Training in the workplace of a company is referred to as in-company training. Its aim is to provide a practical learning experience for its participants to complement their theoretical skills and knowledge imparting at schools or similar training venues. In-company training involves many forms of training: the retraining of existing staff, training for new employees, on-the-job training, or training of apprentices and interns. Furthermore, it can be integrated into TVET systems in the form of cooperative training approaches that combine training in enterprises with school-based education. Or it can take the form of independent initiatives of enterprises which can foresee its benefit and incorporate in-company training as part of their human resource development strategies.

The quality and outcomes of in-company training depend crucially on the capacities of those responsible for imparting knowledge and skills – the trainers, skilled technicians and other workers whose tasks involve training, teaching or mentoring other personnel. All of these groups can be referred to as potential in-company trainers.

With regard to the dual TVET approach, which involves both school-based and work-based learning, one solution to better match supply and demand in the labor market is greater participation by companies in the development of a skilled workforce. By providing training in their factories and offices and working more closely with TVET institutions, companies can meet their own needs for skilled workers, but also contribute to the quality and labor market orientation of TVET in the ASEAN region as a whole. Work-based training will help participants transition into their future occupations and equip them with employable skills that will make them more attractive to employers in the ASEAN region.

In dual TVET, there are mainly two types of teaching and training staff: TVET school teachers who mainly provide the theoretical knowledge required for a given profession, and in-company training staff who provide practical training at companies.

First and foremost, in-company trainers therefore remain to be mentors of their trainees and are mainly responsible to plan and conduct training competently and effectively. In this context, the underlying occupational profile of an in-company trainer ranges from analyzing work to adjust training to changing working requirements as well as assessing competencies to assure a good quality of training.

However, the responsibilities of in-company trainers in modern companies often extend beyond the direct supervision and hands-on training of trainees to also encompass roles in training management, coordination and planning. Moreover, in-company training staff fulfill a crucial role in developing countries as multipliers for training of trainers, for example in recruitment for in-company training and in the organization of model training processes. They also ensure cooperation with TVET schools, something that is not yet on an institutional footing in many countries.

Here is a list of core responsibilities to be performed by in-company trainers:

• Planning, organization and conduction of training according to established training plan
• Imparting of wide-ranging occupational skills and knowledge as well as personal competence (types of behavior, ability to work as part of a team, autonomy etc.). 
• Integration of trainees into the company and support in recruitment
• Communication and cooperation with vocational schools 
• Support in examination
• Participation in multiplier function for training of trainers

Trainers who are training future experts are required not only to have good knowledge of company procedures and good technical skills but also to assume direct responsibility for training and to ensure optimal internal working and learning processes within their area of work. As coaches or mentors, they are the personal contacts for trainees and take responsibility for creating appropriate learning conditions and keeping trainees safe.

Skills development for in-company trainers should take account of the following dimensions:

1. Technical skills: trainers’ knowledge must be up to date in technical and technological terms so that they are able to provide high-quality training. The maintenance of machinery and equipment plays an important part here: trainers are responsible for ensuring that technical systems, machinery, equipment and tools are functional and that their value is preserved. Hence they must also provide training in these aspects
2. Pedagogical skills: trainers must have the skills, knowledge and aptitude to teach trainees to work appropriately and also to foster their personal development. Both aspects are crucial to their ability to carry out the full range of responsibilities
3. Health and safety skills: trainers must ensure health and safety within their area of work in the company. They must instruct trainees in this area and ensure compliance with regulations 

Additionally, the increasing use of digital media and of participatory training methods around the world are subject to changes within vocational training processes; this is also impacting on the activities of trainers. Teachers and trainers must, therefore, undergo regular technical and pedagogical in-service training.