A Comprehensive Learning Plan with Assessment Strategy Rationale

This assignment presents a comprehensive learning plan developed for John, focusing on enhancing his communication, presentation, and teambuilding skills, as well as his ability to remain calm under pressure. The plan incorporates a mix of lectures, presentations, audio-visual aids, case study discussions, role-playing activities, and games, tailored to John's kinesthetic learning style. The plan includes scheduled mentor-mentee meetups for feedback and addresses technical knowledge requirements. Assessment strategies combine formative and summative approaches, evaluating John's progress through activities, group discussions, and mentor observations, with a final discussion on self-appraisal and areas for improvement. This holistic approach aims to prepare John for future challenges and promote self-awareness and emotional maturity.

Q.3. Develop, evaluate and rationalize the completion of a learning plan for John whilst he is
with you over the next 4 weeks.
John is a practical learner which entails that he would adopt a kinesthetic learning style
(Katsioloudis & Fantz, 2012) and his course activities should involve more hands-on training
wherever possible. A training in healthcare aims to equip the student with a multitude of skill
sets that are required in a future healthcare practitioner. On the basis of past evaluation, the
mentor has identified that John needs communication, presentation, and teambuilding skills
along with the ability to stay calm under pressure. Technical knowledge on the working of a
healthcare operation are also a necessity. The learning action plan has been developed by the
mentor in accordance with the requirements of the course. The technical knowledge would be
covered under the course with all other students. The mentor has developed the learning plan to
cater to the other skill requirements of John. The plan includes course particulars along with the
activities that would be used for assessment, additional resources used in the plan, and a schedule
meet-up between the mentor and John for smooth functioning. The plan also includes a short
interval after each session for feedback and questions. This would be a safe space for John to
talk about any concerns or learning difficulties that he may face during the course. The learning
plan has to be worked around John’s course schedule as well as his volunteering activity and
hence the exact time will be scheduled in a joint meeting with John. John is an adult learner and
like most adult learners, would want to be an active participant in his learning sessions and share
his experiences as well (Sogunro, 2015). The plan has been designed keeping that in mind. The
methods of training are hence a mix of lectures, presentations, audio-visual aids, story-telling,
case study discussions, role playing activities and games.
The learning plan
Sr.
No
Day/Time Activity Particulars Goals to be
accomplished
1. Week 1 Introduction
and Ice Breaker
Mentor-Mentee to know each
other; Mentor and mentee to
list three things they expect to
get out of the mentoring
relationship; Assessment of
mentee’s communication,
teambuilding, and
presentation skills
-A thorough introduction
to each other by the end
of the session
-Setting expectations
from each other
-An objective
understanding of the
skills possessed by the

mentee at the beginning
of the year
An activity plan in joint
discussion with the
mentee for the next three
weeks
2 Week 2 Communicatio
n Skills;
Presentation
skills
How and why written
communication is important,
basics of writing emails and
reports; oral presentation
skills; using technology for
presentation
Activity: Role plays and
Games
-Learn how to write a
business email to internal
and external clients with
no grammatical error and
correct vocabulary in 3
weeks
-Have a proficiency level
of 5 or above on a scale
of 10 in using technology
to make and deliver
presentations
-Know how to dress
appropriately for a
presentation depending
on the nature of talk and
the audience
Week 3 Teambuilding
skills
Principles of teambuilding;
knowing personal style of
working; internal and external
locus of control;
understanding own
personality traits
Activity: Role play, Case
Study
-Know the four pillars of
teambuilding
-Assess own personality
traits and write a report n
how to use them to be a
good team player to be
submitted in a week
Week 4 Handling
difficult
situations
Ease in handling crucial
conversations; Maintaining
patience and calm
Activity: Meditation
exercises; Understanding
personal stress score
-Know own conflict
resolution style and write
a reflective essay on how
it has hindered in the past
and list three practical
ways in which to deal
with difficult situations,
to be submitted by the
end of the session
Mentor’s Signature: Mentor’s Name:
Mentee’s Signature: Mentee’s Name:

Q.4. Critically discuss how you will assess John’s development using appropriate assessment
strategies.
The evaluation of John’s development will use a combination of formative and summative
strategies i.e. his progress will be assessed during the mentoring relationship as well as the end of
the 4-week period. The various activities planned in the learning plan are designed keeping in
mind the requisite competencies and will be assessed accordingly. John’s progress will be
assigned on his communication skills, presentation skills, technical knowledge, ability to work in
a team, and ability to be calm under pressure. The lesson plan has several activities that have
been planned to train John on these competencies and have in-built assessments such as paper-
pencil tests, group discussions, training games and an extempore speaking activity. The
summative assessment would be done by combining the scores received during all previous
exercises along with a score from the mentor on his overall performance and progress from when
he joined.
The mentor would also include a subjective assessment based on their interactions outside the
course activities. This would involve an assessment of how ready the mentor thinks John is to
face the next year in the course work (Taylor & Hamdy, 2013). The mentor would also make
note of behavioral aspects of punctuality, sincerity and dedication shown by John towards his
coursework. John has a tendency to shift his meetings in lieu of volunteer work and it is the
mentor’s responsibility to assess how this would affect the learning ability of John. The
subjective assessment would include an honest review of his strengths as well as areas that he
needs to improve upon. An important part of the assessment is that the mentor would have a
detailed discussion about it with John and seek his opinion on the same as well (Clark, 2012).
An honest self-appraisal would show his emotional maturity and self-awareness which are
essential skills in the real world.

References
Clark, I., 2012. Formative assessment: Assessment is for self-regulated learning. Educational
Psychology Review, 24(2), pp.205-249.
Katsioloudis, P. and Fantz, T.D., 2012. A comparative analysis of preferred learning and
teaching styles for engineering, industrial, and technology education students and
faculty. Journal of Technology Education, 23(2).
Sogunro, O.A., 2015. Motivating factors for adult learners in higher education. International
Journal of Higher Education, 4(1), pp.22-37.
Taylor, D.C. and Hamdy, H., 2013. Adult learning theories: Implications for learning and
teaching in medical education: AMEE Guide No. 83. Medical teacher, 35(11), pp.e1561-e1572.