In guidelines and in descriptions of effective programs, educators are generally described as understanding of adult education principles, believers in lifelong learning, respectful of diversity and the views of all interest groups, responsible to multiple partners, and knowledgeable about business, unions and industry. The CLC (2000) describes quality educators as “sensitive to diversity, open-minded, willing to learn, resourceful, creative, democratic, approachable… comfortable in open-ended situations” (p. 58).

A variety of good practice statements point to more specific characteristics: customize curriculum from individual and organizational needs, integrate basic skills into job training, work collaboratively with a workplace committee/team, use technology as appropriate, and work with other trainers to offer a wider range of learning opportunities.

In an Australian model (Bradley et. al., 2000), the workplace educator’s most significant role is being a member of an industrial training team. There, the educator ensures that language and literacy are integrated into large-scale training strategies for the industry. Other educational roles emphasize cooperative teamwork with a job trainer, developing materials, and ensuring good practice in assessment.

Some guidelines (8) place importance on providing professional development opportunities and career avenues for workplace educators. Participants in the think tank expressed general support in stating the need for “strategic approaches to development” (McLeod, 1995, p. 18). Despins and others (1997) get more specific by describing professional development as necessary to keep abreast of developing needs in business, labour and with learners. They recommend training on international quality systems for instance. They also suggest a career ladder for educators with introductory and advanced training.