This paper is an exposition and comparison of the objectives, methodology, and findings of two research projects entitled "An Occupational Analysis of Training in Industry" and "An Occupational Analysis of the Work of Beginning Teachers." The relevance of these studies to the design and evaluation of teacher education curriculum and the practicum is emphasized, and reasons for using the Time-Spent Task Inventory approach are discussed. Using the CODAP system of computer programs, results of the analysis of trainers' work are outlined. Duty and task job descriptions are given and their implications for curriculum design and evaluation discussed. The trainer grouping process is explained, and groups are identified and described with duty and task job descriptions being provided, as well as a wide range of background detail. The methodology of this study is compared with that used in the "Occupational Analysis of Teaching: The Work of the Beginning Teachers," and the implications for the design of train-the-trainer and teacher education programs are discussed. Seventeen figures are included to display report data. (Author/JMK)