Today's rapidly changing work conditions demand more investigations in training than ever before. Information and communication technologies have the potential to introduce educational innovations into organisations and to support changes at workplaces in terms of new practices and paradigms like self-regulated learning and collaborative learning. Meanwhile, organizations are in a situation where there is widespread adoption of educational technology like web-based and computer-based training, but limited adoption of educational innovations promoted by trainers. Learning practices like self-regulated learning cannot be interpreted as a mode of instruction in which all key instructional decisions are delegated to the learner. In contrast, the trainer has to support the trainee in different learning activities (Bolhuis, 2003). This work aims to outline the challenge of preparing and supporting trainers for technology enhanced teaching. For trainers to become successful and innovative in technology enhanced teaching, organisations must take into account the wants, needs and interest of trainers. Trainer readiness emphasises the introduction of new teaching and learning methods, ideas and devices initialised through information and communication technologies. It involves the preparedness of trainers to integrate educational technologies in their teaching in order to create innovative learning and teaching environments which engage and improve the quality of employees' workplace learning. The main question is consequently how to engage trainers to teach with educational technology and more specifically how to motivate them to support employees' self-regulated learning by eLearning? The first challenge in reasoning about trainer readiness is to define and to structure the notions of preparedness and its elements that are supposed to be influential on trainers. Individual characteristics of the trainer as well as his/her perceived characteristics of the educational innovation influence the whole innovation decision process (Rogers, 2003). According to the personal knowledge and experience each teacher examines various motivations, perceptions, attitudes and feelings in relation to educational changes. At the same time, he or she moves in developmental progression from those typical of non-users of an educational innovation to those associated with fairly sophisticated use of technical-supported learning environments. Therefore, demand-oriented professional development programs have to be designed which are suitable for the prior conditions of trainer staff and embedded into the organisational and technical infrastructure of the organisation. In a first step, a literature analysis in the field of eLearning, innovation theory and professional learning will be investigated to develop an integrative model of trainer readiness including all relevant influencing factors. Second, expert interviews (with human resources managers, education managers) will be conducted to validate the theoretical model of trainer readiness and to specify or supplement missing influencing factors on trainer readiness. The results of the qualitative interviews will help to operationalise the influencing factors and to develop an instrument for faculty readiness and its influencing factors. The following intersectoral survey will analyse trainer engagement for technology enhanced teaching in different organisations. The results will enable to discuss implications for competence development of trainers required to give training to employees in organisations in the context of self-regulated learning innovations. Built on this empirical evidence I hope to be able to give deeper insight into the factors that shape the professional growth of trainers for eLearning and to contribute to the further conceptualisation of the linkage between professional development of trainers and innovative further education. Bolhuis, S. (2003). Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective. Learning and Instruction, 13, 327-347. Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press.