Evaluation_of_Learning_in_an_Organisation

This is a critical evaluation of the learning environment at an Ambulance Station from the perspective of a Paramedic training to become a mentor. The Ambulance Station is a busy station within the Ambulance ServiceTrust. In preparation for this evaluation a SWOT analysis (see appendix 1) was conducted based upon experience at the station which has a high ratio of learners to qualified staff. The SWOT revealed many areas for consideration within the learning environment, including strengths which should be maintained and built upon, opportunities which need to be prioritised and optimised, weaknesses to be remedied or mitigated, and threats for which counters should be sought. We need to ask ourselves “What opportunities arise because of our strengths'’ and ‘What are the threats that the weaknesses expose us to'’ (Tyler 2004). This statement has been a key point of learning during this investigation, if you refer to the SWOT (appendix 1), you will see that arrows have been used to illustrate the circular nature of the Strengths, Weaknesses, Opportunities and Threats, and how these overlap, are repetitive, and difficult to distinguish. Various weaknesses were identified during the process, for example, there is little opportunity to put aside dedicated time for learning in the clinical setting due to the fast paced nature of the role. There is rarely time to sit down and take stock/assess/critically evaluate performance or areas for improvement. Additionally there is no formal induction for new entrants at the station and staff do not always automatically work alongside mentors, or are not always crewed as a team, which further impacts on time constraints affecting learning opportunities. It was identified that the mentor role has not been formally described, and there is consequent confusion about the nature and requirement of the role. In terms of minimising the impact of these weaknesses the first line of defence is awareness that they exist. If a mentor can be conscious of these potential constraints then they can seek to implement proactive solutions rather than find themselves caught out by the demands of the clinical setting. A particular concern is that “Newcomers take a while to find out what learning opportunities are available, and need support to make adjustments during their first days in practice” (OU K320 Block 1, 2.2 pp23). Simple initiatives on an individual level, such as setting aside additional time before/after a shift for a debrief with the learner, ensuring communication is explicit and focused (at the right level, see progressive focusing OU K320 Block 1, 2.4 pp33)). both during the clinical experience, and debrief, and above all managing the expectations of the learner will all contribute to either remedying or countering these issues. At station level, a recommendation would be for an orientation experience to be designed for the new learner, and this could be as simple an intervention as a handbook, or a half day familiarisation on the first shift. It can take learners a while to seek out learning opportunities, so as a mentor we need to be conscious of this and able to facilitate this transition as and when it occurs. The mentor must “think about the learner’s experience”, and how they can “help them make sense of the new environment” (OU K320 Block 1, 2 pp19). As Tyler states, the threats are what the weaknesses expose us to, and as outlined above, there are a number of issues. Awareness of these threats to the learning experience are critical in countering them. Threats identified included the potential for a lack of time set aside to meet with the learner, the fact that it can take a protracted period of time for the learner to settle into the unique clinical environment of paramedic practice, and the fact that learners are not always placed with qualified mentors who can assist them in the professional and clinical development. Awareness of these threats is the first defence in protecting the quality of the learning, and as discussed regards the weaknesses in the process, a simple yet formal induction/familiarisation package could be used to embed the learner on a faster track which is more conducive to the clinical learning experience. Additionally a policy of placing new learners with qualified and experienced mentors should be a gold standard for best practice. One should bear in mind that an individual mentor may not be in a position to make changes to the system, but by being aware and being an example for the process they can contribute to the most effective learning possible in spite of threats to the process. However, by building strong alliances and networks the mentor can be an influential voice in how learning is delivered in the organisation, thus protecting the learning environment from the threats. (Diversity of people and values in practice, OU K320 Block 1, 2.1 pp21). We need to be cautious, and aware of the fact that if a learner comes into the organisation and is uninspired or feels perhaps unsupported then the learning environment is threatened, and this impacts on motivation and morale, both amongst learners and the mentors. Many strengths were identified, not least the commitment of the trust to the mentoring initiative, and the enthusiastic uptake of the mentoring qualification amongst existing experienced and potentially valuable paramedics who can contribute to the learning experience. Additionally, where learners are placed with mentors, there is a fantastic opportunity for close observation of hands on clinical practice. Learners join our organisation with great enthusiasm to start the job of paramedic, and a great strength in the ambulance service that those learners are seen as colleagues from outset, and when crewed with a mentor with a depth of experience and strong skills to share there is a real opportunity to exploit that experience for the benefit of on the job learning. Where the mentor can recount previous examples of similar jobs, different outcomes, and challenging situations they can really enrich the learning experience for their colleague, and build upon the hands on experience. “Understanding how individual learners develop over time can provide insights into enhancing the quality of their experiences” (Familiarising learners to practice OU K320 Block 1, 2.3 pp27). When supported by excellent communication, teaching, and listening skills on the part of the mentor can lead to strong networking relationships, not just with the learner but also with the wider clinical teams and colleagues, which in turn has a knock on impact on the effectiveness of the mentoring program, and it’s reputation in the ambulance trust. By being aware of this, as mentors we can ensure that we meet the “values, standards and behaviours that are expected in practice, and tailored to individual learners” (OU K320 Block 1, 1.3 pp15). In this unique environment, the opportunities (some of which have been touched upon above), presented can be effectively built upon. Where learner and mentor are crewed together there is a chance to forge a strong working relationship with two way feedback on a continuous basis. One of the key opportunities, and one perhaps often overlooked, is the fact that it is not only the learner that benefits from personal and professional development, the mentor also develops their skills. “Creating an environment for learning in the practice setting and viewing practice as a medium for learning can be empowering for many practitioners” (OU K320 Block 1, 2.2 pp27). In 1996, Professor Margaret Chapman described the model for reflective practice which outlines how the practitioner can “reflect upon their own experience and use this as a basis for continuous professional improvement”. As a result of the Trust’s commitment to this mentoring initiative, we have an opportunity to improve skills of all involved in the scheme. Another opportunity is that because of the commitment of the trust to mentoring, formal training and qualification of mentors means that the scheme has credibility within the organisation. With effective application, as discussed, this leads to the reputational impact of a scheme that becomes a best practice method of working, which serves to facilitate the learning experience as we train learners with committed mentors, those learners become the next generation of mentors. So in conclusion, one could describe these as both challenging and promising times for mentoring and the learning environment at the Ambulance Station. By asking, “Where are we now'” one can see that notwithstanding the threats that the above outlined weaknesses expose, an awareness of these areas affords opportunities to remedy and counter challenges to effective learning. The strengths create opportunities for learning which we are able to prioritise and optimise, and being aware of the challenges we face we can turn the threats into strengths which can be leveraged, built upon and optimised in order to live up to the trust’s statement that its greatest strength really is it’s staff. Appendix 1 – SWOT ANALYSIS |STRENGTHS |WEAKNESSES | |The ability to work alongside the learner – close observation |Time Pressures – fast pace, no allocated time for mentoring practice| |Strong clinical skills and experience of the mentor |No formal induction at station level | |Strong networking relationships (where these exist) |Staff do not always work with their mentor | |Trust support for mentoring and learning |No formal description of the mentor role – leading to a threat that | |Enthusiasm of trust staff for the initiative |mentor and learner are unsure of process' | |Existing expertise of clinicians signing up for mentor roles |Variety (can lead to a failure to consolidate – see strengths) | |Unique opportunity for learning on the job |Unsuitable mentors signing up for the program – how are these | |Variety (many different scenarios to experience - see weaknesses) |addressed before they become a threat to the process' | |Diversity – within the station and within our community |Not enough qualified staff to support high volume of learners at the| | |station | |OPPORTUNITIES |THREATS | |Opportunity for two way feedback between mentor & learner |Failure to make time for the learner | |Formal training and qualifications of mentors |It can take learners a long time to settle into the environment | |Continuing to build strong inter-professional relationships |Learners who are not placed with mentors becoming disenfranchised – | |Improved credibility of the process, the staff and the trust |lack of access to the mentor, loss of faith in program | |Improved skills of all involved in the program |Lack of role definition threatens the process – expectations | |Opens up channels of communication across levels and disciplines |If it fails it could negatively impact upon morale – “It didn’t | |Excellent training raises the bench of the existing staff |work” mentality. | |Improved morale |Learners feeling abandoned if time is not made for them by their | | |mentors or if their expectations are not managed effectively | | |Challenges of adult learning – it’s all new when you go back to it | | |later in your career – this can be daunting and should be | | |recognised. | References Tyler, S (2004) The Manager’s Good Study Guide: An Essential Reference with Key Concepts, Tools and Techniques Explained, 3rd edn, Milton Keynes, The Open University Roger Gomm et al (2008) Block 1: Getting Your Bearings; Mentorship and Assessment in Health and Social Care Settings, Milton Keynes, The Open University Zeus & Skiffington The Coaching at Work Toolkit, 2007, McGraw Hill Audio CD K320XP1 (CDA5927), 2007, The Open University