Facilitative training is a closely controlled information passing technique with defined participant roles (facilitator and trainees). Training sessions are typically held in a seminar format with multiple participants guided by a succinct agenda under the direction of a facilitator. This method is most effective for introducing new material to learners operating from the same knowledge base - for example, reviewing workplace policies with newly hired employees. Facilitative training begins with an overview of its purpose and a clarification of the training goals. The subject matter is then presented to participants and includes opportunities for discussion or question and answer periods which validate learning and goal achievement at an established pace. The role of the facilitator, who may or may not be a subject matter expert, is to clarify and attain learning goals, maintain order, create a comfortable environment that encourages open communication, ensure accuracy of information provided, gather information from learners and provide closure on punchlist items (those issues that arise which cannot be addressed during the session).
Unlike facilitation, coaching is generally a more informal, individual and hands-on method, which involves a learner and a mentor. Research by Eraut et al (1998, p.48) has shown the importance of informal learning in the workplace and highlights that knowledge is "held by individuals" from whom other people need to learn. The coaching process entails defined goals, explicit step-by-step instructions given by the coach to the learner, technique demonstration by both coach and learner, review of the instructions followed by organized practice and concludes with feedback from the coach regarding learner's goal attainment.
The role of the coach, who is likely to be a subject matter expert, is to ensure that each learner grasps both the subjective and objective aspects of the training. This ensures that when necessary, critical methods are employed by the learner (for example, patient case records are accurately completed) but individual work preferences can be recognized (for example, patient records may be completed during the course of treatment or after treatment is concluded).
Behavioral rehearsal training is designed to be a simple, short, structured and skill-specific process that applies Albert Bandura's Social Learning Theory through peer observation, feedback and practice. Social learning Theory focuses on the learning that occurs within a social context and considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. (Ormrod, 1999) That is to say, people can learn by observing the behaviors of others and the outcomes of those behaviors.
The process of behavioral rehearsal entails: stating a purpose, describing a skill and scenario,