SAMPLE MENTORING PROGRAMME

Broadcast management

Proposal This plan is based on a theoretical (but common) need to develop a post course practical learnership or mentorship programme. This proposal covers the design, administration, learning outcomes, learning, assessment and evaluation of the mentorship. OBET Principles Any programme of learning in South Africa that is funded by public money, or is covered by the Skills Levy, has to comply with the NQF framework and the principles of the South African Qualifications Authority. These are simply the principles and methodology of internationally accepted Outcomes-based Education and Training (OBET). Put simply, it means that any learning intervention will follow, in principle, the following process. Needs Analysis Define required skills Write outcomes standard Measure existing skills Define Skills Gap Report Needs Analysis Standard Define outcomes and assessment criteria   Write unit or enterprise standard Quality Assurance Design systems and quality assurance management procedures Manage the quality assurance Assessment Guide Write Assessment Guide Moderate Assessment Guide Cost and Evaluation Parameter Design Determine the benefits of competency in the stated skills Determine a realistic cost for training and assessment, including lost production, recruitment etc. Set cost limits and design budget Design evaluation procedure Course Design Define course objectives Research expert input Design course structure Select training tools Select formative assessment tools Course Writing Write Instructor Manual Write Learner manual Make up course materials Enrolment Enrol Learners Conduct Conduct course Course Evaluation Evaluate course (Kirkpatrick level 1) Assessment Assess learners Moderate Assessments (Kirkpatrick level 2) Training Evaluation Evaluate impact on the person and work area (Kirkpatrick level 3) Evaluate costs against budget and calculate Return on Investment (Kirkpatrick level 4)  Process What this means for any programme (training, on-the-job, mentorship, coaching, or by any other name), there has to be a simple process that falls into the guidelines as defined above: There has to be a NEED defined. OUTCOMES in terms of some observable skill have to be detailed. From the outcomes, there must be some expected RETURN determined. The ways of EVALUATING this return must be agreed. The competency in the skills determined for the outcomes have to be ASSESSED. To assess the competency, there has to be an ASSESSMENT DESIGN. A PROGRAMME AND METHODOLOGY for transferring the skills must be written. The programme must be CONDUCTED. QUALITY must be monitored. The entire intervention has to be EVALUATED. This process is not complex if it is followed.  It is logical, simple, and easy to implement. It also suits all parties concerned as the competency is assessed, the programme evaluated, and the quality monitored. On the Job Learning There is NO difference between on-the-job learning, and any experiential training course. The following diagram shows how it follows the process of any training course, and how it may be aligned to a possible certificate or diploma. In all these types of mentorships, the practical training period follows a period of theroertical and/or experiential training. Even a structured experience is a simulation; the mentorship is designed to allow the learner to practise skills in a real environment. However, the mentorship has to have an outcome, the skills learned have to be assessed, and the programme has to be evaluated.  If not, the financing of such an intervention is irresponsible. The Steps Determining the Need There are two parts to determining the need: Which parts of the theoretical learning need to be practiced in a real environment? Which if these skills are urgently needed to secure productive and rewarding employment. Defining Outcomes The process of converting needs into outcomes is simple and involves writing the needs in terms of outcomes and placing them into a format acceptable to SAQA principles, and to the understanding of the learners, employers, mentors and the educators. Determining Return This is a business and financial process, and looks at the cost required to produce an outcome.  Usually it is calculated in terms of the value to the fiscus (in terms of future receipts in income tax and VAT), and a reasonable cost to secure this return.  There are standard ways of doing this. Once the cost is determined, this automatically becomes the budget for the intervention. At the same time, the methodology that will be used to evaluate this return has to be agreed.  The goalposts must be placed ahead of the game. Assessing Competency As a direct result of the defining of the outcomes, the assessment criteria are written. From this, an assessment plan or guide is written.  This defines exactly how competency will be determined.  This guide has to be written in advance (immediately after the outcomes) as to be fair, it must be available to learners and mentors BEFORE mentorship begins. Programme Design There is no such thing as training, mentorship or coaching that is not programmed.  You cannot even get onto a bus without a programme. The mentorship programme will combine the following: Activities needed top give learners the opportunity to be competent in the skills defined in the assessment guide. Instructions to the mentors to enable them to fulfil their obligations. The necessary feedback (or formative assessmnet0 to determine that quality of mentorship is maintained (this may involve interim theoretical revision for nth mentors and learners). Programme Conduct and Administration Someone must maintain quality according to set parameters agreed in advance.  Often his is no more than a programme, an accompanying diary and a checklist. Skills assessment The competency in the skills has to be assessed.  This need not be complex.  In fact it can be as simple as a checklist of observations by the mentor of skills practically demonstrated. NOTE: It is clear that adherence to SAQA principles and processes need not be complex.  In fact, a SAQA principle is that of cost efficiency, and the training (mentorship) must not cost more than the budget needed to produce the required ROI. Evaluation Finally the competencies achieved must be measured against the pre-agreed parameters for measuring ROI.  This may take a year, or even a period of two years. Deliverables A programme of this nature will involve the following deliverables: Needs Analysis. Outcomes definition (enterprise standard) Evaluation methodology Assessment Guide Programme design. Programme materials Quality assurance Assessment Evaluation