In continuing education and college programs throughout Canada, the vast majority of teaching is done by part-time adjunct appointees, most of whom have other work that occupies a major portion of their work lives. Another simultaneously developing trend is that of the increasing efforts by a variety of organizations to encourage workers to assume primary responsibility for their career growth. The Faculty of Continuing Education at the University of Calgary has an ongoing program of studies in management development that relies heavily on part-time instructors recruited from the community at large. The time pressures on these instructors (because they usually have a full-time job in addition to their teaching responsibilities), their lack of ongoing physical contact with other faculty and staff, and the fact that their area of expertise is a technical field rather than pedagogy are all serious constraints that have had to be addressed in designing a staff development program for part-time instructors. One strategy that has been successful in the university's staff development program has been to stress the fact that teaching is career development and that many of the skills needed by teachers (and addressed in the staff development program)--including planning, communicating, scheduling activities, creating an effective climate, relating things to units in a larger system, supervising and motivating others, and evaluating performance--are indeed transferable to many management situations. The use of a collaborative approach to training development and solicitation of outside expertise are two other features of the university's staff development program for part-time instructors. (MN)