Part 7: Development of an Action Plan
An action plan details the steps to be taken to achieve certain objectives. It establishes the roadmap outline of the tasks, activities,timelines, and resources used in the accomplishment of the outcomes so desired. One of the key purposes of the action plan isclarity and focus, which lays down a clear and concise overview of what should be done, allowing those involved to clearly understand what is needed of them. In that case, the action plan helps align the resources and efforts in the organization to a common objective. Schaefer (2018) argues that the action plan is not an end state but a means to beneficial action.It helps in the setting of goals, prioritization, accountability and tracking,resource management,risk management, mitigation, communication, and collaboration. Ask et al. (2019) finds that action plans guide those involved in planning out activities that they are to carry out while realizing or putting into action the plan they are on course to a mentoring and tutoring program.
Action Plan Steps
The first action step is the needs assessment and goal setting. This step entails gathering data and information on the areas in which the learners need mentorship, what, how, when, and at what time this mentorship will be done. This implies that one conducts a comprehensive needs assessment. Curcio and Hus by-Slater (2018) argues that a successful needs assessment is both needs-driven and context-specific. In that regard, the needs assessment in the present case scenario will stick to the needs of the tutoring program and what is needed to actualize it .It must be in the context aligned to the levels of the learners .In addition to this, this step will further entail setting clear goals on what needs to be achieved .Grounded on the needs assessment, this step will seek to set specific and measurable goals for the tutoring program. Bailey (2019) has shown that the goals-setting step would better be guided by using frameworks like SMART that would help set better-guided goals in the implementation of the plan of action.
The second step will be recruitment and training, under which the program team will recruit suitable experienced mentors and tutors for the program implementation. Kutsyuruba, & Godden (2019) stresses the role of experience in mentorship programs in the education sector. This step will therefore call for the program implementation team to reach out to communities, organizations, education institutions, and professional bodies with similar skills to get the top talent from these institutions. Another item in this step is the provision of comprehensive training to equip them with the needed skills and expertise to support the learners effectively. Such training should focus on communication, techniques to tutor the learners, understanding the needs of those they are to tutor, and creating positive mentor-to-learner relationships. Caracolite &Bronfman (2021) recognizes the role of training the mentors to learners to prepare them to meet the student’s or learner’s demands during their mentorship programs.
The third action step of the mentorship and tutoring is the matching process in which step the tutors are paired with learners respective to the learner’s individual needs, learning styles, and interests .In pairing the mentors with the learners, considerations must be made in subject expertise among the tutors, compatibility, and tutor availability to have great mentor-learner matches. Haddock et al. (2020) show that the organization of mentor-mentee matches into small groups is key to the enhancement of the treatment of the mentees in the training program. This implies making the right matches and organizing them in the right numbers. Further, this step entails the communication of the expectations needed of the mentors and tutors ,their roles, and responsibilities throughout the mentorship program. It ensures that mentors and mentees understand the goals ,guidelines, and scheduling of the sessions of leaner mentorship. According to Lamm et al.(2017), the expectation familiarization step is key in aligning the mentors with the expected roles in the mentoring process in which they are just about to engage.
The fourth action is implementation and monitoring .This is the actual realization of the goal or objective of the entire process. This step entails putting into action what had been anticipated in the entire preparation for the program. Under this step, a schedule is established in advance for the sessions of mentorship and tutoring that will accommodate effectively the tutors and learners depending on availability .The program must be underscored by consistency and reliability to ensure they support and realize the course they were purposed to. As Musty et al. (2022) show, the program must be guided on a step-to-step basis showing the mentees what they should do when and where. This should also be done so that it is presented in the most meaningful of ways that the mentees can understand .In addition, this step includes the monitoring of the progress made in the implementation of the tutoring and mentorship program. The step entails the assessment of learners to watch out for their progress and provide meaningful feedback to the mentees for improvements in the course of the mentorship program .In this step of the program, the needed support, guidance, and material resources must be provided to ensure that the program goes at the planned pace. An open communication relationship has to be created among and between stakeholders ,mentees, and mentors to be ready to address the challenges in the implementation process. Tilema et al. (2015) find the critical place of monitoring the mentorship program to track the progress .The fifth and last step of the action plan is the evaluation and improvements .In evaluating the program’s effectiveness, it can be done in a number of ways, including surveys as well as feedback from the participants in the mentorship program .Data analysis and drawing of insights must be done to establish ways the mentorship program could be improved if it were to be conducted in the future. Harker et al.(2019) argue that the evaluation program of the mentorship program allows those implementing the program to know whether the program helps the professionals develop expectations ,improves the competencies of the mentors ,increases understanding of the mentees as well as knowing where there has been expansion of participation in the so said mentorship program .In addition, adjustments must be made to necessary changes to improve the program in question .Improvement of this program would include such things as the modification of the training program,fastening of the matching process during the program, and implementation of the additional support in mind to support measures created based on the lessons learned from the steps implemented. Jarjoura et al. (2019) find that evaluation of mentorship programs allows for enhancement into the programs, creating a longer-lasting relationship of benefit between the various mentees and mentors in the program. Following up on all the said key steps will help actualize the intended mentorship and tutoring among the learners in a bid to boost personal and academic growth among
Timeline
October 2023
| Setting of SMART goals grounded on the needs captured. | ||
| Recruitment and Training of Mentors and Tutors | November 2023 | Mentor recruitment from various organizations starts |
| December 2023 | Complete the process of recruiting mentors, background preparations, and certification confirmations | |
| January 2024 | Creation of a relevant and comprehensive training program for the mentors and creating the training schedule | |
| Mentor-mentee matching process | February 2024 | Matching and subsequent pairing of mentors to mentees based on need factors, among other considerations. |
| March 2024 | Communicating expectations, roles, and responsibilities, as well as providing instructional guidance to mentors | |
| Implementation and monitoring | May 2024 | As per schedule, mentorship sessions are to be conducted |
| June 2024 | Progress monitoring and feedback delivery to mentors for the sake of continuous improvement | |
| July 2024 | Regular monitoring and check-ins focused on the evaluation of the program using the established tools | |
| Evaluation and Improvement | August 2024 | Analysis and identification of areas of improvement |
| September 2024 | Necessary identified adjustments and subsequent improvements to be made | |
| October 2024 | Overhead planning of the year 2025 with a consideration of the lessons learned from the program implemented. |
The above timelines schedule can, however, change according to the needs of the organization. Hessami et al.(2017) argue that the success of a given project depends on the accuracy of the scope as well as the cost and time schedules.It is also important to realize that the current program needs certain steps of action that have a planned duration for each activity. This ranges from the first areas of needs assessment to the evaluation of the program.It is also important to realize that the schedule above is not fixed but will be subject to adjustment according to the school calendar but in that order.Lima et al. (219) recognize the need for flexibility in scheduling projects to ensure a smooth flow of activities as planned out in the said schedule.
Roles and Responsibilities
The first role in this program is that of the program coordinator. The program coordinator is the general overseer of the implementation process. The program coordinatoris in charge of planning, coordinating, and evaluating the program.Further,this person will be tasked with ensuring meaningful communication between other stakeholders in the team. Other duties includeidentifying the resources, monitoring progress, and providing feedback and evaluation. Darkazanli (2021) argues that providing leadership is key for the coordinator to cultivate a positive relationship with other members in the program implementation.The second group is the tutors, and they have to assess the needs of the learner, create learning plans, and deliver training sessions as per plan. They alsohave to provide guidance to learners. Ann (2016) argues that the mentor has to constructively give feedback,provide opinions to mentees and refer them to resources that can be helpful for their academics.They have to focus on the challenges of the learners, promote critical thinking and stress the need for objective learning.The last group is the learners who are expected to be active partakers in the program.They have to be actively engaged,listen attentively, seek guidance, and put into action strategies that are recommended to them by mentors.Further, they have to communicate their needs, progress, and challenges in the course of the program to as to gain immensely from it.
Resource Needs
Ssemata et al.(2017) recognize the establishment of mentorship programsin a world of limitations. However, this program will need certain minimal resources for its implementation. To support the mentorship program, resources must include finances and human resources opportunities for professional development, among others.In addition, collaborative partnerships among stakeholders are key to boosting program effectiveness,reach, and sustainability.Further, the need for evaluation and assessment tools cannot be understated since it is on this basis that the program results will be realized. Alidina et al. (2022) realize that resource mobilization is very important to support the mentorship program since it allows it to proceed as planned.Securing the needed finances,human resources, needed training, opportunities for development, partnerships, collaborations, and evaluation tools, the program will be a success.
Organizational Support
The success of this particular initiative is pegged on the support to be offered at the school level.It requires stakeholder collaboration within the school forit to actualize.A study by Zikhali et al.(2017) amplifies the critical place of stakeholder collaboration between teachers and learners to create productive synergies that contribute to the program’s success.The school administration and the leadership must be able to collaborate with the program staff to see the program a success.The teachers and faculty,parents and guardians, and even community organizations must speak in one voice in support of the program so as for its success to be realized.Involvement of the various stakeholders within the program does create and increase engagement as well as a supportive ecosystem for the program’s success (Arslantas&Kocaoz 2021).
Barriers
Aderibigbe et al. (2022) argues that despite its benefit to the involved, it yet again faces several common barriers to its realization in the dynamic school environment.The most common is the lack of awareness and understanding among the stakeholders, which may limit participation in the program.Creating awareness is key to dealing with this barrier.Another barrier is the resistance to change, especially in the implementation of new programs.The barrier would best be dealt with if those implementing the program create a sense of ownership and belonging to the program and control over it.The last is the limitation of resources such as financial resources.The barrier can be dealt with proper financial preparation and looking out for support partners when grounding the program in question.Gupta and Gupta (2021) find that creating a culture of change within the organizationis a key step in beating the barriers that hamper the realization of change in the program implementation.
Evaluation
The evaluation of the mentorship program will be engineered towards the identification of the effectiveness improvement areas allowing for the right decisions which propel the program to its success in the future.Evaluations may be outcome based,process evaluation, stakeholder feedback, or even long-term feedback (Hordge,2022). All these allow for better improvements of the program to inform on training the mentors and allow feedback from the mentees on whether they could gain any new insights into the program.A variety of tools and criteria can be used in the evaluation of the program’s success, including but not limited to surveys,feedback, and interviews, among many other forms that create a place for improvements and future improvements for a similar program. Gunic(2015)argues that carrying out the evaluation at all steps, from matchingand implementation to the end step, allows for creatinga better program structure in the future.
Reflection On the Overall Experience
The action planning phase of the mentorship program has been a very engaging,valuable, and enriching experience and has provided me with insights into what is involved in the development and execution of such programs.Duse et al. (2017) argue about the critical step of the action plan in mentorship, which has been part of what is learned in this phase of the strategy.This process has heightened the critical place of prior research and critical thinking in making solid and right decisions in actualizing the planof action in the mentorship.The various literature sources provide insights into the various roles, challenges,approaches, and practices that could be implemented to better approach this program.As shown by Muhammad (2020), the action plan is also a place for creating the foundation step in the creation of mentorship in the education sector.The action plan hinted onseveral issues, among them the need for partnerships in implementing this course of action. Potential challenges have also been highlighted, and the critical place of evaluation in the plan has been given significant attention.Overall, an enlightening and empowering process, the action plan step proves a structured approach to address the program with evidence-based ways supported by stakeholder collaboration and ways to deal with the barriers like the resistance to change while underscoring the need to evaluate the program’s effectiveness.
