Evaluation of Learning in an Organisation
- Submitted by: lishy
- Views: 2313
- Category: Other
- Date Submitted: 07/08/2010 10:23 AM
- Pages: 8
- Report this Essay
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...
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...