Table 2 Primary methods, when the expert utilized them, and what was salient for trainees
Timing | What was salient for facilitation trainees | |
|---|---|---|
Active methods | ||
Teaching | Mostly in the first 3 months | “It would have been very helpful to me to have had a much more intensive...knowledge and information from the very, very beginning of the process.” |
Modeling | Throughout the process but most frequently from 2 to 8 months after she began working with them | In addition to modeling implementation facilitation activities, one trainee said, “So I have seen from her the modeling of how to be, I think, a very efficient, high powered but yet person centered and warm leader.” |
Coaching | In the beginning for some of the less complex tasks. For more complex tasks, she used modeling first and later coaching, both prospectively and retrospectively | “I think by her sort of coaching… well this is how I would approach it, or this is what we need to do and sort of learning how to navigate within those systems but yet not coming across as critical, but coming across as being more helpful, to influence change.” |
Participatory methods | ||
Working together | During the first year, the expert worked with trainees on facilitating less-complex processes. Their work was more collaborative generally after the first year. | “It has also switched…to…more of a collaborative, we’re working on this and less of a, I am mentoring you through this.” |
Providing consultation | As trainees developed their skills, they conducted more activities independently but consulted with the expert as needed. The expert spoke little about this process. | Both trainees felt that being able to obtain consultation was one of the most important aspects of the expert’s work with them. One said, “….having somebody that is knowledgeable…if I get stumped…I can call.” |