Part 7: Development of an Action Plan Comment by Gina Peyton: I deleted all my Track Changes comments from Part 6 as I approved this part on June 16h. Make sure to include the NEW Part 6 with your revised paper. Thank you.
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 is clarity 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. Cuiccio and Husby-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. Cracolice & Broffman (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 Musti 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 them. Comment by Gina Peyton: You need to refer to your Action Plan either here or in the next section and refer to the Appendix. Comment by Gina Peyton: I do not see the sentence that directs the reader to your Action Plan in Appendix D? Or whatever the next letter will be.
Timeline Comment by Gina Peyton: Okay, I just saw your Action Plan as an attachment. You can leave this but make sure your editor places this in APA format. You also need an introduction sentence/paragraph before you insert a table with the document.
| Step | Duration | Activities |
| Assessment of needs and Goal setting | August 2023 | Process begins with conducting a needs assessment comprehensively covering various areas, among them performance evaluation of the learner and collecting input from both the learners and teachers. |
| September 2023 | Analysis of needs assessment data and identifying areas of focus in the mentorship program. | |
| 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 improve |
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