, and the manager or responsible person checks delivery resources and approval. | The specialist designs and maintains the material, and the professional content, launch and data purpose are confirmed along the corresponding responsibility chain. |
| Ways of coordinating | Ask learners about their difficulties, work with experts and venue technicians, and explain adjustments clearly. | Check the content, notes and items with experts and trial readers, revise according to feedback and keep versions. |
| Cannot be inferred | Classroom completion and satisfaction do not directly prove workplace application or benefit. | Publishing a module or finishing reading is not the same as meeting the skill standard; evaluation must check the objective and the actual result. |
Check the objective, the learners' base and the source of the problem through survey interviews or business communication, and form the needs and items to be checked.
Organise or write guides, manuals and modules, check the professional content, and make practice correspond to the objective and feedback.
Present the information in a method suited to the conditions, guide learners in practice, handle questions and record the activity.
Coordinate enrolment, venue, equipment and course arrangements, monitor costs, and hand over resource problems under organisational authority.
Check attendance, paired evaluation and feedback, state the gaps and limits, and propose improvement without inventing causal benefit.
Review the material and methods, revise according to specific feedback, and keep the standards, permission and versions for next time.
First check the problem, the objective and the learning conditions, then decide the material and activities and the conclusions that can be supported. The six questions below are an editorial self-check, not a uniform occupational examination.
First check whether the problem comes from a knowledge step, the process or permission. The five cases of missing fields in T1 can be designed into a checking exercise, and the three cases of unopened permission are handed to the authorised person; the survey interview provides clues, and not every problem is presumed to need another training session.
Write the objective as an observable action so that the examples, practice and test check the same task. The three fields of T1 are 1 point each, 3 points in total, and 3 points is the pass; the work objective is not decided by the number of courseware pages, and the needs background and professional standards are checked with the corresponding person first.
Keep the objectives, core practice and test when time and medium change. The T2 A version of 25 minutes can have needs 3, demonstration 3, practice 10, review 4 and test 5; B changes to paper cumulatively and still lasts 25 minutes. Synchronous activities and self-study material are chosen by the conditions, and no one method is promised to be necessarily effective.
| Self-study guide and module development |
|---|
| Steps that can be read independently, worked examples, reference feedback and material versions. |
| A direction within this occupation; the notes and feedback must be written into the material, and publishing is not the same as learning. |
| Willing to study reader comprehension and revise according to trial read feedback. |
| Training and development managers | Training and development managers coordinate employee learning programmes, people and budgets; a specialist's material and delivery experience can provide a foundation, but larger management responsibility still has to be verified. | The coordination responsibility for programme staff and budgets is greater, and producing material does not replace a management track record. | Wants to coordinate the course system and resources, and is willing to add management evidence. |
|---|
| Human resources specialists | Human resources specialists carry out recruitment screening and other HR activities, and learning support is only a possible part; personnel policy, records and recruitment tasks have to be checked independently. | The duties extend to recruitment, personnel records and policy support, and the actual work has to be checked independently. | Would rather work with recruitment and employee affairs, and is willing to check the HR boundary. |
|---|
| Project management specialists | Project management specialists analyse and coordinate the schedule, resources and budget of a product or service project, and the deliverable is not limited to courses; project scope, milestones and client requirements have to be added. | The deliverable is a product or service project, and the schedule, resources, scope and client requirements have to be checked. | Wants to organise cross-task projects, and is willing to add milestones and risk coordination. |
|---|
| Health education specialists | Health education specialists organise and evaluate health education according to community health needs, and the audience, knowledge standards and duties are checked separately; medical qualification cannot be inferred from employee course experience. | It faces health needs and population programmes, and the knowledge standards and position conditions are independent. | Wants to do health-themed education, and is willing to learn the target population and professional evidence. |
|---|
First use T1—T3 to observe whether you are willing to diagnose needs, break down steps, revise material and review evaluation. If you prefer organising resources, broad HR, cross-project work or health education, then prepare task evidence for the target occupation; one paper exercise does not guarantee manager promotion or adjacent hiring.
After choosing the work object and delivery direction, check which steps AI can assist, the actual evidence and the professional responsibility, and do not use tool popularity to replace occupational judgement.
Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
At the capability level you can try generating text to organise needs questions, a material outline or a practice draft, which is an editorial application. Give a clear objective and permitted input first, then check the steps and reference feedback; fluent output does not prove that learners can complete the task, and it still has to be reviewed by the specialist and the professional expert.
Insufficient evidence: this review of occupational tasks, BLS statistics and the NIST method did not obtain 13-1151 standalone nationwide AI adoption rate or net time saving data. Envisaging assisted tasks is not the same as employers having widely adopted them; a real evaluation has to record the object, the process and the quality review time.
At the employment outcome level, BLS explains that continuous learning and technological change create training demand, and EP gives 10.8% overall growth over 2025—2035. These are not generative AI causal research; zero risk cannot be inferred from the growth, nor can the disappearance of the whole job be inferred from saving time on one draft step.
| Work direction | Task | Current changes | Human control points |
|---|---|---|---|
| Needs | Organise needs interview questions and records | Editorial suggestion use | Check the original information and distinguish field learning from permission problems. |
| Objective | Draft observable learning objectives | Editorial suggestion use | The objective refers back to the work action and must not add undecided standards. |
| Material | Prepare guides, examples and practice | A draft can assist | Experts check the steps and basis, and readers can follow the instructions. |
| Teaching | Prepare activity prompts and questions | Not yet delivery evidence | Observe learner difficulties and adjust to the time and conditions. |
| Organisation | Organise enrolment, scheduling and records | The boundary needs confirmation | Check the number of people, the time, the material purpose and the recipient permission. |
| Evaluation | Summarise paired scores and feedback | Needs data review | Check the denominator, gaps and scoring, and distinguish learning from performance. |
| Choosing work | Explain position and tool changes | Net impact not quantified | Judge the next step by the position conditions and the statistical scope. |
The five items of material support this occupation's tasks, overall employment, work delivery, statistical boundaries and cross-industry risk respectively. The occupation description and the growth projection are not a tool experiment; the editorial application has to return to the objective, the permitted input and the actual evaluation, and a material title is not treated as adoption evidence.
Material drafts, teaching delivery and evaluation are different tasks. Tools can propose more examples, but the number of examples cannot confirm that the content is correct or effective for learners; T1 has to return to the three required fields and the permission boundary, avoiding treating extra fields as known requirements.
What AI mainly changesCan propose notes and worked example drafts, and the effect needs actual checking.
Still the responsibility of peopleObjective, standards, worked examples and feedback correspond, and the material permission and publication are confirmed along the responsibility chain.
What AI mainly changesCan prepare questions and prompts, and cannot claim that teaching was completed on that basis.
Still the responsibility of peopleObserve responses and adjust activities, and check learning time, participation and specific difficulties.
What AI mainly changesCan organise records and calculations, and cannot replace explanation.
Still the responsibility of peopleCheck pairing, absences, denominators and limits, and do not infer a certain benefit from satisfaction or a small sample.
Before adoption, confirm the material permission, platform reception and retention, course publication and evaluation purpose separately. The specialist first drafts with fictional inputs and does not upload employee scores or unlicensed teaching material; the operating sequence on this page is an editorial suggestion, and real organisational permission is confirmed per project.
Clarify whether it is needs organisation, a material draft or an evaluation record, and write the objective and permitted output first.
Use permitted material and necessary information; the paper task is fictional data only and does not upload employee records.
Check the organisation-approved conditions of use, retention and publication, and refer doubts to the corresponding responsible person.
Check the steps, worked example references, sources and denominators item by item, with experts and responsible persons confirming applicability.
Record the revisions, remaining limits and handover, and reconfirm when the objective or purpose changes.
Wrong material misleads learning and evaluation.
Control method:Check each step and worked example reference against the professional standard.
The recipient scope for scores and feedback may be improperly widened.
Control method:Check the purpose, necessary scope and permission first, and use fictional data in the exercise.
Satisfaction or a post-test gain cannot guarantee a work benefit.
Control method:Check the learning and application indicators, and state the limits clearly without a control.
Automatic labels may replace insufficient personal judgement.
Control method:Review the scoring input and gaps, and hand major decisions to the responsible person.
Growth, adoption and personal hiring are different outcomes.
Control method:Check the occupational year and unit, and do not infer a personal or AI loss rate.
First independently write the T1 guide and the T2 three versions, then check whether the tool draft follows the fields, times and offline conditions; show your own revisions and do not pose as real teaching results.
List the objective, the material permission and the content review points, and record which part was tool assisted and how it was revised; have a permitted trial reader check the notes first, and do not infer learning from the number of publications.
Treat generated prompts as preparation material, and adjust after observing the real learning conditions and feedback; a complete prompt is no reason to ignore on-site questions, equipment or time problems.
Clarify the attendance, pairing and gap basis, and check the data purpose and the responsible person; when comparing methods, look at output quality and review cost together, not only generation speed.
No. First check whether the objective, professional content, practice and reference are consistent, then look at the actual learning performance. The three-field guide in T1 can be trial read; without delivery and comparison material, no teaching effect improvement from a tool is claimed.
Source:O*NET: Training and Development Specialists 13-1151.00Original material ↗
Not every error can be judged a knowledge gap. O*NET has needs survey tasks, the five cases of missing fields in T1 can be designed into practice, and the three cases of unopened permission should be handed to the responsible person; the classification and judgement are an editorial task application.
Source:O*NET: Training and Development Specialists 13-1151.00Original material ↗
They can record attendance or experience, but they are not the same as skills, workplace application or benefit. BLS distinguishes delivery from evaluation support; T3 checks paired scores and gaps against the objective, and without workplace application material the conclusion is not extended.
Source:BLS OOH: Training and Development SpecialistsOriginal material ↗
Tools must not directly decide employee ability or major personnel results. First check the evaluation objective, input completeness, gaps and scoring basis, and the results are reviewed by the responsible person; T3 gives only five pairs of fictional scores, with no workplace application or control, so a certain performance benefit cannot be claimed.
Source:NIST AI 600-1: generative AI risk frameworkOriginal material ↗
Insufficient evidence: no 13-1151 standalone AI net replacement figure was obtained. The EP10.8% overall projected growth does not isolate AI causation, the average annual openings are not net additions, and it does not indicate personal hiring or zero risk.
Source:BLS EP: occupational projection original table 13-1151Original material ↗
No. OEWS has employee and statistical period boundaries, and the annual wage distribution is not technology adoption or a causal change; the two Chinese historical positions have their own organisational conditions, and a decline ratio cannot be inferred across markets.
Source:BLS OEWS: method and coverageOriginal material ↗
First limit the task and the material permission and choose the usage conditions the organisation approves; check the output steps, items and sources, and keep the revisions and versions. NIST is cross-industry risk background, the practice on this page is an editorial suggestion, and no procurement or personnel decision authority is granted.
Source:NIST AI 600-1: generative AI risk frameworkOriginal material ↗
Professional experts still have to confirm the steps, the specialist checks the material, activities and objectives, and the manager or approver checks resources and purpose. A tool summary and suggestion cannot replace the original standard, organisational confirmation and actual learner feedback.
The Jixi 2025-08-12 announcement writes 4000—5000 yuan without stating the pay period; a monthly wage is not inferred and the Mile unit is not copied.
Historical case status
| Employer and applicable scope | Quote and disclosure status | Applicable scope and gaps |
|---|---|---|
| The Mile Guoneng Coal and Power historical position | 5000—6000 yuan per month; college diploma or above and industry knowledge | The Mile position requires a college diploma or above and knowledge of coal mine rules, with enterprise training or relevant office and safety training experience preferred; it cannot replace a uniform national entry. |
| The Jixi Xiaoxiao Technology historical position | 4000—5000 yuan with the period unspecified; specialism experience preference and the outstanding new graduate branch | The Jixi position requires 1—3 years of relevant experience, with enterprise training practice preferred, and may also consider outstanding new graduates; the original text lists no explicit education threshold. |
| The current open status of the two Chinese entries | A historical publication date cannot prove that it is still open | The Jixi 2025-08-12 and Mile 2025-04-22 postings were both historical, and whether they are currently open was not verified this round; the announcement dates and wage fields are kept, and historical entries cannot be counted as currently recruiting. |
| Comparable nationwide Chinese wages and employment | The two samples do not represent the national distribution | Insufficient evidence: two historical employers are not nationally representative, and the pay units and industry conditions are inconsistent, so a Chinese occupational wage distribution is not synthesised. |
The college diploma, industry rules, office and safety training experience conditions of the Mile coal and power position are limited to that employer; all specialists' education and qualification are not inferred from the amount. Jixi may consider outstanding new graduates, but the specialism preference and actual ability still have to be understood from the announcement.
First check the pay period, before and after tax, work location, shift and benefits. Mile states 5000—6000 yuan per month clearly, while Jixi only writes 4000—5000 yuan with no period stated, so it cannot automatically be a monthly wage; reconfirm with the real employer.
This occupation includes needs, material, delivery and learning record tasks; position responsibility and industry experience may differ. Actual pay and benefits and costs are confirmed separately, and no uniform commission, project days or lesson price is presupposed.
The specific position's shifts, teaching location and travel are checked separately; normal office hours and one employer's single rest day are not contradictory, and the size of a quote alone cannot judge the working conditions.
Insufficient evidence: the proportion of wage change caused by AI for this Chinese occupation. The 155,491 yuan broad professional and technical pre-tax annual average and the two historical employer quotes do not isolate AI causation; draft assistance is not the same as a whole-job pay cut. Needs, material standards, actual delivery and evaluation and organisational usage conditions still have to be checked, and the broad group is not a training specialist standalone or personal treatment.
| Not the same as monthly take-home pay or starting pay |
| P50 is 69,280 US dollars per year, the middle position of the distribution; not an entry guarantee or a fixed monthly income for everyone. |
| Annual wage P90 | 123,250 US dollars per year | Does not represent a senior grade or personal take-home pay | P90 is 123,250 US dollars per year, the 90th percentile position of the 2025 United States national wage for this occupation; not a uniform wage for senior trainers, manager treatment or a personal income promise. |
|---|
Wage · 10th percentile：38,760 US dollars per year；The 2025 United States annual wage percentile； not a newcomer grade.
Wage · 25th percentile：50,110 US dollars per year；The national row P25 has been verified and is not interpolated from other percentiles.
Wage · median：69,280 US dollars per year；The middle position of the United States national employed annual wage.
Wage · 75th percentile：95,050 US dollars per year；The national row P75 has been verified and is not a senior grade.
Wage · 90th percentile：123,250 US dollars per year；A high annual wage percentile is not the same as personal total income.
The official source already gives the national annual wage, so the annual value is used directly; the annual value is not divided by 12 and called an actual monthly wage, and a personal take-home amount is not assumed. If an employer pays fortnightly, the fortnightly unit is kept, and without contract conditions no annualisation is done on our own.
OEWS covers wage employees and does not include the self-employed; the employment projection and the wage statistics have different scopes. Self-employment receipts and costs are checked separately, and a nationwide annual wage cannot be used to infer personal business income.
The percentiles describe the statistical distribution and are not mapped to experience, grade or direction. The national P25 is 50,110 and P75 is 95,050 US dollars per year, taking only the same year and occupation national row and not state wages or manager wages.
Check the employer, period, currency, unit, tasks and benefits. Lee County is annual and the WV transport position is fortnightly; both are closed specific positions and cannot serve as a national percentile or a Chinese quote.
| Industry | Annual wage median / statistical status | How to understand it |
|---|---|---|
| Professional, scientific and technical services | 82,110 US dollars per year | The 2025 wage median for this occupation in professional, scientific and technical services is 82,110 US dollars; not the all-occupation average of that industry, and not a course fee. |
| Finance and insurance | 78,490 US dollars per year | The 2025 wage median for this occupation in finance and insurance is 78,490 US dollars; not the same as financial professional wages, and Chinese treatment cannot be inferred. |
| Educational services (public and private) | 75,090 US dollars per year | The 2025 wage median for this occupation in educational services is 75,090 US dollars; it is still training specialists, not data for teachers or higher education management. |
| Self-employed training and development specialists (explained separately) | Statistics exclude self-employment | Self-employment is an employment status, and this row only explains that OEWS excludes self-employment; business receipts are not treated as the industry annual wage, nor used for an industry ranking. |
Check the employer quote unit, working hours and actual payment arrangements; a national annual wage is not a guaranteed amount for everyone. The annual and fortnightly units of the two historical United States positions are kept separately.
Confirm the scope of responsibility for needs, material, teaching, the LMS or evaluation, and the industry experience conditions; shifts, benefits and costs are checked against the contract, and the same job title does not mean the same wage basis.
BLS says most work is full-time normal business hours and may involve going to training locations; the WV transport driving licence and travel and the Lee County specific hours are limited to each employer. Personal transport and living conditions still need checking.
The 2025 employment projection base period, not to be confused with employee wage coverage.
2025—2035 overall change, not a personal hiring probability.
The average annual openings include replacement and other demand, and are not annual net additions.
Can SI decide whether I suit this occupation?
Social helps discussion of learning support interest, and Investigative indicates interest in investigation and analysis; O*NET's SI is occupational background and cannot be reversed to require a personal match. First observe whether you are willing to check learning problems, design practice and explain results.
Do not use it like this:Similar interests may still dislike scheduling, records and repeated revision, and these should be experienced separately.
Understand my occupational interestsWhich preparation and revision habits are worth observing?
Turn the results into specific questions: whether you can complete the guide as agreed, whether you check the version when you find an error, and whether you can adjust activities after feedback. There is no evidence on this page for setting a training specialist pass line by personality dimension.
Do not use it like this:Assess against the real schedule, location and travel conditions. Most normal business hours in the United States do not mean every position is like that; the Chinese historical announcements and the two United States public positions support only their own conditions.
Understand my Big Five traitsCan introversion or extroversion decide whether you can do training?
Social preference differs from teaching preparation, listening and material design ability. Try independently writing a guide and responding to learning questions separately, and do not let four letters decide the direction; preference can help arrange recovery and collaboration styles.
Do not use it like this:Do not exclude untried synchronous or self-study material work by type.
Understand my personality preferenceIs what I like learning support, or being noticed?
Motivations such as helping others, studying the task and gaining recognition can coexist. Observe whether you are still willing to invest during investigation, error correction and repeated revision, and do not infer talent or other people's psychology from a motivation label.
Do not use it like this:Describe actual behaviour first, and do not explain all work results with one label.
Understand my motivation cluesHow is comprehension and analysis ability shown in the works?
First identify the required fields and the reason for permission from T1, then check pairing, denominators and gaps in T3; you can locate the failing link and recalculate. A single general score cannot replace this work, and it is not a hiring line on this page.
Do not use it like this:For a single mistake, check the understanding, material and conditions first, and do not judge overall ability directly.
Understand my cognitive performanceHow do you understand learner feedback while holding the boundary?
First restate at which step the other person struggles, then ask answerable questions; put the feedback into the notes, examples or practice. Understanding others does not mean you may publish employee records or change permission instead of the responsible person.
Do not use it like this:Respect the material purpose and permission: the paper experience needs no employee records or real account; even if learners cooperate, do not change the recipient scope of scores and material on your own.
Understand my communication cluesBetter match:Willing to prepare demonstrations, guide practice and observe at which step learners get stuck.
Note:Fluent expression is not the same as effective teaching; the objective, activities and feedback have to be checked.
Better match:Willing to write the steps clearly, design worked examples and feedback, and revise after a trial read.
Note:Without on-site explanation the material should still be usable; publication completion is not the same as learning.
Better match:More focused on learning resources, budgets, projects and staff coordination.
Note:The delivery responsibility differs from a specialist's; experience does not automatically convert into manager qualification.
View related occupations:Training and development managersBetter match:More focused on recruitment, employee records, policy and broad HR processes.
Note:Training is only one possible task, and the specific position and record responsibility have to be checked.
View related occupations:Human resources specialistsBetter match:More focused on coordinating project schedule, procurement, staffing and budgets.
Note:Training programme experience does not automatically prove project management ability in other industries.
View related occupations:Project management specialistsBetter match:More focused on community health needs, educational material and programme evaluation.
Note:The audience and content of health education differ, and it does not imply medical diagnostic authority.
View related occupations:Health education specialistsAble to break the steps into learning objectives, examples and practice, and check whether the test assesses the same action; the three fields in T1 score one point each, and an attractive layout does not replace the objective.
When receiving feedback, check the limits first: T2 A compresses to 25 minutes, and B changes to offline on the basis of A. Keep the 10 minute individual practice and the 5 minute test and explain how the remaining time is allocated.
When feedback on a job application or a work is unfavourable, distinguish revisable objectives, material and notes from unknown screening conditions. Keep the unknown when there is no reason, and do not invent a reason for rejection or label your own ability.
The learner experience differs from investigation, preparation, scheduling and result recording. Following the seven-day plan, keep the needs classification, the guide, the three-version activity and the evaluation record, and observe whether you are willing to do the behind-the-scenes work; liking a finished product can only be a starting point for exploration.
First check preparation, listening, facilitation and collaboration behaviour separately. Synchronous activities need responding to questions, and self-study material also requires communicating with experts and trial readers; preference cannot replace specific ability, and fit is sought according to the actual working conditions.
A clear layout helps reading but cannot replace content accuracy and learning results. Check whether the guide supports the three-field check, whether the practice can be delivered and whether the scoring corresponds to the objective; one polished product does not imply position competence.
List the times you can accommodate, the location and the travel limits, then check specific announcements. The BLS statement of mostly normal business hours and possible travel to training locations in the United States is occupational background, while the Lee County driving licence and travel and the Jixi long day shifts are employer samples and do not generalise to every position.
You can use the paper fictional T1—T3 to complete material design, version revision and data interpretation. Note clearly what was not implemented, and do not invent learner feedback or results; for the next step you can ask a permitted trial reader to give feedback only on whether the instructions are clear, without buying a platform first.
Turn one description into an observable question and check it with a needs analysis, a guide or a calculation record; keep the situation and the unknown. Do not retest until you get the ideal label, and do not ignore real interests and position conditions to match a label.
Organise the completed works, the errors and revisions, the tasks you are willing to repeat and the real limits, and pick only one improvement that can get specific feedback. A paper result supports exploration and does not guarantee hiring, actual teaching results or career success.
Reduce risk：For employee scores and feedback, check the purpose, recipient scope and necessary fields first; Chinese personal information processing must have a clear and reasonable purpose and be limited to the necessary scope, and attending training cannot be treated as consent to disclose all records.
Basis：Personal Information Protection Law of China: purpose and necessary scope
Typical scenario：Treating unopened permission as employees not knowing how to operate, or explaining safety-related professional steps without expert review.
Main positions：Staff who design guides, practice or industry training
Possible consequences：The course cannot solve the real problem, and wrong content may mislead learners' operations.
Reduce risk：Training needs first distinguish not knowing how to operate, unclear process and unopened permission. The latter two are handed to the corresponding responsible person, and a specialist cannot substitute extra training for permission approval; industry content is reviewed by experts, and this page does not teach dangerous operations.
Basis：O*NET: Training and Development Specialists 13-1151.00
Typical scenario：Comparing the United States annual wage, a fortnightly quote, a Chinese monthly wage and a quote with no stated period directly as same-period figures.
Main positions：Job seekers comparing Chinese and United States positions or different employment conditions
Possible consequences：Misjudging income and living arrangements, and a statistical percentile cannot prove a personal starting wage either.
Reduce risk：Look at wage statistics, announcement quotes and the actual contract separately. The United States annual wage, the WV fortnightly wage, the Mile monthly wage and the Jixi quote with no stated period cannot be placed side by side as same-period income, and still less do they promise personal take-home pay.
Basis：BLS OOH: Training and Development Specialists
Typical scenario：Treating a completion certificate as a universal entry certificate, ignoring the employer's experience equivalence conditions, or approving resources on your own as a specialist.
Main positions：Job seekers comparing education and experience, tools and industry requirements
Possible consequences：Preparing inapplicable material, failing to meet the specific position, or crossing the organisational responsibility chain.
Reduce risk：Check education, experience equivalence, driving licences and industry knowledge against the specific employer. BLS says certificates are usually not required but individual positions may require them; a training certificate does not replace all position conditions and does not automatically grant business or system approval authority.
Basis：Lee County：Learning and Development Specialist
Typical scenario：Uploading unpublished material and employee records to write a guide, without confirming permission, the tool's handling and the recipient scope.
Main positions：Training staff who use courseware, business cases and generative tools
Possible consequences：Material or personal information leaks, and the draft may also contain factual and scoring errors.
Reduce risk：Use only your own or permitted material, and check the recipient and purpose before uploading; check the AI draft's facts, item answers and material scope, and do not let a tool sign authorisation or determine professional standards.
Basis：NIST AI 600-1: generative AI risk framework · O*NET: Training and Development Specialists 13-1151.00
Typical scenario：Several applications without clear feedback, or one error in a paper task used to summarise all ability.
Main positions：People applying for jobs, making a work for the first time and moving into a new field
Possible consequences：Investment loses its target, and specific task improvement and real living constraints are ignored.
Reduce risk：Record the revisable objectives, material and notes, keeping the unknown screening conditions separate. Feedback on one work is not a conclusion about all ability; choose an improvement and support you can bear, and do not substitute repeated applications for targeted preparation.
Basis：BLS OOH: Training and Development Specialists · Lee County：Learning and Development Specialist
| Entry direction | What the work mainly involves at first | Employer requirements and the basis for observation | How to prove yourself without experience | Differences from other directions |
|---|---|---|---|---|
| Needs survey and support | Ask about task difficulties, distinguish knowledge and skills, process and permission, and form the objective and items to be checked. | O*NET tasks for this occupation include survey interviews; the employer's actual requirements are checked separately. | Use T1 eight cases to write the 5 cases of missing fields, the 3 permission problems and the handling recipient. | This is an editorial ability entry, not a uniform grade; it does not directly decide the organisation's training budget. |
| Guide and module development | Break down the steps and write the notes, worked examples and feedback, and check the professional content and material permission. | The Lee County historical position includes teaching material and an LMS; the tool is not a universal entry threshold. | Submit the three-field short guide, a complete and a missing example, and the checking method. | Focus on material for independent use, and do not substitute publication or page count for learning results. |
| Synchronous activity facilitation | Prepare the demonstration and individual practice, and revise the arrangement to the time and medium limits. | BLS lists training delivery; Lee County includes arranging, facilitating and evaluating. | Show the T2 first version, the A version and the cumulative B version, and explain at least two changes. | The paper plan was not actually delivered, so a real teaching result cannot be claimed. |
| Industry training support | Prepare material according to industry standards, organise courses and maintain records. | The Mile coal mine historical position requires the relevant knowledge, with training or office experience preferred. | State honestly what you have mastered and list the items awaiting expert confirmation; do not pose as holding a coal mine qualification. | Industry content needs independent checking and is not proven by general guide training. |
| Record and evaluation support | Check attendance, paired scores and gaps, organise the evaluation and hand over. | O*NET evaluation and record duties; the WV transport historical position includes training programme work. | Submit the T3 calculation and the note that B needs targeted practice and F is absent, not filled with zero. | Observe learning performance, which does not automatically equal work performance or a causal benefit. |
A government posting on 2025-08-12 for 1 training specialist, with the relevant specialism preferred, 1—3 years of relevant experience and consideration of outstanding new graduates; the original pay of 4000—5000 yuan states no period, and whether it is currently open is not verified.
A 2025-04-22 announcement for 1 training specialist, college diploma or above, familiar with coal mine policy and rules; 2 or more years of enterprise training or relevant office management and familiarity with coal mine safety training preferred. 5000—6000 yuan per month, with the conditions limited to that employer.
Closed from 2026-03-18 to 03-25, at 60000—70000 US dollars per year. The education and experience combination is equivalent to a relevant associate degree or two years of college coursework plus 2 years of relevant experience; a bachelor's degree is preferred. A valid driving licence, necessary travel, and Monday to Friday 7:30—16:00.
Closed from 2026-02-20 to 03-05, at 1711.54—2478.85 US dollars per fortnight. A bachelor's degree from an accredited institution and 2 years of relevant full-time or equivalent part-time paid experience; experience may substitute for education and relevant graduate coursework may substitute for experience, with the specific formula not listed. A valid driving licence and travel.
List the missing field or permission reason for the T1 eight cases, and explain the boundary between what training can solve and what should be handed to the responsible person.
Write the extraction and checking of the request number, purpose and booking date, with one complete and one missing example; missing items are returned for completion, and permission problems go to the authorised person.
Organise the 30 minute first version, the 25 minute A version and the 25 minute offline B version, with the objective and scoring unchanged; explain item by item the changes caused by the feedback.
List the T3 paired scores, denominators and gaps, calculate the mean and the pass rate, and note that it was not implemented and cannot support workplace application or a causal benefit.
| Situation | What to check | How to observe | What cannot be inferred from this |
|---|---|---|---|
| Before applying | Check the position duties, the education and experience branches, the driving licence and the current status. | Match the real record to the conditions, and mark the works with your own contribution and the fictional inputs. | A historical announcement is not a current position, and a work does not replace formal qualification. |
| Material trial read | Check whether the reader can verify the three fields with the guide and locate unclear steps. | Record the specific problems and revisions, and refer the professional standards to the corresponding expert for confirmation. | A clear trial read is not the same as actual learning or work results. |
| Condition changes | Check the duration, medium, objective and the practice and test that must not be deleted. | Show the two revisions and the time totals after the T2 cumulative feedback. | The editorial items are not a uniform employer examination and do not guarantee hiring. |
| Evaluation handover | Check attendance, pairing, scoring and the conclusion limits. | Present the T3 calculation, the absence record and the workplace application still to be checked. | A post-test improvement does not directly prove a causal effect or ROI. |
| Qualification / preparation item | Who it mainly suits | Its practical role in job seeking | Whether it is a general entry threshold | Application / processing conditions | Investment considerations | Important limits |
|---|---|---|---|---|---|---|
| Typical United States entry preparation | People comparing United States training specialist positions | BLS usually requires a bachelor's degree and relevant experience, and specific substitution situations also exist. | A typical path, not a uniform statutory permission. | Check the specialism, experience and substitution branch position by position. | Check the target position first, then choose learning aimed at the weak spot. | No bachelor's degree, or holding a master's degree, does not automatically meet every position's conditions. |
| Chinese employer education and experience | People considering specific Chinese positions | Mile requires a college diploma or above, and Jixi has the relevant specialism preference and the outstanding new graduate branch. | Sample conditions, not a national threshold. | Check the original announcement item by item; the current status is confirmed separately. | Prepare real material according to the actual position. | Jixi does not state the education level, and it cannot be filled in. |
| Occupational training or certification | People hoping to add needs design or teaching ability | BLS says certificates are usually not required and some employers prefer or require them. | Not a uniform entry certificate verified on this page. | Check the employer's requirements, the course objective and the application conditions. | Try first, then check the cost and the value of the feedback. | Completion does not replace actual experience or guarantee hiring. |
| Driving licence and travel | People considering the two United States public positions | Lee County and WV transport require a valid driving licence and the ability to travel. | Only the conditions explicitly stated in each announcement. | Check against the locally valid documents and the employer's statement. | List commuting and travel clearly against the conditions you can accommodate. | Cannot be extended to all of this occupation or to Chinese positions. |
| Professional content and industry conditions | People designing specific industry training | The Mile coal mine knowledge and safety training experience preference are employer requirements. | Not a national training specialist licence. | Check the position content and the expert review responsibility. | Add knowledge of the target industry, without buying unrelated qualifications. | A general paper work does not prove on-site coal mine safety ability. |
| Real works and data boundaries | New graduates or career changers making a work for the first time | Show the reviewable process of needs, guide, revision and evaluation. | An editorial suggestion, not a uniform employer application condition. | Use your own or permitted material and note what was not implemented. | Paper is enough; there is no need to buy a platform. | A work does not replace formal qualification or a basis for personal information processing. |
Fictional 6 new members, 8 problems received: 01 missing request number, 02 missing purpose, 03 missing booking date, 04 missing purpose, 05 missing request number; 06—08 permission not opened. The first 5 cases are the field checking exercise, and the last 3 are handed to the authorised person, not handled by adding a course or opening permission on your own.
Rule: the three fields of request number, purpose and booking date must all be filled in, and the format is not scored. Complete example: R01 / borrowing material / 2026-10-08; missing example: R02 / blank / 2026-10-09. First extract the three fields, then check whether they are complete; missing items are returned to the person who filled them in for completion, and permission problems go to the authorised person. Each correct judgement of whether a field is filled in scores 1 point, out of 3, and only 3 passes. Write a one-page short guide and reference feedback for the two examples.
First version 30 minutes: needs 5, demonstration 5, individual practice 10, review 5, test 5. A asks for a change to 25 minutes with the objective and scoring unchanged; the 10 minute individual practice and the 5 minute test must not be deleted, and needs, demonstration and review must each have at least 3 minutes. Record at least two changes and the reasons.
B adds an offline requirement on the basis of A and forbids personal devices, with the time still 25 minutes and the objective and scoring unchanged. Use a paper fictional form instead of the online example, show the first, A and B versions, and explain at least the time and the medium categories of change; no real teaching is needed.
6 people plan to attend, A—E attend, and F is absent with no score. Pre-test and post-test: A1 with the post-test 3, B1 with the post-test 2, C2 with the post-test 3, D2 with the post-test 3, and E3 with the post-test 3; the T1 three-field correct judgement scoring is used, 1 point per field, 3 points in total, and 3 passes. Calculate the attendance rate, the paired mean and the pass change, and do not fill F with zero.
T1 reference: 5 cases of missing fields and 3 permission problems; the missing example R02 has a blank purpose and is returned for completion. T2 A can have needs 3, demonstration 3, practice 10, review 4 and test 5, 25 in total; B keeps the allocation and switches to the paper example and test. T3 attendance 5/6=83.33%; the paired pre-test 9/5=1.8 and post-test 14/5=2.8, up 1 point; passing goes from 1/5=20% to 4/5=80%, up 60 percentage points. B's post-test of 2 needs targeted practice, and F's absence is recorded as no score.
The four works are the needs classification, the three-field short guide, the three-version activity and the evaluation handover. All fictional, and anything not implemented is noted; without workplace application and control material, a performance improvement or ROI caused by training is not inferred, and no real employee labels are given.
Extract the T1 eight cases and the rule, and list the 5 cases of missing fields, the 3 permission problems and the handling recipient.
Write the steps, the complete and missing examples and the feedback for the three fields, and check whether it can be used independently.
Write the five activity segments totalling 30 minutes and check that the objective and the 3 point scoring are consistent.
Change to 25 minutes under the minimum duration constraint, and explain the reasons for what is cut and kept.
On the basis of A, change to offline paper, keep 25 minutes and the objective, and list the differences between the three versions.
Calculate the T3 attendance, mean and pass rate, and record B's targeted practice and F's no score.
Organise the four works, the permission and the not-implemented note, and choose a next step that can get specific feedback.
Typical duties：Distinguish learning problems, process and permission, and form the items to be checked.
Promotion evidence：T1 eight case classification and the three-field objective.
Qualification boundary：A paper judgement does not replace organisational resource approval.
Next step：Ask a permitted trial reader to check whether the objective is clear.
Typical duties：Write the steps, the complete and missing examples into notes that can be checked independently.
Promotion evidence：The short guide and specific feedback.
Qualification boundary：Professional standards go to experts, and the material permission is checked separately.
Next step：Revise according to the trial read problems and keep the versions.
Typical duties：Adjust the guide, module and feedback to the audience and conditions.
Promotion evidence：The note on the T2 offline revision with the objective unchanged.
Qualification boundary：A tool is not a universal entry certificate, and employer requirements are checked item by item.
Next step：Obtain specific material feedback in a permitted environment.
Typical duties：Break down complex tasks and review whether the problem suits a training solution.
Promotion evidence：Reviewable needs, versions and your own contribution in a real project.
Qualification boundary：Experience does not automatically grant budget or personnel permission.
Next step：Add target industry knowledge and expert collaboration.
Typical duties：Map the objective to the demonstration, practice and test.
Promotion evidence：The T2 first version of 30 minutes and the scoring rule.
Qualification boundary：A paper work that was not actually delivered must be noted.
Next step：Check whether readers understand the activity instructions.
Typical duties：Compress the non-core segments while the objective stays unchanged.
Promotion evidence：The A version of 25 minutes and the minimum duration total.
Qualification boundary：A feedback task is not a uniform employer examination.
Next step：Explain the trade-off and ask for specific feedback.
Typical duties：Cumulatively accept the offline condition and check the equipment and material.
Promotion evidence：The B version paper demonstration and test, 25 minutes.
Qualification boundary：Real equipment and platform operation need organisational permission.
Build up actual feedback in a permitted learning activity.
Typical duties：Write the purpose of the scoring, the pass and the attendance record.
Promotion evidence：The three fields score 1 point each, with 3 to pass.
Qualification boundary：The prompt rule is editorial, not a general examination.
Next step：Check whether the evaluation corresponds to the objective.
Typical duties：Record attendance, paired scores and absences separately.
Promotion evidence：T3 five pairs of scores, with F having no score.
Qualification boundary：Do not fill with zero or publish real employee records.
Next step：Organise reviewable records within the necessary scope.
Typical duties：Calculate the mean and the pass rate, and explain the different denominators.
Promotion evidence：1.8 to 2.8, 20% to 80%, and 60 percentage points.
Qualification boundary：Without workplace application and a control, no causal ROI is inferred.
Hand over B's targeted practice and the unknown items.
Extract the task difficulty, distinguish missing fields from permission, and write an observable objective.
Turn the objective into a guide, examples and activities, and revise after listening to feedback.
Check attendance, pairing, scoring and the material purpose, and hand over accurate records.
Use real feedback to add complex design or facilitation ability; management responsibility and qualification are checked separately.
Cannot show：The United States overall projection does not say that every region or industry is the same, average annual openings are not net additions, and no AI causal figure is split out.
Cross-industry United States risk framework · Cross-industry background, not an effect study for this occupation
Privacy, information integrity and human-machine responsibility
Generative AI risk boundary
NIST provides a cross-industry generative AI risk framework to help check material facts, privacy and responsibility; it is not a training specialist effect study and does not prove that learning results or bargaining income have improved.
Cannot show：NIST is a cross-industry risk framework, not an AI adoption or effect ratio; the organisational material purpose and approval are still checked against the specific responsibility.
Four historical employers in China and the United States · Each employer's position, not a national total
Four samples of duties, qualification and quotes
Historical position conditions and the sample boundary
The four employers' historical positions show differences in duties and conditions; the two United States ones have closed, and whether the two Chinese ones are currently open is not verified. There is no representative current total, so recruitment heat or a growth rate is not calculated.
Cannot show：The four historical recruitments do not represent the current total, and demand change cannot be calculated nor employment guaranteed.
These are ability adjacencies and do not mean automatic promotion or no further training.
Transferable：Learning objectives, expert communication and the training process can provide background.
To be added：Add learning resources, budget, staffing and project management responsibility. Moving from delivery to management requires proving different responsibility, without automatic promotion.
View occupation detailsTransferable：Learning support and employee communication have a task connection.
To be added：Add recruitment, employment records, policy and specific HR duties. Training ability does not replace the full range of HR position requirements.
View occupation detailsTransferable：Scheduling, collaboration and version handover can form a foundation.
To be added：Add cross-task project schedule, procurement, staffing and budget management. Training programme experience cannot automatically extend to projects in other industries.
View occupation detailsTransferable：Educational material and learning evaluation methods can form a connection.
To be added：Add community health needs, health content and programme evaluation. The audience and professional content differ, and medical diagnostic authority is not granted.
View occupation detailsTransferable：Training objectives, delivery and the evaluation background can support learning management discussion.
To be added：Add the manager's resources, budget, staffing and project coordination. Management responsibility is an independent transition and does not happen automatically by years of service.
View occupation detailsTransferable：Records, communication and the employee learning background relate to some HR tasks.
To be added：Add recruitment policy, employee records and position-specific work. HR duties and employer conditions need independent checking, and training experience does not automatically satisfy every task.
View occupation detailsTransferable：Coordinating scheduling and task handover can be used for project management preparation.
To be added：Add project scope, procurement, staffing and budget responsibility. Ability must be checked against the target project's actual output.
View occupation detailsTransferable：Material design and learning feedback can be used for health education discussion.
To be added：Add community audiences, health content and programme evaluation methods. Health education is not a copy of ordinary training, nor a clinical permission.
View occupation detailsSpecialists focus on needs, material, teaching and evaluation; managers coordinate resources and people, HR covers recruitment records and policy, project management coordinates schedule and budget, and health education faces community health audiences. A similar name does not mean the same responsibility.
Use the fictional T1 three-field guide, the T2 cumulative activity revisions and the T3 paired data to make paper works, with no real learners or platform needed; note what was not implemented, and do not pose as work experience or replace the employer's qualification.
The United States typical path is a bachelor's degree and relevant experience, but specific employers have different substitution branches; certificates are usually not required, and some employers prefer or require them. The Chinese historical sample conditions are checked separately and do not establish a unified national threshold.
Drafts, items and organisation assistance can be discussed, but the evidence on this page is insufficient to give an adoption rate, replacement rate or net time saving for this occupation. Needs judgement, professional review, actual facilitation and evaluation responsibility still need people to confirm.
The Chinese 2025 pre-tax annual average of 155,491 yuan for broad professional and technical positions above the designated size is a background chosen by teaching design and evaluation tasks, not a training specialist standalone median, percentile or personal range; the actual grouping is checked by work, and individual freelancers are excluded. Mile is 5000—6000 yuan per month, and Jixi is 4000—5000 yuan with the period unstated. The United States 2025 national US dollar annual wage is listed separately, and the precise Chinese wage distribution is still missing.
Distinguish learning gaps, process and permission; check the professional content, the material permission and the purpose of employee records; evaluation checks pairing and gaps, and does not infer a certain work benefit from course completion or a post-test improvement.
Observe whether there is willingness to investigate, break down steps, design practice, revise after listening to feedback and check calculations; SI is occupational interest background, and a personality type or one experience is not a hiring judgement or a psychological diagnosis.
Organise the needs classification, the three-field guide, the three-version activity and the paired evaluation handover. T2 keeps the time, objective and offline condition, and T3 notes the 5 pairs of scores and F's absence; all fictional and not implemented.
Content standards go to professional experts, permission to the authorised person, and the material purpose and resource approval are checked along the organisational responsibility. The paper exercise only records problems and does not handle real accounts or employee records.
FermatMind career content editor
2026-10-12 reviewed this occupation's O*NET tasks and SI interest, the BLS national quintiles, industry medians and the EP2025 through 2035 projection, and the four historical employer original announcements. The Jixi original page is readable, and 4000—5000 yuan still does not state the period; the NBS2025 broad professional and technical position basis and the Chinese personal information law method apply on the basis just checked in this window, and the reference is not used to replace this occupation's precise distribution or AI causation.
O*NET profiles for this occupation and its adjacents, the BLS wage and employment method, four historical employer entries, Chinese personal information law and NIST; each source supports only its own claim, and the editorial exercise does not pose as empirical evidence.
Usage limitations：United States duty background; a transition needs the corresponding ability to be proven independently and is not an automatic qualification.
Usage limitations：United States duty background; a transition needs the corresponding ability to be proven independently and is not an automatic qualification.
Usage limitations：United States background does not replace Chinese requirements, a personal starting wage or an AI causal change.
Usage limitations：It is not an automatic permission for wages, a national training qualification or every processing situation.
Usage limitations：It is not external statistics, a hiring guarantee, a uniform examination or causal effect evidence.
Usage limitations：Closed; the specific position conditions do not represent a national threshold or total demand.
Usage limitations：United States duty background; a transition needs the corresponding ability to be proven independently and is not an automatic qualification.
Usage limitations：The wage period and the education level are not specified; whether it is currently open is not verified and it does not represent national statistics.
Usage limitations：Not an adoption rate, replacement rate, net time saving or learning effect study for this occupation.
Usage limitations：The method page does not separately provide wages for this occupation and is not the same as total income.
Usage limitations：Task interest cannot imply a unified Chinese qualification; the old O*NET employment year does not represent the BLS2025 through 2035 projection on this page.
Usage limitations：Task interest cannot imply a unified Chinese qualification; the old O*NET employment year does not represent the BLS2025 through 2035 projection on this page.
Usage limitations：The industry and experience preference support only that employer; whether it is currently open is not verified, and it is not a national wage.
Usage limitations：The wage period and the education level are not specified; whether it is currently open is not verified and it does not represent national statistics.
Usage limitations：Closed, the substitution formula is not published and is not filled in, and the quote is not annualised or extended to all positions.
Usage limitations：The endpoint display values are rounded; the net increase uses the original table, and no separate AI causation, personal hiring or identical Chinese change is inferred.
Usage limitations：United States background does not replace Chinese requirements, a personal starting wage or an AI causal change.
Usage limitations：Task interest cannot imply a unified Chinese qualification; the old O*NET employment year does not represent the BLS2025 through 2035 projection on this page.
Usage limitations：United States duty background; a transition needs the corresponding ability to be proven independently and is not an automatic qualification.
Usage limitations：Task interest cannot imply a unified Chinese qualification; the old O*NET employment year does not represent the BLS2025 through 2035 projection on this page.
Usage limitations：United States duty background; a transition needs the corresponding ability to be proven independently and is not an automatic qualification.
Usage limitations：United States duty background; a transition needs the corresponding ability to be proven independently and is not an automatic qualification.
Usage limitations：United States duty background; a transition needs the corresponding ability to be proven independently and is not an automatic qualification.
Usage limitations：United States duty background; a transition needs the corresponding ability to be proven independently and is not an automatic qualification.
Usage limitations：United States background does not replace Chinese requirements, a personal starting wage or an AI causal change.
Usage limitations：The annual wage is employee wage statistics, excludes self-employment, and is not a seniority ladder or personal take-home pay.
Usage limitations：The endpoint display values are rounded; the net increase uses the original table, and no separate AI causation, personal hiring or identical Chinese change is inferred.
Usage limitations：It is not an automatic permission for wages, a national training qualification or every processing situation.
Usage limitations：It is not external statistics, a hiring guarantee, a uniform examination or causal effect evidence.
Usage limitations：Not a standalone median, percentile, starting pay or personal range for this occupation, not an official China-United States occupational equivalence, and it does not replace the historical quote period, the precise Chinese gap or AI causation.
For career exploration; a historical sample does not represent current recruitment or the whole industry, and the works and paper evaluation do not replace qualification, actual results or organisational approval. Chinese and United States wages, employment and employer conditions are checked separately and are not interchanged as national requirements. The United States annual wage, the WV fortnightly wage, the Mile monthly wage and the Jixi quote with no stated period are not mixed in calculation. The two United States entries have closed, and whether the Chinese ones are currently open is not verified; the AI ratio and the Chinese national statistics keep the visible gap.
MBTI (English) · Big Five (English) · MBTI (Chinese) · Big Five (Chinese)
Locate 'I don't understand' or 'too fast' in the steps, the examples or the practice conditions, then adjust and ask the reader to check whether it is solved. Keep the first version and the reasons for change, and do not use the other person's personal label as the explanation.
Check the teaching material permission, the employee material purpose and the recipient permission separately. The Chinese processing purpose and necessary scope are confirmed against the real situation; the paper task uses only fictional material and does not operate real permissions.
Evaluation first checks attendance, pairing, scoring and gaps. The five pairs of scores in T3 have F absent with no score, not filled with zero; the mean goes from 1.8 to 2.8 and the pass rate from 20% to 80%, and B's post-test of 2 needs targeted practice. Material permission, record purpose and version are also kept, and causal benefit is not inferred without implementation or without workplace application and a control.
Typical duties：Handle questions from different bases and check the interaction and practice results.
Promotion evidence：Real activity records, problems and revision contributions.
Qualification boundary：Classroom satisfaction does not directly replace workplace application.
Next step：Add complex teaching methods, without automatically moving to manager responsibility.
Typical duties：Evaluate the material and methods against real tasks and feedback.
Promotion evidence：Your own contribution, the versions and the conclusion limits.
Qualification boundary：Management, personnel or permission decisions are checked by the corresponding responsible person.
Next step：Add evaluation methods or check the adjacent position requirements.
Usage limitations：Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
