Champions Within: Strengthening Internal Training in Small to Medium Enterprises

Your best trainers are already on your team—here’s how to utilise them effectively

Workplace training falls into two categories: on-the-job experience or formal classroom-based learning activities. Together, they offer a comprehensive approach to development, enabling employees to gain the right knowledge and practical skills to perform well and grow in their roles. External training offered by experts is often seen as more official and higher quality, although this is somewhat of a misconception. It is also not the most efficient method for building capability, as it is rarely tailored to individual staff development needs and can be expensive, quickly depleting available budgets.

In most cases, training delivered internally is much stronger. The powerful impact the working environment has on learning and development should never be underestimated. To overlook this significance risks disregarding the valuable lessons each colleague can share and the growth that results from everyday observations, interactions, and practical, hands-on experience.

Nor should we underestimate the complexity of the roles we require staff to undertake, or the sophisticated skills needed to perform them effectively. Each task requires a mix of technical, practical, cognitive, and behavioural skills. To execute their roles, staff will need to draw on knowledge of organisational policies, processes, procedures, internal systems, workflow patterns, industry-specific regulations, professional expectations, and a broad understanding of our occupational sector. When we examine these requirements, it becomes clear how skilled our staff must be to operate effectively and ensure the business continues to run.

Competence, productivity, and confidence increase not only from the theoretical knowledge staff may gain through qualifications, short courses, or workshops, but also from practical experience and immersion in our organisation’s culture. Formal learning is great for understanding the specialist knowledge underpinning practice, but it is fairly limited in preparing staff to deal with the realities of context-specific working life and the challenges it brings within a unique organisation. No formal training can fully replicate the lived experience that comes with doing. Action and day-to-day encounters provide the context that makes formal learning meaningful, relevant and applicable.

Professionalism and proficiency stem from adaptability and ongoing learning. Expertise develops through consistent practice, collaboration, and learning from errors—fostering good habits, work ethics, emotional intelligence, efficient time management, attention to detail, accountability and a dedication to quality and customer service.

If we count ourselves lucky enough to have staff who display these attributes, then we have a wealth of practical knowledge and experience that is a valuable resource. By recognising and harnessing this internal wisdom and expertise, we can unlock significant potential for developing both new and existing team members, making our business stronger, more capable, productive and efficient.

Existing staff make the best trainers, simply because they have done the job themselves and understand what works and what it really takes to do it well in various situations. However, we risk wasting this potential without the right support, structure and recognition.

To help us make the most of our talented team, this article shares important considerations, explains why they matter, and offers simple action steps to support ongoing staff-led training. 

Here’s what we need to know:

Training doesn’t have to come from one expert. The most effective collaborative environments are built on people sharing what they know well, what they are good at, be that a technical skill or a process they have mastered. Every member of our team will have their own strengths, possess specialist subject knowledge, or be adept at learning new things and happy to share so others become more proficient and remain up to date. By identifying team members’ strengths, we can assign specific training responsibilities, such as instructional roles, workshop delivery, or peer mentoring. This allows our staff to learn from experts while staff trainers engage in roles they are comfortable with.

As well as being effective communicators, trainers need to be positive role models who can push themselves and others beyond their comfort zones in order to grow. If we want new or existing staff to copy what they see, what they see needs to be worth copying. Good role models build trust by consistently demonstrating their values and integrity through their words and actions. As a result, team members are less likely to develop bad habits, poor communication styles, or negative attitudes. When trainers exemplify professionalism, other staff will also strive for excellence and support each other’s development, ultimately raising the overall standard of the team and organisation.

Just because people excel at their job doesn’t mean they are automatically effective at training others; that does not imply their skills are wholly inadequate or can’t be enhanced. Staff who take on training roles will need some training themselves, but not in the way people assume. They don’t need to become professional teachers, but it’s important that they receive support to share their expertise: to transfer knowledge clearly, break things down, assess performance, provide feedback, and support diverse learners.

Invest in training trainers. Good external training can elevate the skills of many within your team. Better trainers result in improved learning experiences, performance, and outcomes. Since most on-the-job training falls into the category of microteaching, which is characterised by short, focused bursts of formal instruction or practical guidance embedded within day-to-day practices, it is possible to support trainers without formal courses by using a simple framework that defines objectives and offers strategies for constructive, facilitative actions and feedback.

Being skilled doesn’t mean people are willing to train others. Reluctance often isn’t about laziness; it usually stems from a lack of confidence or capacity to take on anything else. Perceptions of having no time are often based on mistaken assumptions that there will be an expectation to fulfil the training role within existing schedules without any workload adjustments. Our strategy here must be to remove barriers and create a culture that legitimises, protects and values learning and development, ensuring staff can ring-fence time to step away from their roles to prepare and deliver training. If training responsibilities are perceived as an added burden, both the quality of work and the quality of training quickly decline.

The most capable individuals are often the least confident when it comes to training others. Imposter syndrome is common, believing there is more to know and that others know more, which leads potential trainers to question whether what they know would be of value. The thing is, once individuals become competent, many skills become automatic, and they forget what they know and what drives their actions and decisions. Everything becomes natural, and with that, they underestimate how much expertise they hold. Individuals lacking confidence often interpret being asked to adopt training roles as a sign of others’ unwillingness. Part of our job here is to build and reframe the narrative by reinforcing the value of their expertise and contributions through their competence. 

With multiple trainers, training standards can vary. The impact on trainees is mixed messages, inconsistent expectations, and habits that don’t align with organisational standards or safe practices. To achieve quality, safety and consistency, we need to ensure that trainers receive clear guidance on what should be delivered, which standards to follow, and the outcomes, behaviours and development we wish to see in staff after training is complete. However, differences in expression, creativity and style of delivery need to be accommodated and celebrated, for they add value to the learning experience. It is often through these that engagement, innovation, responsibility, and ownership of the training role arise.

No training should take place without support or recognition; we can’t sit back and expect staff to get on with it. If we want to see results, that means we must invest in the process and actively support trainers by offering time to prepare and organise their approach. It is through guidance, resources, and opportunities to practice that skills are refined and training confidence and competence are established. We need to stay informed and seek feedback; this is the only way to understand what is happening, what works, what doesn’t, and what needs to change to achieve our goal of building a knowledgeable, competent, and professional workforce. Moreover, it enables us to understand the effort individuals put in, so we can acknowledge this in a meaningful way by celebrating success, rewarding excellence and encouraging continuous improvement. This significantly helps individuals feel appreciated, motivating them to contribute more fully to training and development.

Here’s why it matters:

By encouraging staff to share their knowledge and experiences, we can create an environment where learning and development are part of the norm. People tend to feel more at ease when learning from colleagues they know and trust, especially those who have hands-on experience in the role they are expected too are expected to undertake. Trainers who genuinely understand the job and its nuances relate better to the trainees’ experiences, which not only boosts psychological safety but also ensures that training is grounded in real-world practice. This familiarity encourages open dialogue, questions, honest feedback, and practical guidance, making the learning and development process more effective, supportive, and conducive to continuous improvement.

Enhancing interactions and engagement in training boosts employees’ sense of value and belonging. When we recognise and value ability, trust our employees to train others, and remove barriers and provide structure, they gain confidence in their ability to facilitate learning and development, ensuring knowledge is transferred effectively. With active involvement, confidence grows, and connections to our organisation and the team are strengthened. This not only drives motivation and job satisfaction but also supports long-term development and retention. Creating a training culture where everyone’s contribution matters is win-win for development and loyalty.

Delivering training creates simultaneous opportunities to broaden knowledge and expertise. In helping others learn, staff are also honing their own abilities. When we teach others, we deepen our understanding of the subject; moreover, it forces us to confront what we don’t know. To engage in the process, our trainers must listen more, read more and answer questions. In facilitating learning, they build skills that will, for example, shape their emotional intelligence and leadership capacity. The process creates a culture of continuous improvement and encourages everyone to stretch themselves. Through this, we strengthen our organisation’s internal capability and build a workforce prepared for future innovation, business growth, and external challenges. It might surprise us to learn that as we support our trainers’ growth, we’re also nurturing our own personal development, forging stronger connections, and helping create a transformative culture.

Using existing staff as trainers is not only cost-effective but also makes ongoing training sustainable. Relying on internal staff allows us to offer ongoing development opportunities without the costs and logistical difficulties of external training providers. This approach leverages existing expertise and helps embed learning into everyday practices, making it easier to adapt training to the team’s evolving needs. This comes with a caveat: it is only cost-effective and sustainable if trainers are well-trained, mentored and supported; otherwise, the developmental changes we hope to achieve are unlikely, posing risks to clients, personnel, and our business. If we then need to pay for external trainers or repeat training due to insufficient support or less effective guidance and delivery, it might not be very cost-effective.

Here’s what to do next:

Assess skills gap, training and development needs. Consider the most needed skills within the organisation and industry and focus on areas where upskilling will have the greatest impact, even if training is provided to only one or two staff members. Conducting a skills audit to identify gaps in the team’s knowledge or abilities will help clarify areas for development and highlight opportunities for in-house training. Aligning skill development with organisational priorities and business goals will ensure that training is relevant, targeted and effective.

Consider the most effective approach to addressing these training needs. Evaluate the extent of external training support needed for all or part of this, if at all. If opting to keep training internal, determine the most suitable approach: a classroom-style workshop, a tutorial, shadowing, mentorship, hands-on experience, or a combination of these. Consideration will need to be given to the overall duration of the training, when it should take place, how it will, if at all, impact operational activities, and when you expect to see results, bearing in mind that some skills require time to develop through practice.

Consider the resources and budget allocation. Training is not without cost; there will always be some minor costs associated with delivery, and these need to be calculated to ensure they fall within the available budget. Nothing happens without the right resources, whether that is the number of personnel needed for training, physical space, learning and facilitation materials, technology, or other equipment. Identifying these early ensures that resources can be bought, obtained or accessed, making training possible and effective.

Identify which team members already have the knowledge, experience, or strengths needed to deliver training. Mapping current skills and strengths using personal insight and performance data helps identify both those already capable of being effective trainers and those with the potential to become trainers. Focus on practical capability as well as attitude. Staff who consistently demonstrate positive behaviours, strong communication, and professionalism will naturally set the standard for others and can lead by example. Don’t forget to look beyond job titles and length of employment; entry-level staff and newcomers can be a source of inspiration and innovation. They often arrive with a sharper sense of evolving technology and industry trends.

Engage in open conversations with staff about their abilities, interests, and what they enjoy doing. Conversations reveal a lot about perceived strengths and willingness to participate in training. Such discussions often uncover hidden talents, motivations, career aspirations, and the true extent of workloads. Useful information that helps ensure that training facilitation roles align with personal preferences and empowers employees to take ownership of their development, ultimately enhancing engagement and effectiveness without burning anyone out. Training, whether leading it or participating in it, should always inspire and energise, and never drain.

Give clear guidance and support. Work with trainers to ensure training content, methods, and expectations align with organisational goals and safe practices, reducing confusion and promoting quality outcomes. Develop guidance on what trainers should do, how much time they should commit, and what outcomes are expected. Defining expectations ensures consistency, standardisation, and repeatable quality. This way, trainers are not guessing what to include and can focus on delivering a brief that showcases their expertise, creativity and facilitative skills. Moreover, clear guidance and standards make it easier to evaluate learner progress and trainer effectiveness, thus supporting continuous improvement in training delivery. Be sure to follow up with trainers to give and receive feedback, explore development opportunities, offer recognition and guide them towards any support they might need. Open conversations help us solve problems more quickly and ensure we provide support right when needed, keeping training standards high.  

Establish robust mechanisms for monitoring and evaluating training effectiveness. Training should always have a clear purpose, but without evaluation, it becomes just an activity rather than an opportunity to assess subsequent development. Evaluation provides a means to assess quality and outcomes, as well as further development needs. Training often reveals other areas for improvement. This valuable information can be used to shape and enhance future training plans. Evaluation doesn’t have to be a complicated activity; a simple survey or reflective conversations can offer insight into skill development, increased confidence, and competence.

If we can empower staff to take an active role in training, it not only boosts individual confidence and skills but also enhances the organisation. By aligning business goals with a needs analysis and investing in clear guidance, open conversations, and ongoing support, we can cultivate a culture of continuous improvement, collaboration, and innovation. This creates a strong foundation for a successful staff-led training programme that motivates and uplifts everyone involved, including ourselves. Ultimately, when everyone is encouraged to grow and share their expertise, both personal development and organisational success are secured, making staff-led training an effective, sustainable and cost-effective way to achieve our business goals and objectives.

This article is part of a blog-to-book journey—a project designed not just to inform, but to generate conversation and engagement in my third book, “Train Better: Spend Less.” A practical toolkit for business leaders committed to cultivating professionalism through ongoing staff development, even when resources are stretched to their limit. If you’re keen to build a professional workforce that’s astute and adaptable, stay tuned; more insights and creative ideas on how to make the best use of existing resources are coming.  

Thank you for taking the time to read this article. As always, your thoughts and feedback are welcome. Whether it’s a question, a shared insight, a suggestion for improvement, or a request to cover a particular topic in my blog series, please do get in touch.

 Written by Dr Cheryl Whiting, EdD, © April 2026