Dr Tom Chapman Jane Morgan Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, September Introduction During the past ten years, mentoring has been increasingly recognised as a key strategy in professional training and development programmes in education, health care, business and industry. Although the concept of mentoring is not entirely new, it is difficult to define. Bennetts adds a pedagogical, democratic dimension by stating that mentoring is learner-centred and progresses at the rate determined by the mentor and the mentee. Mentoring can thus cover a variety of activities ranging from helper functions to those of assessment.
This analysis can be conducted at the individual, team or organisational level. In any case, the outcomes can identify the appropriate learning provisions required to enable sustained business performance and should be closely aligned to the overall organisation strategy.
It also provides insight for those operating in smaller organisations into addressing their particular challenges in identifying learning and development needs. CIPD viewpoint Clear and systematic identification of learning and development needs is a key aspect of ensuring effective learning provision across an organisation.
However, the process can be seen as a rigid, box-ticking one-time exercise unless it's aligned with organisational requirements.
The need for organisational agility means people professionals must act quickly to deliver a learning needs analysis when required. The process demands an appropriate mapping of organisational needs linking the learning to the desired business outcomes. Log in to view more Log in to view more of this content.
If you don't have a web account why not register to gain access to more of the CIPD's resources. Please note that some of our resources are for members only. How are learning and development needs identified? Such an analysis will enable decisions about what learning provisions are needed at individual, team or organisational level.
These gaps should be interpreted and prioritised in connection with the wider organisational strategy. Implementing a formal learning needs analysis LNA - also sometimes known by alternative terms such as training needs analysis TNA or training and learning needs analysis TLNA - may be seen as a current or future health check on the skills, talent and capabilities of the organisation or part of the organisation.
Such a process needs to flow from business strategy, and its aim is to produce a plan for the organisation to make sure there is sufficient capability to sustain current and future business performance. It is also vital to consider statutory and compliance requirements.
Organisational performance depends on having the right people in the right place with the right skills at the right time. Providing learning opportunities can help build organisational effectiveness as well as enabling staff to achieve personal and career goals which can increase employee engagement.
It is also useful in times of high attrition providing it's designed to capture in house knowledge well, therefore stopping knowledge 'walking out of the door'.
Engaging with a variety of stakeholders, including subject matter experts, operational managers and the intended learner group, is vital and they need to be consulted with early in the process.
This also continues when the results are communicated. Levels of learning needs analysis Analysis of learning and development needs can be done at a number of levels: For a specific department, project or area of work - new projects and opportunities require new ways of working or reorganisation, while restructuring also necessitates changes in roles.
For individuals - linking their own personal learning and development needs to those of the business, often carried out as part of performance review.
See our factsheets on performance management and performance appraisal for more information. Depending on the circumstances, a learning needs analysis may for a specific aspect such as an organisational or project-based skills auditan ongoing operation for example as part of an organisation review process or a combination of approaches.
The RAM approach helps to focus the analysis on the key business and organisational outcomes in the following ways: Find out more on measuring and evaluating learning outcomes.
Capability analysis Knowing which jobs will be done now as well as those proposed in the future is the first step when reviewing skills needs. Keeping an open mind helps future proof in this process; nobody honestly knows what jobs will exist in the future, however being agile and prepared for them is important.
Next, for each category of employees covered, the following questions can be considered: Which capabilities will be required to carry out the job? For example, when looking at the competence requirements in a project manager: Knowledge elements might cover the nature of the projects managed, techniques of project management and the system used to manage projects, plus being well-networked to find any knowledge gaps.
High levels of skill in dealing with other people, managing the project team and influencing important stakeholders would be expected.
Certain attitude requirements would be relevant, such as attention to detail together with drive or persistence to overcome obstacles and see the project through. Competency frameworks can provide more detailed structures for looking at job requirements.
Collecting and using the data Gathering data on learning needs After planning the extent and nature of the analysis, the next stage is to decide how the information can be collected.2 Abstract Facilitating the learning of student nurses in the work place is an integral role of the registered nurse.
This article aims is to provide an overview of the role. Nursing students and new graduates face a real challenge entering the field of nursing.
Mentoring new nurses is a chance for more experienced professionals to take a new graduate ‘under their wing’ and make them feel an important part of the team. Mentor will be providing guidance and shared their knowledge and experiences to develop a realistic expectation of the work.
The following is some advantages which important: 1. Help to analysis– Mentor can help mentee assess career strengths and weaknesses and also determine future goals.
2. The role of the mentor involves familiarising the learner to the clinical environment, overseeing teaching and learning opportunities, observing the learners performance liaising with the link and personal tutors when necessary and review the progress of the learner, keep accountability and act as a .
Plan a meeting to establish a learning contract with a master’s prepared administrator/manager to coach and mentor you in the roles and functions of a nurse administrator/manager.
Generally, your experience is enhanced (). The role of nursing leadership in creating a mentoring culture in acute care environments. Nursing Economics. Improve after-school learning opportunities Expand participation in arts and culture district role in improving teaching and learning (Beyond Islands of Excellence) establishing high expectations and using data to track progress and performance.