“行动学习”是一个训练模式的例子，由六个关键的机制组成，包括五个学习理论流派的特点。这个模型指导学员，让他们快速地解决有挑战性的问题，并培养他们的个人优点(Marquardt, Waddill 2004)。Egan(1990)在他的“三个阶段模型”中使用了多个学习学校，在行动过程中给客户解决问题和进步的信心。有很多指导模型,可以个性化(Brockbank 2006),连同常用生长模型(目标、现实选择和将)生长利用制定教练或导师会话,通过问开放式问题,为学员提供时间点来反映和控制,阻碍自己的发展和理解这似乎非常创造性和乐观的指导形式。“教练的6个原则”(Rogers 2004)以增长模式为中心，并吸收了SMART(具体的、可衡量的、可实现的、现实的、时间限制的)目标和行动。为了使这个工作顺利进行，学员必须要调整自己，然而情况并非总是如此。指导教育专家的不可渗透性之一是评估和检查结果。为了能够量化这些程序，DFES(2005)将SMART目标作为CPD过程的一个元素。高水平的级别是由学员决定的，以协助和参与管理。
Action Learning' is an example of a coaching model, consisting of six critical mechanisms which encompass the features of all the five learning theory schools. This model directs the mentee, allowing them to work out challenging problems hastily and develop upon their personal virtues (Marquardt, Waddill 2004). Egan (1990) also used multiple learning schools in his 'Three Stage model' which gave confidence to client problem solving and progression in the course of action.There are many coaching models that can be personalized (Brockbank 2006), together with the frequently used GROW model (goals, realities, options and will) GROW is utilized to formulate coaching or mentor sessions, through asking open questions, providing the mentee with the point in time to reflect and take control and impede their own progression and understanding This appears to be extremely creative and an optimistic form of mentoring.The 'Six Principals of Coaching' (Rogers 2004) is additionally centered on the GROW model and assimilates SMART (specific, measurable, achievable, realistic, time bound) goals and actions. In order for this to work the mentee must want to adjust themselves, however this not always the case.One of the impenetrability's of mentoring educational experts is the assessment and the examining of the outcomes. In order to be able to quantify these proceedings, the DFES (2005) draws onto the SMART objectives as an element of the CPD procedure. High levels of magnitude are on the mentee to decide on objectives with assistance and participation from the management.