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Australian studies of enterprise training during the mid-1990s found that while training practices varied considerably between industry sectors and individual firms, formalised training and learning practices were more likely to be found in larger organisations. These studies also found that the major drivers of training in organisations were workplace change and innovation, and the need to implement quality assurance processes and adapt to new technology. More recent studies of training practices in organisations conducted by the National Centre of Vocational Education Research (NCVER) have confirmed the importance of these factors. These studies have also found that the shift to self-managing work teams, and the need for firms to maintain competitive advantage have required training which is focused on working closely with customers, suppliers and distributors. Also highlighted has been the widespread use of generic skills training focused on communication, negotiation, problem solving, mentoring, coaching, and skills required for innovation and the self-management of learning and career development. While evaluation of workplace training has generally been neglected, the implementation of competency-based training approaches has allowed evaluation to occur more readily. For example, as workplace training becomes more individualised and linked to individual performance reviews, line managers and individuals will evaluate the training approaches. This paper reports on a study that compares current and past practices and investigates the operation of other major drivers of workplace training and evaluation of training approaches.