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Job outlook for training facilitators in the United States
Training facilitator job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected training facilitator job growth rate is 8% from 2018-2028.
About 28,900 new jobs for training facilitators are projected over the next decade.
Training facilitator salaries have increased 6% for training facilitators in the last 5 years.
There are over 14,773 training facilitators currently employed in the United States.
There are 39,523 active training facilitator job openings in the US.
The average training facilitator salary is $51,968.
Are training facilitator jobs in demand?
Training facilitator job and salary trends over time
Training facilitator jobs over time
Training facilitator job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 14,773 | 0.00% |
| 2020 | 13,982 | 0.00% |
| 2019 | 13,736 | 0.00% |
| 2018 | 12,810 | 0.00% |
| 2017 | 12,325 | 0.00% |
Average training facilitator salary over time
Training facilitator salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $51,968 | $24.98 | +2.4% |
| 2024 | $50,733 | $24.39 | +0.6% |
| 2023 | $50,451 | $24.26 | +0.8% |
| 2022 | $50,029 | $24.05 | +2.3% |
| 2021 | $48,918 | $23.52 | +1.4% |
Training facilitator jobs by state
Most common states for training facilitators
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 131 | 19% |
| 2 | New Hampshire | 1,342,795 | 169 | 13% |
| 3 | Maine | 1,335,907 | 160 | 12% |
| 4 | Montana | 1,050,493 | 114 | 11% |
| 5 | Minnesota | 5,576,606 | 560 | 10% |
| 6 | Arkansas | 3,004,279 | 314 | 10% |
| 7 | Mississippi | 2,984,100 | 312 | 10% |
| 8 | Iowa | 3,145,711 | 307 | 10% |
| 9 | Delaware | 961,939 | 100 | 10% |
| 10 | North Dakota | 755,393 | 72 | 10% |
| 11 | Massachusetts | 6,859,819 | 642 | 9% |
| 12 | Alabama | 4,874,747 | 442 | 9% |
| 13 | Kentucky | 4,454,189 | 406 | 9% |
| 14 | Oklahoma | 3,930,864 | 349 | 9% |
| 15 | Kansas | 2,913,123 | 256 | 9% |
| 16 | Nebraska | 1,920,076 | 173 | 9% |
| 17 | Wyoming | 579,315 | 55 | 9% |
| 18 | Vermont | 623,657 | 55 | 9% |
| 19 | Virginia | 8,470,020 | 695 | 8% |
| 20 | Missouri | 6,113,532 | 517 | 8% |
Most common cities for training facilitators
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Ridgecrest | 2 | 7% | $56,481 |
| 2 | Temple Terrace | 1 | 4% | $45,889 |
| 3 | Leavenworth | 1 | 3% | $57,188 |
| 4 | Plant City | 1 | 3% | $45,883 |
| 5 | El Cajon | 2 | 2% | $53,029 |
| 6 | Idaho Falls | 1 | 2% | $41,061 |
| 7 | Sarasota | 1 | 2% | $46,304 |
| 8 | Hayward | 1 | 1% | $61,672 |
| 9 | Boston | 1 | 0% | $66,288 |
| 10 | Fremont | 1 | 0% | $61,633 |
| 11 | Fresno | 1 | 0% | $59,750 |
| 12 | Gilbert | 1 | 0% | $47,704 |
| 13 | San Jose | 1 | 0% | $61,655 |
| 14 | Tampa | 1 | 0% | $45,946 |
| 15 | Wichita | 1 | 0% | $55,360 |
Training Facilitator job outlook: Expert opinions
Our panel of training facilitator experts
University of Alaska Fairbanks
University of Denver
Colorado State University
Rocky Mountain College
Alverno College
Monmouth University
Marshall University
Montclair State University
Kohler Engines
What will help Training Facilitators increase their earning potential?
Jaunelle Celaire: Learn from everything. Remember every moment is a learning opportunity from everyone around you, no matter their title. Pay attention when things go well and clue in and pay extra attention when they do not; watch how people react to it. Build relationships and network with the people who face problems by being their solution.
Will there be an enduring impact of the coronavirus pandemic on Training Facilitators?
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 Training Facilitator?
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 Training Facilitator 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 Training Facilitators?
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.
What will help Training Facilitators increase their earning potential?
Dr. Ann Sebald: Within the field of P-12 education, the question that should be asked is what will help people in our field improve student learning. Professional development opportunities, supported by what we have learned from recent and on-going research, is what will support teachers and leaders within the field of P-12 education. The goal remains the same, how can we best prepare future children and youth to be well prepared to address the challenges and opportunities they will face as they graduate and move out into the workforce and world.
Dr. Stevie Schmitz
Director of EducationRocky Mountain College
Leadership and Distance Education Program
Will there be an enduring impact of the coronavirus pandemic on Training Facilitators?
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's a day at work look like for a Training Facilitator?
Dr. Stevie Schmitz: It will be stressful and rewarding...complicated by the impact of the pandemic and yet still rewarding because of working with young people and helping them reach their full potential.
What will help Training Facilitators increase their earning potential?
Dr. Stevie Schmitz: The demand for more leaders may increase earning potential, but it will be tempered by the additional expenses incurred and the stagnant revenue stream to meet those demands.
Will there be an enduring impact of the coronavirus pandemic on Training Facilitators?
Randa Suleiman Ph.D.: The pandemic had an impact on all of us including our students. In education, the shift from face to face teaching to online pushed our teacher candidates to show their skills. As an Alverno graduate, our teachers tend to be ore versed in technology integration and comfortable teaching in multi-media classrooms.
What are the biggest trends we'll see in the Training Facilitator 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.
What's a good job out of college for Training Facilitators?
Antonio Estudillo Ph.D.: One where an individual out of college has the opportunity to gain access to critical mentorship, professional learning (e.g., professional development), a greater sense of autonomy, and the presence of a community (e.g., sense of belonging as a professional). These combined considerations may be aspirational, but in the context of schools, a recognition for school leadership also matters. Therefore, those seeking a position should aim to consider the present and ongoing investments that are in motion/developing within an institution and how these investments may become increasingly comprehensive, forward-thinking, and accessible over time and after one is hired.
Dr. E.Del Chrol
Chair of Humanities, Professor of ClassicsMarshall University
Humanities Department
What soft skills should all Training Facilitators 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 certifications/licenses/courses can have the biggest impact for Training Facilitators?
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 general advice would you give to a Training Facilitator?
Michael Broetzmann: The biggest change/challenge for recent grads/new technicians/people entering the field as a small engine mechanic in the COVID era is how they will become trained and certified for the job.
We know that many of the Small Engine Mechanics in our industry come directly out of high school or vocational school, where they were traditionally trained with hands-on, instructor-led, technical training courses. The past year, COVID has drastically changed how technicians are trained and how they must consume information to be prepared for the job. Schools and industry alike, have been force to transition this training to a virtual environment, which poses obstacles for a demographic that usually thrives in hands-on learning.
The good news is there are plenty of opportunities and avenues to learn, whether they are still in school or already landed a job. Whether it is organizations like the EETC that offers a wide array of eLearning courses to cover the basics, or industry/manufacturing training courses that focus on specific products and procedures; the resources are available to bring them up to speed in the absence of traditional training.
One thing has remained constant through these times, the need for highly trained technicians to service equipment is growing, and regardless of the situation, the training tools will be provided to give them the knowledge and skills that are needed to be successful.