Training and Development Specialists
Business and Financial Operations Occupations- O*NET-SOC 代码
- 13-1151.00
Design or conduct work-related training and development programs to improve individual skills or organizational performance. May analyze organizational training needs or evaluate training effectiveness.
- 数据来源: BLS发布时间: 2026-08
很高· 相对
低四级相对区间很高职业群单位数值
尺度 · 母数 · 来源
四级相对类别（低 / 中等 / 高 / 很高）
以BLS就业预测表中831个细分职业为基数。取值按 NEM（全国就业矩阵）代码给定，因此共用同一 NEM 代码的职业得到相同分档
- 数据来源: Anthropic发布时间: 2026-03
0.279
0.000此处所载数值的范围0.745尺度 · 母数 · 来源
- 数据来源: ILO发布时间: 2025
0.41–0.47· ISCO-08 职业组 2 个
尺度 · 母数 · 来源
生成式AI暴露度指数，按发布原值0–1
按 ISCO-08 细类（4 位）发布的数值。按原样应用美国劳工统计局（BLS）的官方对照表（ISCO-08→2010 SOC、2010 SOC→2018 SOC）关联到本职业，对应关系为全部或部分对应
该来源发布的是什么性质的数值
BLS的类别是相对排位而非绝对水平，也不是一手测量：它把多项已发表研究给出的职业百分位排名归并为四个等级。它不是就业或工资预测，不是采用概率，也不区分自动化与增强。
各关联 ISCO-08 职业组的 ILO 数值
- ISCO-08 2356Information Technology Trainers0.47
- ISCO-08 2424Training and Staff Development Professionals0.41
Task-level exposure
仅显示有暴露的工作已评分任务 20 项 · β ≥ 0.5 的任务 20 项（100.0%）
β = 直接暴露（E1）+ 0.5 × 借助工具时的暴露（E2），依据原始代码库的定义。
- 原始单位：O*NET 27.2 任务 → O*NET 31.0 职业代码
- 所有已评分任务均在 O*NET 31.0 任务列表中。
- 来源
- OpenAI "GPTs are GPTs" exposure rubric
- 版本
- gh-main-0471612
- 许可
- MIT License, Copyright (c) 2024 OpenAI
| Task (O*NET 30.2) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Obtain, organize, or develop training procedure manuals, guides, or course materials, such as handouts or visual materials.13-1151.00 | 0.110084.6 | 0.020050.0 |
Evaluate training materials prepared by instructors, such as outlines, text, or handouts.13-1151.00 | 0.01007.7 | 0.010025.0 |
Design, plan, organize, or direct orientation and training programs for employees or customers.13-1151.00 | 0.01007.7 | —0 |
Monitor, evaluate, or record training activities or program effectiveness.13-1151.00 | 0.00000.0 | 0.010025.0 |
Offer specific training programs to help workers maintain or improve job skills.13-1151.00 | 0.00000.0 | 0.00000.0 |
Present information with a variety of instructional techniques or formats, such as role playing, simulations, team exercises, group discussions, videos, or lectures.13-1151.00 | 0.00000.0 | —0 |
| Not observed on any surface — 14 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | ||
Keep up with developments in area of expertise by reading current journals, books, or magazine articles. | —0 | —0 |
Schedule classes based on availability of classrooms, equipment, or instructors. | —0 | —0 |
Attend meetings or seminars to obtain information for use in training programs or to inform management of training program status. | —0 | —0 |
Coordinate recruitment and placement of training program participants. | —0 | —0 |
Develop alternative training methods if expected improvements are not seen. | —0 | —0 |
Assess training needs through surveys, interviews with employees, focus groups, or consultation with managers, instructors, or customer representatives. | —0 | —0 |
Select and assign instructors to conduct training. | —0 | —0 |
Devise programs to develop executive potential among employees in lower-level positions. | —0 | —0 |
Negotiate contracts with clients for desired training outcomes, fees, or expenses. | —0 | —0 |
Evaluate modes of training delivery, such as in-person or virtual, to optimize training effectiveness, training costs, or environmental impacts. | —0 | —0 |
Monitor training costs and prepare budget reports to justify expenditures. | —0 | —0 |
Supervise, evaluate, or refer instructors to skill development classes. | —0 | —0 |
Refer trainees to employer relations representatives, to locations offering job placement assistance, or to appropriate social services agencies, if warranted. | —0 | —0 |
Develop or implement training programs related to efficiency, recycling, or other issues with environmental impacts. | —0 | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Evaluate training materials prepared by instructors, such as outlines, text, or handouts.O*NET Task ID 101 | 1.0 |
Obtain, organize, or develop training procedure manuals, guides, or course materials, such as handouts or visual materials.O*NET Task ID 20475 | 1.0 |
Keep up with developments in area of expertise by reading current journals, books, or magazine articles.O*NET Task ID 93 | 0.5 |
Present information with a variety of instructional techniques or formats, such as role playing, simulations, team exercises, group discussions, videos, or lectures.O*NET Task ID 94 | 0.5 |
Schedule classes based on availability of classrooms, equipment, or instructors.O*NET Task ID 95 | 0.5 |
Offer specific training programs to help workers maintain or improve job skills.O*NET Task ID 97 | 0.5 |
Monitor, evaluate, or record training activities or program effectiveness.O*NET Task ID 98 | 0.5 |
Attend meetings or seminars to obtain information for use in training programs or to inform management of training program status.O*NET Task ID 99 | 0.5 |
Coordinate recruitment and placement of training program participants.O*NET Task ID 100 | 0.5 |
Develop alternative training methods if expected improvements are not seen.O*NET Task ID 102 | 0.5 |
Assess training needs through surveys, interviews with employees, focus groups, or consultation with managers, instructors, or customer representatives.O*NET Task ID 103 | 0.5 |
Select and assign instructors to conduct training.O*NET Task ID 105 | 0.5 |
Devise programs to develop executive potential among employees in lower-level positions.O*NET Task ID 106 | 0.5 |
Negotiate contracts with clients for desired training outcomes, fees, or expenses.O*NET Task ID 108 | 0.5 |
Refer trainees to employer relations representatives, to locations offering job placement assistance, or to appropriate social services agencies, if warranted.O*NET Task ID 111 | 0.5 |
Develop or implement training programs related to efficiency, recycling, or other issues with environmental impacts.O*NET Task ID 19558 | 0.5 |
Evaluate modes of training delivery, such as in-person or virtual, to optimize training effectiveness, training costs, or environmental impacts.O*NET Task ID 19559 | 0.5 |
Design, plan, organize, or direct orientation and training programs for employees or customers.O*NET Task ID 20474 | 0.5 |
Monitor training costs and prepare budget reports to justify expenditures.O*NET Task ID 20476 | 0.5 |
Supervise, evaluate, or refer instructors to skill development classes.O*NET Task ID 20477 | 0.5 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
O*NET 31.0 全部任务（20 项）
本职业在 O*NET 31.0 中的全部任务（英文原文；任务类型为核心或补充）。暴露值不列在此清单中，而在上方表格里，位于各来源所用 O*NET 版本的任务表述旁。
| 任务（O*NET 31.0） | 类型 |
|---|---|
| Keep up with developments in area of expertise by reading current journals, books, or magazine articles. | 核心 |
| Present information with a variety of instructional techniques or formats, such as role playing, simulations, team exercises, group discussions, videos, or lectures. | 核心 |
| Schedule classes based on availability of classrooms, equipment, or instructors. | 核心 |
| Offer specific training programs to help workers maintain or improve job skills. | 核心 |
| Monitor, evaluate, or record training activities or program effectiveness. | 核心 |
| Attend meetings or seminars to obtain information for use in training programs or to inform management of training program status. | 核心 |
| Coordinate recruitment and placement of training program participants. | 核心 |
| Evaluate training materials prepared by instructors, such as outlines, text, or handouts. | 核心 |
| Develop alternative training methods if expected improvements are not seen. | 核心 |
| Assess training needs through surveys, interviews with employees, focus groups, or consultation with managers, instructors, or customer representatives. | 核心 |
| Select and assign instructors to conduct training. | 核心 |
| Devise programs to develop executive potential among employees in lower-level positions. | 核心 |
| Negotiate contracts with clients for desired training outcomes, fees, or expenses. | 核心 |
| Evaluate modes of training delivery, such as in-person or virtual, to optimize training effectiveness, training costs, or environmental impacts. | 核心 |
| Design, plan, organize, or direct orientation and training programs for employees or customers. | 核心 |
| Obtain, organize, or develop training procedure manuals, guides, or course materials, such as handouts or visual materials. | 核心 |
| Monitor training costs and prepare budget reports to justify expenditures. | 核心 |
| Supervise, evaluate, or refer instructors to skill development classes. | 核心 |
| Refer trainees to employer relations representatives, to locations offering job placement assistance, or to appropriate social services agencies, if warranted. | 补充 |
| Develop or implement training programs related to efficiency, recycling, or other issues with environmental impacts. | 补充 |
0.00/ 3· 机器人暴露指数
尺度 · 母数 · 来源
对每项体力任务，按已实际部署、销售或演示的机器人能够完成它的环境评定 0–3 级（0 不可 · 1 围栏式机器单元、灌装线等机器人专用设施 · 2 医院药房、集装箱港口等受管理的设施 · 3 私人住宅、建筑工地等非结构化环境），再按工作时间占比求平均
以该职业 O*NET 29.3 任务中的体力任务为准
等级与时间占比由 Anthropic 使用 Claude Opus 5（网络搜索）估算（截至 2026 年）。
机器人暴露指数与本站的 AI 暴露度是不同的指标，不能相加或相互比较。该指数不代表实际采用情况或成本竞争力，0 也包括没有体力任务的职业。
每项体力任务的等级
该职业的 O*NET 29.3 任务中没有被归类为体力任务的任务。
职业信息
就业展望（BLS）
- 就业人数，2025
- 473K
- 预计就业人数，2035
- 524K
- 变化 (2025–35)
- +10.8%
- 年薪中位数，2025
- $69,280
- 入职通常所需学历
- Bachelor's degree
韩国职业分类关联（KSCO）
来自 AI Changing Work 制作的 Korea Occupation Direct Crosswalk v1.1 当前版本的关联。关系值从 O*NET-SOC 职业一侧解读。
| KSCO 代码 | KSCO 名称 | 关系 | 状态 |
|---|---|---|---|
| 26491 | 교육 연수 기관 강사 | 本职业范围更宽 | 已确认 |
| 26492 | 기업체 직무 훈련 강사 | 本职业范围更宽 | 已确认 |
| 31220 | 교육 및 훈련 사무원 | 本职业范围更宽 | 已确认 |
| 26430 | 정보통신기술 강사 | 有重叠，但不相同 | 已确认 |
关系与状态的定义(kr-direct v1.1)
国际劳工组织（ILO）职业说明
以下 ISCO-08 职业组由 AI Changing Work 原样套用美国劳工统计局（BLS）发布的对照表（2018 SOC→2010 SOC、2010 SOC→ISCO-08）、不逐案取舍，与本职业相关联；每项关联可能是完全对应，也可能是部分对应。
- ISCO-08 2356Information Technology Trainers
信息技术培训师
- ISCO-08 2424Training and Staff Development Professionals
培训和员工发展专业人员
自行翻译
自行翻译 · 非 ISCO 官方词汇 — 未经国际劳工组织审核。
Sources: ILO ISCO-08 — details: Credits
ESCO 职业词汇
以下每一项都是在已公开的ESCO-O*NET Crosswalk（第 1 版，2022 年）中与本职业逐项对应的。对应类型出自该对照表；表述出自 AI Changing Work。
- ICT trainerESCO 2356.1本职业范围更宽
ICT trainers conduct training-needs analysis and design programs to train students in the use of software packages and information systems accordingly. They produce and update existing training materials (content and method), deliver effective training in classroom, online or informally, monitor, evaluate and report effectiveness of training. They maintain and update expertise on specialised ICT subjects and evaluate and report on students' performance.
- business coachESCO 2424.1有重叠，但不相同
Business coaches guide employees of a company or other institution in order to improve their personal effectiveness, increase their job satisfaction, and positively impact their career development in the business setting. They do this by leading the coachee (the person who is being coached) to resolution of their challenges by their own means. Business coaches aim to address specific tasks or reach specific goals, as opposed to overall development.
- corporate trainerESCO 2424.2有重叠，但不相同
Corporate trainers train, coach, and guide employees of a company to teach and improve their skills, competences and knowledge in accordance with the needs of the company. They develop the existing potential of the employees to increase their efficiency, motivation, job satisfaction, and employability.
- corporate training managerESCO 2424.3有重叠，但不相同
Corporate training managers coordinate all the training activities and development programmes in a company. They also design and develop new training modules and supervise all the activities related to the planning and delivery of these programmes.
- instructional designerESCO 2359.8有重叠，但不相同
Instructional designers develop instructional material for training courses using multimedia technology and authoring tools. They aim to create instructional experiences which make the acquisition of knowledge and skills more efficient, effective, and appealing.
来源: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
许可: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
法国职业分类关联（ROME）
本职业与 ROME 4.0 职业条目（fiche）之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。标为「暂定」的关联仅凭同一模型系列（Claude）两位判定者的判定采纳，或对其判定适用运营方规则后采纳，因此其依据弱于已确认的关联。
| ROME 代码 | ROME 名称（法语） | 关系 |
|---|---|---|
| K2114 | Formateur / Formatrice qualité | 本职业范围更宽 |
| K2101 | Conseiller consultant / Conseillère consultante en formation | 本职业范围更宽暂定 |
| K2142 | Animateur-coordinateur / Animatrice-coordinatrice de formation | 本职业范围更宽暂定 |
| K2145 | Formateur / Formatrice de formateurs | 本职业范围更宽暂定 |
| M1505 | Chargé / Chargée de formation en entreprise | 本职业范围更宽暂定 |
| K2111 | Formateur / Formatrice | 有重叠，但不相同暂定 |
| K2124 | Formateur / Formatrice conduite d'engins motorisés et de levage | 相关，但不对应 |
| G1238 | Animateur / Animatrice d'atelier multimédia | 相关，但不对应暂定 |
| K2119 | Consultant / Consultante en ingénierie pédagogique | 相关，但不对应暂定 |
| K2126 | Conseiller / Conseillère en validation des acquis de l'expérience | 相关，但不对应暂定 |
| K2132 | Responsable ingénierie de la formation professionnelle | 相关，但不对应暂定 |
Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.
ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.
(AI Changing Work link release: fr-direct v1)
西班牙职业分类关联（CNO-11）
本职业与 CNO-11 职业之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。
| CNO-11 代码 | CNO-11 名称（西班牙语） | 关系 |
|---|---|---|
| 2625 | Especialistas en formación de personal | 范围相同暂定 |
| 2325 | Instructores en tecnologías de la información en enseñanza no reglada | 相关，但不对应暂定 |
Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.
(AI Changing Work link release: es-direct v1)
德国职业分类关联（KldB）
本职业与 KldB 职业之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。
| KldB 代码 | KldB 名称（德语） | 关系 |
|---|---|---|
| 84224 | Berufe in der betrieblichen Ausbildung und Betriebspädagogik - hoch komplexe Tätigkeiten | 本职业范围更宽暂定 |
| 71514 | Berufe in der Personalentwicklung und -sachbearbeitung - hoch komplexe Tätigkeiten | 有重叠，但不相同暂定 |
| 84223 | Berufe in der betrieblichen Ausbildung und Betriebspädagogik - komplexe Spezialistentätigkeiten | 有重叠，但不相同暂定 |
| 84404 | Berufe in der Erwachsenenbildung (ohne Spezialisierung) - hoch komplexe Tätigkeiten | 相关，但不对应 |
| 84444 | Berufe im IT-Anwendungstraining - hoch komplexe Tätigkeiten | 相关，但不对应 |
| 84484 | Lehrkräfte an außerschulischen Bildungseinrichtungen (sonstige spezifische Tätigkeitsangabe) - hoch komplexe Tätigkeiten | 相关，但不对应暂定 |
Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.
(AI Changing Work link release: de-direct v1)
日本职业分类关联（JSCO）
本职业与 JSCO 职业之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。
| JSCO 代码 | JSCO 名称（日语） | 关系 |
|---|---|---|
| 199 | その他の教員 | 相关，但不对应 |
| 252 | 人事事務員 | 相关，但不对应暂定 |
Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.
(AI Changing Work link release: jp-direct v1)
本页数据的来源与许可，以及 AI Changing Work 的修改与翻译说明：致谢与来源