Resources:
• Planning and Implementing Retreats
• Facilitation Skills for Trainers, Facilitators, and Group Leaders Volume1
• Facilitation Skills for Trainers, Facilitators, and Group Leaders Volume 2
• How to Use Feedback to Improve Performance and Enhance Motivation
• A Guide to co-training
• How to Deal with Participant Resistance
• Connecting People and Performance: How We Do It
• Striking a Healthy Work-Life Balance
• Coaching for Improved Business Results

A Guide to Co-training

by James A. McCaffrey 
and
  Wilma J. Gormley

Another article in TRG’s series of How-To Articles
for Trainers, Facilitators, and Group Leaders

Copyright 1992

Training Resources Group, Inc. (TRG)
4401 Wilson Boulevard, Suite 200
Arlington, VA 22203

All rights reserved.
Reproduction by any means is
prohibited without TRG’s written permission.

A Guide to Co-training

Co-training can add immeasurably to the effectiveness of workshops, seminars, and conferences. Group activities--based on principles of adult education, and using experiential training methodologies--put a great deal of responsibility on one trainer/facilitator. Co-training can divide this responsibility between two individuals. In this article we’ll define co-training, point out its advantages and disadvantages, and include a guide that co-trainers can use to help make their work together more productive.

Co-training.. What Is It?

Co-training takes place when trainers (usually two, sometimes more) work together to design and conduct a session. It is much more involved than simply taking turns; it involves two trainers who are merging their skills, expertise, and experience to jointly design, plan, and conduct a training session or program. The synergistic effect of co-training generally results in a product better than either person would have produced alone.

Co-trainers work collaboratively to design the training session, combining their thoughts on what they want to accomplish and which training methods are best to use. Once the design is complete, the co-trainers then plan who takes the lead in delivering various parts of the session.

Co-training, as we are describing it, does not imply any particular difference in status or skill level between the two trainers. There may be differences in skill level, and that ought to be considered in determining which trainer does what. However, co-training should not be based on a senior/junior trainer scheme.

Advantages of Co-training

1. Co-training lessens the burden placed upon each trainer. Taking lead responsibility means that one trainer is responsible for leading the group through that particular part of the session. While the lead trainer takes principal responsibility, the co-trainer can provide support in the following ways:

• assist the lead trainer in carrying out the session;

• observe the process closely to gauge how well the session is meeting the overall learning goals;

• add relevant points to augment discussion;

• step in to clarify points (in a non-disruptive manner);

• monitor small group tasks;

• help respond to participant needs or requests; and

• ask questions the lead trainer might have overlooked.

Typically, lead responsibility shifts from trainer to trainer during the course of a workshop. This is a good way to establish the co-equal status of the two trainers with the group.

2. Co-training improves quality of interaction between trainers and participants. Many of the trainer interventions described as co-trainer tasks can be done by the lead trainer alone. However, leading a training session puts one trainer in front of the group and concentrating on several things at once. The lead trainer might thus miss an opportune point or a probing question that might yield fertile results, or fail to notice a shy participant who has been trying to enter the discussion and needs a nudge. A co-trainer is in a perfect position to make these interventions, because s/he is looking at the session from a different vantage point and is freed from the lead trainer responsibility.

When two trainers work well together, the interchange of roles and the timing and pacing of their interventions are fluid and almost unnoticed by participants.

3. Co-training increases the ratio of trainer to trainee. This is important in experiential training, which unlike more traditional training, relies on the trainers to manage the learning by facilitating and working closely with individuals and small groups.

4. Co-training makes it possible to share the work and reduce fatigue and burnout.

5. Co-training provides stimulating variety for participants, since it is easier to get bored when working with only one trainer.

6. Co-training provides a quicker way to improve a training session. Both trainers are analyzing, evaluating, and thinking of ways to train better next time.

7. Co-training allows trainers to debrief sessions together and even let off steam caused by design problems or troublesome participants.

8. Co-training generally allows a synergistic team approach to creating a very complicated product.  Two heads are often better than one when developing experiential training designed to change participant behavior and enhance skills.

Co-trainer’s Guide

Trainers who may know each other well but haven’t worked together recently, or trainers who have never worked together can use this guide during their initial planning meeting.

We recommend that you take some time individually to reflect on the issues presented and write down your responses. When finished, you can share your reflections with your co-trainer(s) and use them to structure a discussion.

Preparing to Co-train

Effective communication before the workshop can eliminate many of the problems associated with co-training. Here are some guidelines for the discussion co-trainers should have before beginning work together.

1. Be explicit in sharing how you like to design a workshop--or learn about and integrate a design if you are delivering a pre-designed workshop.

2. Agree on how you will work together during the design phase of this particular workshop. Include who will take lead responsibility for internalizing or designing particular pieces of the workshop.

3. Discuss and share any knowledge or expectations you have about the participant group.

4. Decide what each other’s roles will be for the first day or two of the training workshop.

5. Identify any specific items on which you would like feedback during the first day or two of the workshop.

6. Decide where the co-trainer will be when the lead trainer is in front of the group.

7. Agree on ways you can intervene regarding time issues.

8. Determine daily meeting times.

9. Decide how you will handle the following as a team...

• participants who talk too much or who remain silent;

• late-comers;

• times when one trainer misses an instruction or makes a design error;

• “housekeeping” problems;

• co-trainer interventions (when, how, etc.);

• design problems that crop up during a session;

• disagreements between trainers in front of the group; and

• the amount of time you expect to spend each evening preparing for the next day.

Debriefing Sessions

You should hold informal, debriefing sessions, at least once a day, to check your progress. Here are questions you might use to guide the discussion.

• Share how you thought you worked as a co-training team during the workshop. Add to this discussion anything you would continue doing the same the next time you work together and what you would do differently.

• Discuss what you learned personally and professionally from conducting the workshop.

• Share any suggestions you have for each other about future professional growth.

  Sample Debriefing Questions

  1. On a ten-point scale, how well did we meet our design goals today?

  Why/Why not?

  
  

  2. What’s helping us to carry out the design?

  3. What’s hindering us from carrying out the design?

  4. What changes do we have to make in the design for tomorrow, based on progress today?

  5. Who is going to play what role tomorrow?

  6. What did we do today that was effective?

  7. What did we do today that was ineffective?

  8. What feedback can we give to each other on items we agreed to in prior meetings?

  9. How are we working together as co-trainers? Is there anything we need to improve on or watch for?

  10. Is there anything we would like feedback on during future sessions?

Finally, co-trainers should hold a debriefing at the end of the workshop to review what happened. Here are some items that could be addressed in this final debriefing.

• Discuss the degree to which you achieved the workshop goals.

• Identify and summarize any overall training design problems that occurred during the workshop.

• Share any overall feedback you have for each other.

How-to Articles for Trainers,

Facilitators, and Group Leaders

Training Resources Group, Inc.

TRG’s how-to articles were produced as a result of our extensive experience conducting management workshops and facilitated events over the years. The articles reflect the quick and “to the point” style we use in our own workshops. You’ll find each one packed with helpful suggestions to make your presentations, workshops, and facilitated events more effective.

Facilitation Skills for Trainers, Facilitators, and Groups Leaders. Volume I.

Contains useful checklists and guidelines on planning facilitated events, using the flipchart as an effective facilitation tool, and facilitation skills for leading effective meetings.

Facilitation Skills for Trainers, Facilitators, and Groups Leaders. Volume II.

Contains useful checklists and guidelines on facilitating for consensus, using small groups, and conducting a team start-up meeting.

How to Use Feedback to Improve Performance and Enhance Motivation.

Provides clear guidelines on how group leaders and facilitators can give and receive feedback effectively.

A Guide to Co-training.

Defines co-training and outlines its advantages and disadvantages. Includes clear guidelines that co-trainers can use to make their work together more enjoyable and productive.

How to Deal with Participant Resistance.

Discusses what trainers and facilitators can do to manage participant resistance and minimize its effect on group sessions.

Planning and Implementing Retreats - A Management Guide.

Guides managers and facilitators through the steps necessary to plan, manage, and conduct successful organizational retreats.

Now in Convenient Booklets!

For your convenience, articles are now published in booklet form, three-hole punched for use in notebooks. Look for exciting new topics as we continue to develop articles of professional interest to trainers, facilitators, and group leaders.

For more information, please contact Rene Bernier, 4401 Wilson Boulevard, Suite 200, Arlington, VA 22203, (703) 875-8909 or fax to (703) 875-9409.

Training Resources Group, Inc.

4401 Wilson Blvd., Suite 200 • Arlington, VA 22203 • 703.875.8909