Explore jobs
Find specific jobs
Explore careers
Explore professions
Best companies
Explore companies
Job outlook for senior training analysts in the United States
Senior training analyst job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected senior training analyst job growth rate is 7% from 2018-2028.
About 2,900 new jobs for senior training analysts are projected over the next decade.
Senior training analyst salaries have increased 9% for senior training analysts in the last 5 years.
There are over 6,326 senior training analysts currently employed in the United States.
There are 38,308 active senior training analyst job openings in the US.
The average senior training analyst salary is $78,865.
Are senior training analyst jobs in demand?
Senior training analyst job and salary trends over time
Senior training analyst jobs over time
Senior training analyst job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 6,326 | 0.00% |
| 2020 | 6,009 | 0.00% |
| 2019 | 5,906 | 0.00% |
| 2018 | 5,506 | 0.00% |
| 2017 | 5,299 | 0.00% |
Average senior training analyst salary over time
Senior training analyst salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $78,865 | $37.92 | +2.0% |
| 2024 | $77,303 | $37.16 | +1.8% |
| 2023 | $75,932 | $36.51 | +2.9% |
| 2022 | $73,825 | $35.49 | +2.3% |
| 2021 | $72,175 | $34.70 | +3.1% |
Senior training analyst jobs by state
Most common states for senior training analysts
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 220 | 32% |
| 2 | Virginia | 8,470,020 | 958 | 11% |
| 3 | New Hampshire | 1,342,795 | 141 | 11% |
| 4 | Massachusetts | 6,859,819 | 712 | 10% |
| 5 | Maryland | 6,052,177 | 620 | 10% |
| 6 | Minnesota | 5,576,606 | 542 | 10% |
| 7 | Alabama | 4,874,747 | 471 | 10% |
| 8 | Arkansas | 3,004,279 | 287 | 10% |
| 9 | Maine | 1,335,907 | 140 | 10% |
| 10 | Montana | 1,050,493 | 105 | 10% |
| 11 | North Dakota | 755,393 | 76 | 10% |
| 12 | Kansas | 2,913,123 | 255 | 9% |
| 13 | Mississippi | 2,984,100 | 255 | 9% |
| 14 | Delaware | 961,939 | 87 | 9% |
| 15 | Georgia | 10,429,379 | 862 | 8% |
| 16 | Kentucky | 4,454,189 | 347 | 8% |
| 17 | Iowa | 3,145,711 | 264 | 8% |
| 18 | New Mexico | 2,088,070 | 157 | 8% |
| 19 | Wyoming | 579,315 | 49 | 8% |
| 20 | Vermont | 623,657 | 47 | 8% |
Most common cities for senior training analysts
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Annapolis | 1 | 3% | $76,409 |
| 2 | Newport Beach | 1 | 1% | $88,670 |
| 3 | San Diego | 1 | 0% | $87,446 |
| 4 | Washington | 1 | 0% | $75,775 |
Senior Training Analyst job outlook: Expert opinions
Our panel of senior training analyst experts
University of California, Irvine
Coastal Carolina University
University of Denver
Colorado State University
Rocky Mountain College
Monmouth University
Marshall University
Montclair State University
San Diego State University
Quinnipiac University
David Feldman Ph.D.
Professor of Urban Planning and Public Policy and Political Science, Director, Water UCI, Director, MPP ProgramUniversity of California, Irvine
Urban Planning and Public Policy
What skills stand out on Senior Training Analyst resumes?
David Feldman Ph.D.: Succinct writing, critical thinking, strong quantitative analytical skills.
Sourav Batabyal Ph.D.
Assistant Professor, Finance and EconomicsCoastal Carolina University
Finance and Economics Department
How do you envision technology impacting Senior Training Analysts in the next 5 years?
Sourav Batabyal Ph.D.: Technology helped to mitigate the impact of COVID-19 on education systems. Due to the outbreak of the coronavirus, all Spring 2020 classes were transferred to the online format. Even though many courses are taught by synchronous online modality, Fall 2020 saw the return of a few F2F and hybrid classes. Due to the continued uncertainties related to the potential spread of COVID-19, the American Economic Association (AEA) transferred its 2021 Annual Meeting to a completely virtual event.
Coastal Office of Online Learning worked diligently with CCU faculty to provide the necessary tools to engage students in a digital learning environment. Both students and teachers are adjusting to the new normal of virtual classrooms through Zoom or Teams. Faculties are integrating many digital learning tools into their courses, e.g., learning management system (Moodle), core instructional tools (Zoom, Teams, Echo360, etc.), academic integrity tools (Turnitin, Respondus Lockdown Browser, etc.), communication tools (Office 365, VoiceThread, etc.), and course content accessibility tools (Ally, Microsoft, Adobe, etc.) for improved course design and engagement.
Online teaching is the need of the hour, but it won't replace F2F instructions in the future, as most students still believe they learn better in a F2F environment. For successful online education, we need to make sure each course is accessible, which means that broadband internet is available to every student. In the coming years, we will continue to improve our digital infrastructure for seamless teaching to avoid any future disruption in education.
Will there be an enduring impact of the coronavirus pandemic on Senior Training Analysts?
Maria Salazar Ph.D.: The coronavirus will have an enduring impact on higher education graduates. In the field of education, graduates have experienced first hand the deep and lasting inequalities that the coronavirus has had on youth and families from Communities of Color. The have seen educational gaps widen into education chasms. They have witnessed the struggles, successes, and resiliency of families as they navigate the impact of the virus. Graduates leave education programs with their eyes wide open to the systemic racism and other isms that impact youth and their families, from education, to healthcare, and beyond.
In teacher education programs, our graduates have had a front row seat to inequality. They have witnessed children and adolescents disengage from schooling and life. They have struggled to support their students' mental and physical health. They ache to be with their students in classrooms, yet fear the repercussions of close contact due to the virus. Yet, they persist, and they keep believing they can make a difference.
What's a day at work look like for a Senior Training Analyst?
Maria Salazar Ph.D.: A day at work for a recent graduate in the field of education is unknown, yet it is known. Schools will certainly change. We will definitely see greater use of technology. Innovation may impact the school day and approach to schooling. Yet, traditional schools may eventually revert to what is known. The factory model of schooling is engrained in U.S. Society. The school enterprise may eventually go back to the "normal" disengaging and alienating model that existed before the virus. And yet, a work day may look radically different. Innovative options for schooling may arise that push beyond the boundaries of what is known. The potential for change is everywhere, in all sectors of the economy. Why not education?
What technical skills for a Senior Training Analyst stand out to employers?
Maria Salazar Ph.D.: Technical skills that stand out to employers in the education sector during and after the time of COVID include interpersonal skills, ability to navigate change and challenges, and commitment to educational equity. Interacting with colleagues, students, and families online is challenging. This requires a set of interpersonal skills that involve a tolerance for uncertainty, risk-taking, creativity, and innovation. The ability to navigate change and challenges is essential during uncertain times. In schools, the landscape is alway changing, and more so in a global pandemic.
It is important to foster a growth-mindset in oneself, and also in one's school community. Employers are also looking for a commitment to educational equity. With emerging consciousness of racial inequality and the need for systems that promote racial justice, employers want to hire people who are culturally competent and can move beyond statements of the value of diversity, to the enactment of educational environments that promote equity for those who are marginalized. This skill set includes: cross-cultural communication, culturally responsive teaching, and strength-based practices.
Dr. Ann Sebald
Assistant Professor, Co-DirectorColorado State University
Center for Educator Preparation
Will there be an enduring impact of the coronavirus pandemic on Senior Training Analysts?
Dr. Ann Sebald: Not sure what is meant by 'enduring'. However, if you are asking if there will be a long/longer term impact of the pandemic on recent graduates entering the teaching profession, I would say yes. As the state continues to work through the fiscal impact of the pandemic, schools will need to identify their priorities. As it relates to in-person learning, educators have done an amazing job at continuous adjustments during the past year. Teacher candidates have learned along-side veteran educators how best to adapt the learning environment for all students and their needs. What we've learned over this past year is being applied in schools around the globe moving forward.
Dr. Stevie Schmitz
Director of EducationRocky Mountain College
Leadership and Distance Education Program
Will there be an enduring impact of the coronavirus pandemic on Senior Training Analysts?
Dr. Stevie Schmitz: I believe that there will be an enduring impact on the entire education system due to the pandemic. Students may experience gaps in their education due to remote learning which will have to be addressed by educational leaders and their faculty members as well as parents. Social emotional stress is bound to be a factor as students return to school. Leaders need to support students and staff with this transition. Educational technology will occupy a new role in public education and we need to embrace and support it. Financial impact will also be a reality for newly graduated educational leaders. Money spent or needing to be spent on safety measures will continue as more students return to school. All of these situations (and others not yet imagined) will impact new leaders.
What are the biggest trends we'll see in the Senior Training Analyst job market given the pandemic?
Antonio Estudillo Ph.D.: A range of considerations come to mind, all of which are interconnected and speak to sustainability in the field of education. Generally speaking, there is a teacher shortage where specific endorsements are concerned (e.g., STEM, Special Education, ESL/working with Multi-Lingual Leaners as well as historically underrepresented students). Of immediate interest is the recruitment and retention of our teaching force that cannot simply pivot how they approach teaching pedagogy, but actually how prospective teacher-educators can change their practices to be more learner-centered, equity-minded, and intentional moving forward (i.e., namely, concentration in quality of technology applications and usage; online learning/blended learning/hybrid intruction).
Specific to the pandemic, this is perhaps most pressing when considering how to better differentiate within and across learning environments/spaces to offer a personalized student experience-facilitating and cultivating meaningful engagement, especially having incoming teachers bring with them an increased/enhanced sense of self and awareness-knowledge of the backgrounds and representation of children of color (Black, Indigenous, and People of Color) and in particular Latinx and Black/African-American students. In addition too, per job market and the current pandemic, there is still a tremendous need to increase and diversify the ethnic-racial representation of the teaching force.
Dr. E.Del Chrol
Chair of Humanities, Professor of ClassicsMarshall University
Humanities Department
What soft skills should all Senior Training Analysts possess?
Dr. E.Del Chrol: Useful soft skills are definitely those that Classical languages produce: ability to look closely at a body of work and pay attention to cultural context, ability to articulate complex ideas through speech and writing, deep focus to understand the fiddly bits of syntax.
What are the biggest trends we'll see in the Senior Training Analyst job market given the pandemic?
Dr. Nicole Barnes: Although the abrupt changes that occurred to K-12 schooling in the Spring of 2020 have given way to more detailed reopening plans and a vaccine is now available, the use of hybrid and remote learning remains with the ongoing influence of COVID-19. Therefore, it seems essential that teacher educators, researchers, and K-12 school districts rethink what good teaching looks like for K-12 education's changed landscape. Teachers more then ever will need to be prepared to teach in virtual environments and garner the same academic, social, and emotional student outcomes that they would face to face.
What certifications/licenses/courses can have the biggest impact for Senior Training Analysts?
Dr. Nicole Barnes: The two areas where current teachers appear to be struggling are how to motivate and assess students in a virtual environment. In our Certificate Program in Educational Assessment at MSU, for example, we provide teachers will the knowledge and skills to do this well, and administrators with the tools to scaffold their teachers' development in these areas.
What type of skills will young Senior Training Analysts need?
Stephen Brincks Ph.D.: Graduates need a combination of soft skills such as good communication and hard skills such as statistical and computing knowledge. The ongoing digitization of the economy changes the skills that accounting graduates need to succeed in today's job market. Computer algorithms and AI are increasingly automating simple tasks.
At the same time, digital technology allows companies to upload sale transactions, invoices, and other business data to the cloud in real-time. Graduates need critical thinking skills to perform higher-level activities such as analyzing data and communicating their findings to management. Employers are often looking to hire new graduates that possess advanced data analysis and computing skills to boost their organization's technological expertise.
Both soft and hard skills are essential for career success - traditional accounting skills are useless without thinking critically and communicating. Given the sheer amount of data generated by real-time transactions, there are more opportunities for employees to add value and boost firm productivity than ever before. Flexibility is also a highly desired skill, as companies need graduates who can learn new skills and adapt to future technological change.
What general advice would you give to a Senior Training Analyst?
Christopher Ball Ph.D.: Economics is a broad, analytical, and generally more quantitative significant. Because it's a social science, that helps students understand nearly any field because they know all fundamental interactions between people in markets (supply and demand) or inside workplaces (incentives, optimal production, etc.). And because much of economics focuses on the market place (supply and demand), our majors have an understanding of the core principles involved in all business disciplines. As a result, I recommend our students aim for more quantitative jobs and those using more analysis. The specific field is less important, and I always recommend people seek employment in areas they like. When you enjoy something, you work harder, and you are more likely to succeed. Because economics forms the basis of so many things in business, from the marketing to production to the management, economics majors tend to start similarly to other majors and then change trajectories and rise faster than other majors. A few years out and they are ideal for management because they can apply economic concepts to any area and learn the basics quickly.
However, if someone is quantitatively oriented and added a technical minor to the econ major like data science or something, then those students are in super high demand, COVID crisis or not. We still see them graduating with some of the highest starting salaries and having much higher wage,s just five years out, than most other graduates. All the benefits of economics being analytical and quantitative combines well with those hardcore data skills to form a compelling combination.
Will there be an enduring impact of the coronavirus pandemic on Senior Training Analysts?
Christopher Ball Ph.D.: Yes. The coronavirus pandemic has further helped sever the community connection between a place of work and its employees. Some jobs will continue to be online, and others not, but the current generation of graduates already feel less connected to specific institutions and are more likely to change jobs. I believe this online experiment we all did during the coronavirus will permanently enhance that, and all our graduates should expect to change careers more often in their lifetimes. They will always have the option of picking a job where they can work from home. That was a growing possibility with the growing "gig economy" (Uber, etc.) but will be a more significant option. Simultaneously, I believe, personally, that this has also highlighted the fact that there is a premium to doing things in person. No one was happy just staying home and only working online. To get counseling, to sell or teach, to motivate colleagues, and many more things, we learned that you need to meet in person. Also, specific experiences people want in person: college generally, going to a bar, a restaurant, and so on. So it's like we all learned that the world wouldn't be all online or all in-person, but we don't know what the right mix will be. The premium, however, will be on the in-person side of things. So our graduates need to think about this. Yes, it's valuable to be able to code, and you can work from home. But if you just work from home, you compete globally against people coding in Europe, Asia, Australia, etc. So those who can understand those work-from-home skills, but combine them with interpersonal skills, will be even more valuable in the future.