CAPE PENINSULA

UNIVERSITY

OF TECHNOLOGY

Teaching and Learning Portfolio

Mentoring in-service trainees
Khaleel Jooste

Contents
Introd uctio n Teaching and lea rning activities Concl usio n Appe ndix 1- Learn ing Contract Appendix 2 - Safety Safety video Iinks Append ix 3 - Presentations Appendix 4 - Fault finding, repair and installation skills Appendix 5 - Tra ining videos Tra ini ng video Iinks Appe ndix 6 - Case study and feed back Appendix 7 - Power Electronics 4 project Append ix 8 - Emergency pia ns and contacts Appe nd ix 9 - First aid First Aid video lin ks Appendix 10 - Asset control management presentation Append ix 11 - CIR Video Appendix 12 - Website design tra ini ng Appendix 13 - Assertiveness video links and feedback Appendix 14 - Email etiquette and customer service and quiz.. .. 3 .4 15 18 20 23 24 25 26 27 28 29 30 .... 31 32 33 34 35 36 37 38

Appendix 15 - Trainees feedback, peer review, self-review and PBL reflection

Introduction

I have been a Laboratory Technician at CPUT since December 2009. I however think of myself as an Electronic Technician. I have 6 years industry experience. My specific areas of responsibility at CPUT are the Centre for Instrumentation Research (CIR) laboratories and stores.

ENTRE FOR NSTRUMENTATION - ESEARCH

Figure 1 -

erR

banner on display

My main duties are to manage the laboratories and assist staff and students with the use of equipment, as well as ordering parts needed for research projects. Several students also do their one year in-service training at CIR. Since I started working at CPUT, I have not received any official job description. There is no real guidance for what the trainees should do or how it should be done. My finding is that the trainees lack motivation and they share my frustration of not knowing what to do. This year I made a commitment to myself to be the best that I can be. I looked at areas of my life that I could improve. One area is definitely my job. Sure I do my job well on many levels, but there is definitely room for improvement. In 2012 I decided to really take on the role of mentoring the trainees, as well as improve my own skills to better assist the CIR staff, students, identify short comings in the section and possible ways to improve on it. Feedback from trainees regarding the mentoring can be found in appendix 15. Also included, are peer reviews, as well as a self-review. Reflection on the PBL workshop can also be found in appendix 15.

Teachina and learnina activities

Figure 2 - Trainees watching

a safety video

To include the trainees in the learning process, a learning contract was developed. Here I included the essentials that needed to be done for their experiential training, but also things they found interesting or wanted to learn about. The learning contract really got them motivated and they were eager to adhere to what the contract required. I personally found the contract useful, since I could focus on what the trainees wanted to learn, in line with their studies and development as technicians, and thus did not have to dwell on things they would not bother to learn about at all. An example trainee contract can be found in appendix 1. The first thing I decided to do with the trainees was to have a short meeting every morning. I saw an opportunity to make them aware of safety in the workplace, with the focus on them as future technicians and technologists. Reflecting on these sessions, I realised that I will have to assess whether the trainees are learning, therefore I decided to include a theory test, as well as have the trainees make safety posters. These posters will then be displayed in the labs. Links to lesson plan, topics discussed and theory test are in appendix 2.

Evwyone IS ResponSlb e
for theIr own Safety

and the Safety of Others

Figure 3 - Some of the safety topics discussed

The trainees have to present a presentation, at the end of their in-service training, to the in-service training co-ordinator. I have also wanted to present a presentation to the CIR students to welcome them to CIR, introduce the staff, new rules and procedures that have come into effect as of 2012. Instead of working on the presentation alone, I asked each trainee to prepare a short presentation too.

Figure 4 - Trainees doing presentations

I then gave them feedback on their presentations and asked them to make the changes I advised. The second round of presentations was recorded and the focus was really on the presenter.

Figure 5 - Presentations

being recorded

I wanted them each to see how they appear when they present. After this session there was a peer assessment, as well as a group discussion on who should do the presentation. Here I wanted to encourage decision-making, double checking facts and teamwork. Reflecting on these sessions and having it all on video, I was able to identify my own short comings. Things like grammar use, spelling mistakes and lack of preparation. I was able to see how the trainees handled and resolved conflict, which is advantageous to me in facilitating better in future work. These recordings have been really advantageous. These videos also provided the opportunity for me to have a one on one session with each trainee and to really identify the strengths and weaknesses and to focus on those. The assessments and videos are in appendix 3. Fault finding, repair and installation skills are an important part of any technician's job. I decided to share some of my own skills with the trainees. Here I really focused on my industry experience. I decided to show the trainees several ways to go about fault finding, how to manage repairs and key things to focus on when doing installations. These took on the form of group or individual mentoring. Reflecting on these training sessions, I noticed that I made several mistakes during my demonstration of the BNC connection. I did not stop the demonstration, but simply carried on. I was thinking about this and realised that it is because of what happens in industry. That is how I followed the example of my much more experienced colleagues. I understand now that if the trainees are to be correctly informed and trained, it should start right here, with me. I should perhaps also look at another session to remedy any unadvised shortcuts. This training video and links to videos watched can be found in appendix 4.

Figure 6 - Trainees doing project

work and BNC crimping

During individual mentoring, the way I assessed the trainees were to let them demonstrate what I showed them individually to the rest of the group. I also let the trainees make short videos of the work they did - for example how to do surface mount soldering or how to use the oscilloscope safely. These videos can then be used for future training for CIR students. Once the trainees completed tasks, we assessed the videos together. Here we got to really assess not only the project, but the quality of the video in terms of delivery and clarity. This aided the trainees' confidence because they could see what they were doing and understood its importance. These videos can be found in appendix 5.

Figure 7 - Trainees doing soldering

- including

surface mounted

soldering.

Figure 8 - Trainees training

with different

equipment

and tools

For a deeper learning experience, I decided to give the trainees several case studies to work on as a group at least once a week. These case studies again were based on my own experience in industry. The challenges I faced as a new technician and young person in an environment filled with people much more experienced and almost twice my age. My brother works in the IT department at a large retail corporation and my sister manages stores at a government hospital. I asked them to prepare case studies based on their experiences in their relevant fields. This really gave the opportunity to bring the work environment to the trainee and get an idea of the challenges they will face once they start to work. Reflecting on these, I realise that this really inspire the trainees and they enjoy it. I however have to look at preparing better and doing grammar and spelling checks. Also my questions need to be clearer. From feedback from trainees, I see that a lot of terms or words I use are strange to them. Therefore I will need to adapt my language use. A case study and feedback are in appendix 6.

Figure 9 - Case studies really got the debates going

To further encourage deeper learning, I asked that the trainees work on the Stech level project for Power Electronics 4. With this task, I encouraged peer-to-peer learning. When they could not get solutions, I would have discussions with them and then give advice on what it is that they should explore.

,
of

J.
Figure 10 - One on one mentoring

Slowly (faster than expected really) we got the practical working. In future, I will be able to better facilitate to the Power Electronics 4 students. These diploma students have demonstrated a much deeper understanding of their studies, by completing a Stech level project simply through research and asking the right questions. Part of the video report is in appendix 7.

Figure 11 - Trainees really motivated

and happy

I have to complete a monthly safety report for my supervisor. I decided to let the trainees do the safety reports for specific labs and then to combine their reports into one report for my supervisor. The common findings are always that there are no emergency contacts in the lab and no emergency procedures in place. I have been trying to get the trainees to develop emergency plans in the past, but with no success. This time around, I decided to show them a video of emergency preparedness. That was followed by a discussion on their safety reports and then how we could go about developing the plans. All labs now have the emergency contacts and there are emergency procedures in place. The emergency procedures are in appendix 8. The next phase of the project is to test its effectiveness. As a result of this exercise, the trainees expressed that they would really like to learn more about first aid. I welcomed this and decided to change the morning meetings to
9

alternate between discussing safety and first aid. Again this took on the form of watching videos and discussing them afterwards. Here again I realised that I will have to assess the trainees understanding, therefore theory tests were conducted as well as role plays that will be recorded and used for future trainees. To further encourage and motivate the trainees, I enrolled them all for online accredited safety and first-aid training courses. List and links to topics discussed are in appendix 9.

Figure 12 -Images

from first aid videos

CIR experienced a network failure that lasted two weeks. Staff could not access the network drives, intranet or the internet. The CIR students suffered the most and they are my main concern. IT could not resolve the problem, because they could not identify which network line was the cause of the problem. I saw this as another great learning opportunity for the trainees. None of us are in IT; neither do we work with the equipment that tests the network ports and cables.

t
Figure 13 - Network tools and equipment

The equipment is however available at the Electrical engineering department. I did a lot of network cabling and camera installations when we worked on the Strategic Surveillance Unit (SSU) camera installations in and around the Cape Town CBD. These cameras are visible in town and along the N1, N2, R300 and Sir Lowry pass. I demonstrated how to do the connections and how to use the test equipment. The whole exercise was then to identify all the network cables and to label them
10

according to offices, labs, etc. This will in future make tracing problematic lines easier.

---

Figure 14 - Trainees tracing all network

lines

CIR has a vast range of electronic components and test equipment. All these are freely available to the CIR students to complete their research projects. What I have found in the past is that trainees tend to tell students that CIR does not have certain components if they do not find it. This while there is ample stock. Also, they tend to make the students wait for a long while just for a component or two. This year I decided to make the learning process more interesting. I decided to have several quizzes. The outcome of the quiz is to encourage the use of the CIR database and also to familiarise the trainee with where the stock is located.

Figure lS - Tools and equipment

in CIR store room

I gave the trainees a presentation on asset control management. I adapted my presentation to include a short video on asset control management and how the quiz
11

will work and what the desired outcomes are, not only in terms of service delivery to the students, but to the section and CPUT as a whole. I decided to show this video to the trainees again to reinforce it. I reflected on the feedback and also on the video. I realise that perhaps the video should be right at the end of the presentation. I also see that I can use it to change the focus to really inspire the trainees to work towards and achieve the goals of CIR. Instead of calling it a quiz, I changed it to a challenge. This is really more appropriate and the quiz will then form part of the challenge. This presentation, quiz and feedback are in appendix 10.

Figure 16 - CIR stock database

Figure 17 - Consumables

and more equipment

I really want to encourage a harmonious working environment at CIR and in the Electrical department as a whole. This includes the administrative, transport, procurement, HR staff and industry. I thought the CIR video would really be perfect for this. I also decided to really let the trainees be involved as much as possible. This again was done to build their confidence and interpersonal skills. This is a rare opportunity for them all to see all facets of a company and how all of these work

12

together towards one united goal. It definitely aids the trainees to understand their future roles better. My time with the trainees has given me the opportunity to identify the stronger candidates and of course the weaker. I looked at ways in which I could really help them all to grow. To develop the weaker trainee I encouraged peer-to-peer learning, as well as really working on my own with the trainee.

Figure 18 - Peer-to-peer

learning

I identified that the problem really lies in communication, not only in speech and writing, but also a lack of confidence. To work on the confidence and speech, I decided to really focus on letting the trainee speak more. The group as a whole also selected him to do the Stech presentation. I decided to assist him more by encouraging him to speak more on the videos that they recorded and to really focus on his pronunciation, volume, clarity and tone. I decided to give him an even bigger challenge - to be the narrator of the CIR video and also to let him appear as the host in the CIR video - taking us through the section, introducing us to staff, rules, procedures and ultimately share with us what CIR means for South Africa and beyond. With the strongest I identified a real creativity and a love for people. He is also well spoken and always presentable. I decided to only guide him and to let his own creativity blossom. For his role in the video I asked him to go to all staff in the section and to have them each contribute a "Welcome to CIR". I also asked him to go to the Mtech and Dtech students to have them explain their projects and what contribution the research makes to South Africa and to have them demonstrate the use of the more sophisticated equipment available at CIR. I also asked the trainees to go to administrative, procurement, transport, human resources and maintenance staff. The video was a chance to let them explain their role - specifically focusing on the
13

student as the client and the ways in which they contribute to make the students' studies as hassle free as possible. To provide an even bigger challenge to the trainee, I encouraged him to speak to CIR suppliers and funds contributors in industry. The purpose is for the trainees to get a better grasp and appreciation for their position at CIR by letting industry explain why they think it is worthwhile to invest in CIR. The industry response has also been positive and they are willing to participate. Some even offered to give demonstrations on the use of the equipment that was supplied by them. The trainee expressed that he really enjoys this and he even offered to involve the weaker trainee with specifically this role in the video as well. Parts of this video are in appendix 11. Whenever I go on leave or have to take off due to illness, there are always some challenges faced during my absence. Whether this be orders piling up, suppliers not being paid due to invoices not submitted or locating certain documents perhaps needed by my supervisor. I have always made sure that all previous trainees are aware of all procedures so that they could assist in all areas of my job, in case I should not be there. The trainees in the past have really not taken this to heart. This year I decided to rather have regular talks and exercises regarding the procedures and I focussed more on the use of the ITS integrator.

Figure 19 - Trainee creating

a requisition

with the ITS Integrator

Since I started working at CIR, I have wanted to make a database with all equipment and components available at CIR, but in terms of a website that students could access themselves. I decided to involve the computer stream trainee with this project to further develop his creativity and encourage deeper learning since it required lots of research and study of programming. To assist the trainee, I enrolled us both for 14

online training courses for specifically website design. A link to the training can be found in appendix 12. The trainee also involved some of the programming lecturing staff. The trainee has been really excited and the prospect of leaving behind a legacy at CPUT has really motivated him more

Conclusion

The plan is to continue with what we have been doing. The latest challenge for me is to assist the trainees with their writing skills. Report writing is essential for a technician and even more so a technologist. Not only in the reporting, but the appropriate use of technical terms as well as grammar and spelling. The feedback I have had from trainees regarding all activities I have done with them, have really given me the opportunity to identify the problems in their writing. Based on their feedback, I plan to give them exercises to really work on their language short comings. This will be in the form of writing reports and to have exercises on the correct use of technical terms and how to adapt the report in order for it to be understood by people that might not have the technical background or knowledge, for example a health and safety worker involved in a safety investigation.

Figure 20 - Khaleel presentation on presentation skills

15

I plan to really prepare my work and to really explore practical ways to assess the things we do, rather than have it be a test, or simply something I mention and do not assess at all. I plan to further introduce assertiveness skills to the trainees and the plan is to really have lots of exercises outside the workplace as well. Links to some assertiveness training videos watched are in appendix 13. Email etiquette and customer service are also things we focussed on. Links to videos watched are in appendix 14. Reflecting on specifically this, I find that the trainees are fascinated by how they can affect people. This really built their confidence more and inspired a sense of responsibility and accountability. I believe my role as a mentor should be to be involved. I realise now that I have to adapt my style. I find the trainees learn through being challenged. I realise they enjoy watching movies and listening to music. I stumbled upon the music to the Asset control management challenge on my computer. The music is what they listen to. They must have loaded it because I allow them to use my computer whenever they need to. They thrive during debates. I have to adapt to that and incorporate that into my future work with them. I notice that I sound like them in ways. I think therefore that perhaps language adaption is vital; for you as the mentor to speak the language of the trainee. I will need to do research, do homework, be better prepared, watch my own language use and I need to maintain control. I need to look at the way I state things. For example should I say "highest and lowest" scorer instead of "best and weakest" scorer. The latter can perhaps break the trainee down. These need to be focused on because I am here to build up, not break down. Also perhaps praising the "best" might lead to arrogance. I have been considering the tasks for TDP (Teaching Development Programme) where evidence of blackboard should be present. I have reflected on our exercises and saw an opportunity to make use of technology. I have created a Dropbox account and shared a lot of procedures and work there. I also encouraged the

16

trainees to join the Oropbox and to submit their reports there. We will really look at using technology more efficiently. Trainees have stated regarding the reward, for contributing to the challenges set out in the asset control management challenge, that the training itself has been reward enough. They are learning new skills every day and discovering things about themselves and others as well. I have decided however that the reward will be a OVO collection of all their recorded work - detailing their skills and growth. This will be accompanied by a reference letter by me. These both can then aid them when looking for employment. I also advise looking at getting job descriptions for the trainees. This will prepare them for job descriptions that they will receive in industry; what it entails and how it affects their roles. With this there should also be a uniform. All this will aid the trainee in building his identity in the workplace. I find that the trainees are more motivated doing tasks of importance, benefit or interest, rather than performing the odd job and mundane tasks. Also I will have to look at providing training material - like tools, components, projects, etc. Most importantly I have learned that as the mentor, I need to believe in what I do and be able to show that I believe. It is only then that I can inspire and motivate. It is also important for the mentor to establish himself as the mentor; so that he will maintain control and that he develops trust and mutual respect with the trainee. If I had this change in attitude and guidance earlier, then the first two groups of inservice trainees would have - well, let's just say - things could have been much easier and less frustrating. I could have been much better in facilitating to them. The TOP has really helped me to really become a better mentor. All activities that have been dealt with till thus far has made a huge difference and has really fuelled my own desire to push myself and be the best that I can be. It has really inspired and motivated me to really make a conscious effort to the Vision and Mission of CPUT. I wish to acknowledge the guidance of the TOP and the contributions made by the Electrical engineering department and language centre in terms of cameras, training material and advice.

17

Appendix 1- LearninQ Contract

This is a learning contract between

Khaleel Jooste
(From here forth referred to as Mentor) and

Athenkosi Maxengana
(From here forth referred to as Trainee)

18

Learning

objectives

Strategies & Resources required to meet the objectives

Evidence

Criteria for evaluation means of validation

&

CPUT rules and guidelines

Notes, training

Verbal sharing with peers I mentor, adhering to rules, videos, posters Demonstrations to mentor I peers - safety, first aid, produce posters,

Verbal Feedback, tests

Safety

Videos I case studies

First aid

Videos I case studies

Videos I case studies

Assertiveness Observe assertiveness

Demonstrate - Good eye contact, speak clearly and be audible, use appropriate tone and body language, be presentable, good hygiene practices.

Asset control management

Observe mentor I training, quiz, notes Stock taking, use of database, adherence to procedures Quiz

Procurement completion

- sourcing, ordering, Source parts, request quotes, produce ITS requisitions Successful delivery

Training - fault finding, installation, repair, equipment, skills.

Demonstrations by mentor I to peers, videos

Produce evidence of work projects, boards, videos, posters

Tests, demonstrations

Projects - Hardware, software

Research - library, internet, experience, one-on-one with mentor, peer-te-peer Lectures, examples

Feedback from mentor I peers

Reporting - Memo, proposal, report Presentation skills Presentation sessions notes, record

Produce proposal, memo, report Presentation

Assessment by mentor then coordinator, peers

Email etiquette

Training, notes, case studies

Email example to supervisor, peer, supplier and admin staff

Feedback from mentor I peers

Interpersonal

skills, team work Peer-to-peer, case studies students, staff, Observation

Time management

and job planning Provide duties, set priorities, set dead lines Agree on schedule Adhere to schedule

Deadlines
Proiect: P2 (Report)

Due Date -

25 May 2012 23rd May 2012,

it must be returned on the

Draft due date Proiect: P2 (Presentation)

24 of May 2012

th

with critic notes and suggestions.

Due Date -

26

th

October 2012
due date

Draft and mock presentation

_19th October 2012;

trainee must get feedback of both on

22

nd

October 2012,

Trainee must provide constant updates of the project to the Mentor, and Mentor must provide constant input, criticism and suggestions throughout.

Student name: Athenkosi Maxengana Date: 18 May 2012 Staff number: 30088381

Mentor: Khaleel Jooste Date: 18 May 2012 Staff number: 30084321

19

Appendix 2 - Safety

20

Safety and first aid test - in service training 2012 2012-04-17 Answer only true or false. Some questions require a longer answer. Safety 1. 2. 3. 4. 5. 6. 7. 8. 9. What are 2 of the 10 commandments Others are responsible for your safety. You must do a job, though you have had no training. Hardhats must be worn in an area where things can fall from above. A look is necessary when you work in a confined space. All incidents, near misses and accidents must be reported. What is a risk assessment? When must job planning be done? Why is it important to collect the history of jobs done? of safety?

10. Earplugs must be worn in areas where the noise exceeds 10dB. First aid 1. 2. 3. 4. 5. 6. 7. 8. 9. What are the ABCs of first aid? What does CPRstand for? You must assist an unconscious person and assume consent. What is choking? Why must bystanders be asked to leave the area around a patient? Who calls for emergency services? When must emergency services be called? If someone gets chemicals into their eyes, what must be done? Do asthma patients always carry their inhalers?

10. When a patient is breathing normally and you can feel a pulse, what must you do?

Safety video links

1. 10 Commandments of workplace safety http://www.voutube.com/watch?v=08vxsNnzwn Y 2. Risk assessment - http://www.voutube.com/watch?v=iZlu-01 s9So 3. Personal protective equipment - http://www.voutube.com/watch?v=1GEltJlaXw 4. Hand tools http://www.voutube.com/watch http://www.voutube.com/watch

?v=akseOOBDIVQ&featu re=related; ?v=OC4 VUvlaiQ&feature=relmfu

5. Confined spaces http://www.voutube.com/watch?v=1 DoDdiS 1ObU&feature=related 6. Working at heights - http://www.voutube.com/watch?v=Kwh8wGWLMrs 7. Safety starts with me short clip http://www.voutube.com/watch?v=KdS5z0LG4 8. Safety begins with YOU http://www.voutube.com/watch?v= T4&featu re=related

NYF7 uJZsBOI&featu re=related APP /accident%20preventio

9. Accident prevention http://www.americasrestorationsvstems.com/osha/ _n ._h_tm_ 10. Emergency preparedness http://www.americasrestorationsvstems.com/Eme

rQencv Prepa red ness tra ini

nQ video.html 11. Eye protection http://www.voutube.com/watch?v=a4kK9wOQWa4&featu

re=endscreen&N R= 1

23

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Appendix 3 - Presentations

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24

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VISUAL COn5trUction (size. colour etc.) Relevance and impact lntegration/handJ ing Ove1'View/ exul a.nat1on DELIVERY Eye contaCt Enthusiasm Appropriate stylelmznner (for context and content) Pace of delivery and timing Posmrc!confidcncelpoi~ Gcsrurc:sIli vel incsslinvol vemen t Facial expression/animation Voc.nl clantvlflucncv/varicty TOTAL RESPONSE TO QUESTIOr-;

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Introductioo Rc:ason for speaking to audie:nce: Relevant background information Objective:s of presentation Ove:rview/srop<:: of content Raooort established with audience Body ofPrde:Dutlon 1.0gical suu.crure Balance, emphasis and focus Transitions bctwt:CD sections Support for main points UnJoading of information and idc::a.s Language Explanation of technical terms .Word choice Grammatical usage Conch1.5ioni! Linkcrl to objectives Major points reinforwi Note offmalitv

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TOTAL

CONTENT

VISUAL Construction (sizt:. colour etc.) Relevance and impact lntegrati on/handJi n g Overview/explwari on DELIVERY Eye: contact Enthusiasm Appropriate stYle/manner (for context and content) Pace of delivery and timing PosturclconfidcnceJpoise Gt:StUrCSI1vel inc:sslin vo Ivem e nt i Facial exp~ion1animarion Vocal claritv/flu.c:ncv/var1c:tY TOTAL RESPONSE TO QUESTION

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Topic: Introduction Reason for spc:a.king to audience Relevant background information Objectives of pr!:sentation Overview/swpc of wnt::nt Ranpan eStablished audience ;th Body of Presentation Logical suucrurc: BaJance, emphasis and focus Transitions between s..--ctions Suppan for main pointS Unloading of information and ideas Language Explanation of technical t::nns . Word choice Gramm aUcal us:u!e Conchuion/! Linked to objectives Major pointS n:info~ Note of fituUitv

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cmrrENT

VISUAL Construction (siz.c:. wi our etc.) Rc:!evance and impact lnte::grati 0 n/handlin g Ove::rvic:w/c:xnlanarion DELIVERY Eye::contaCt Enthusiasm Appropriate stylc:fmanner (for wntext and wnt::nt) Pace of delivery and timing Postun:fwnficknccfpoi~ G1:"Sf11rt:5I1 ivc:\incs.sfinvol vem e nt Facia! c:qm:ssionlanimation Voc.a I cI ari tvlfl uc:ncv/vari c:tY TOTAL RESPONSE TO QUESTION
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Appendix 4 - Fault findinQ, repair and installation skills

L
25

Appendix 5 - TraininQ videos

26

TraininQ video links

1. Soldering lesson http://www.sciencekids.co.nzllessonplans/technoloQv/solderino.htm

2. Surface mount soldering http://www.voutube.com/watch?v=3N N7UGWYmBY 3. Electrical safety checks - http://www.voutube.com/watch?v=HTAhM50QIIM 4. Ungrounded and neutral grounded http://www.voutube.com/watch ?v=ZL8zrka huLO&featu re=related 5. Assertivenesshttp://www.voutube.com/watch?v=Dfp VNOHwxUo& featu re=related; http://www.voutube.com/watch ?v=Ymm86c6DAF4

27

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Appendix 6 - Case study and feedback

28

MAINTENANCE Scenario: Lonwabo Engineering (pty) Ltd is an engineering company that specialises in surveillance, fire and alarm systems. In addition to this, Lonwabo Engineering (Pty) Ltd also offers maintenance for the systems they supply and install. Certain companies also contract Lonwabo Engineering (Pty) Ltd technicians to do one time installations, maintenance and breakdown repair on their in-house systems. These include time management systems, satellite TV and perimeter control. Simphiwe and Gift are the technicians that have been issued the job card to do maintenance on two surveillance cameras at Johnson's Software Solutions & Entertainment cc. This very lucrative company has been rated the leaders in software design for SCADA systems and motion interactive games. It also has a research section, dedicated to robotics. This company is located in the heart of an industrial area on the corner of a busy intersection. One of the cameras is located right at the front of the company entrance. It is mounted on the side of the wall about 6 meters high. It cannot be accessed from any window or from the roof. The side walk is also very busy at the time that Simphiwe and Gift arrive to do the maintenance. The maintenance requires electrical checks, physical inspection of cables - power, video, fibre and network -, joints and connectors. Damage due to wear and tear as well as the environment should also be repaired. The maintenance also requires that the camera lenses be cleaned and that the dome enclosure is dust free and remains water resistant. The job is only complete once housekeeping is done and when the job card is signed off by one of the security control staff at Johnson's Software Solutions & Entertainment cc. This job has been allocated only four hours. If the job takes longer than the allocated four hours, Lonwabo Engineering (Pty) Ltd will have to cover any additional labour costs. Answer the following questions based on the scenario: 1. What tools will be required by the two technicians? What equipment might they need? If Johnson's Software Solutions & Entertainment cc is located at the bottom of a steep incline, will the technicians be able to use a ladder? If they cannot use a ladder, how can they access the camera? [10 / 5 / 2 / 3] For your choice of tools and equipment, what PPE will you consider? [5] What considerations will you make for pedestrians? If the side walk is 10 meters in breadth, will traffic control be required? [2 / 1] Assist Simphiwe and Gift in doing a risk assessment. This requires you to set up a list of things they should consider before commencing any work. [10] Now setup a work procedure specifically for the maintenance of the camera. Consider procedures for electrical and physical inspection. Also indicate how all separate tasks integrate into one procedure. Delegate tasks between Simphiwe and Gift. Which tasks will require both Simphiwe and Gift assisting each other? [20] Name the people that Simphiwe and Gift may encounter at Johnson's Software Solutions & Entertainment cc. [5] Consider Simphiwe's and Gift's interpersonal skills. How can they ensure team work? What assertiveness advice can you give to Simphiwe and Gift for the maintenance of the task that lies ahead? [15] What does the acronym SCADA stand for? What is a motion interactive game? What is wear and tear? Name a few environmental factors that can cause damage to the camera and its accessories. [1 / 1 /2 / 5]

2. 3. 4. 5.

6. 7.

8.

9. What does pty Ltd stand for? What does cc stand for? What information can you deduce from
these abbreviations? Think in terms of Simphiwe's and Gift's loyalty towards Lonwabo Engineering pty Ltd. [1 / 1 / 5]

FEEDBACK Name of case study: Name:

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General remarks (Focus on recommendations,

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Appendix 7 - Power Electronics 4 proiect

29

Appendix 8 - Emeraencv plans and contacts

!(i)
C)

IG ROSE R GOLIATH
S BROWN

GROSE R PENTZ R GOLIATH

3118 8300 3098

4.69 4.70 4.45

[J
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GROSE R GOLIATH S BROWN

GROSE R PENTZ R GOLIATH

3118 8300 3098

4.69 4.70 4.45

EMERGENCY
CLINIC LABORATORY

NUMBERS 460 3405 460 3042 460 3082 4603122

MANAGER (IAN ROBERTSON)

ELEC ENG HOD (ERIC DIXIE) CAMPUS PROTECTION

30

NAME G. ROSE S. BROWN

HEALTH & SAFETY REPS PHONE 3118 3106

ROOM 4.69 4.70

NAME G. ROSE R.PENTZ

FIRST-AlDERS PHONE 3118 3108

ROOM 4.69 4.18

FIRE MARSHALS NAME G. ROSE S. BROWN PHONE 3118 3106 ROOM 4.69 4.70

NAME G. ROSE R.PENTZ

EVACUATION MARSHALS PHONE ROOM 3118 4.69 3108 4.18

CLINIC LABORATORY TECHNICIAN (KHALEEL) ELECENG HOD(TREVOR LIND) CAMPUS PROTECTION

EMERGENCY NUMBERS 460 3405 460 3588 460 3094 4603122

Johnson Morallana

Emergency Plans: Emergency: Plan: Step one- evacuate everyone in an orderly manner. Step two - Use a fire extinguisher to extinguish the fire. Alternative for step two, call the fire marshal numbers on the list of emergency numbers. Electric Shock Fire

Emergency: Plan:

switch off the power. remove the victim from the connection with something that doesn't conduct electricity. Call one the first aid officer's numbers on the emergency list. injury

Emergency: Plan:

Call the first aid officer from the emergency list Do not move the patient if they have serious injuries If ambulance is needed call emergency control centre at 3731 Have the following information o o o o Location of the incident Cause of injury Number of people of injured The kind of assistance they require. available:

If it's a small injury like a cut, stop the blood Clean up the wound with water and a disinfectant (Dettol) to avoid infections Put a clean and sanitized cotton wool and wrap it with a clean band aid. After that the patient should go and let the wound be attended by a medical practitioner(Nurse or even Doctor) at the clinic.

Emergency Evacuation Plans: (Room 5.15). By Francis Nya Nkemajou.

Fire evacuation.
Immediately operate the nearest alarm call-point (in this case inform campus security at 460 3122 or 4603731 or call the police, Ambulance and Fire Department at 107). The electrical fire alarm system will sound on operation of the manually operated alarm callpoint. Everyone in the building should leave the room and the building by the nearest exit and report to the assembly point Apply basic fire fighting if possible use a fire extinguisher to extinguish the fire (this should take place by the employees with the specific training in the event of fire).

Electric Shock Evacuation.

Operate the alarm call point ( here it is the Health Clinic campus at 460 3342 or call the ambulaQce at 107) Separate the person from the current source by Switching off the power. If you can't turn off the power, stand on something dry and non-conductive, such as dry newspapers. telephone book. or wooden board Try to separate the person from current using non-conductive object such as wooden or plastic broom handle, chair, or rubber doormat.

Injurv (a cut, a fracture ...) Evacuation.

If it involves bleeding, then make sure u have the latex gloves on before you even attempt touching the person. If you know first aid procedures, u can use them to stop the blood, but make sure the person goes to the clinic afterwards. Alternatively if you don't know the first aid procedures, call one of the numbers for first aid on the emergency list by the wall. When it involves the victim being unconscious, perform CPR(ONLY IF YOU KNOW HOW TO), and otherwise call someone on the list.

Names: A.Maxengana L.Manyingwa

Emergencv planning 5.19

FIRE EMERGENCY , Use fires extinguish pasted on the wall. equipment and if you cannot use it, call the emergency number it is

y Before using fire extinguisher

operation familiarity

make sure that you clear the escape route, extinguisher

and fire type.

EPILEPSY , The first person on the scene must perform the student. first aid, for instance taking off the shoes of

_SH_O_C_K
, A student might get shocked in the laboratory. power before performing first aid. The first thing to do is to switch off the

BURNING AND INJURIES EMERGENCIES , A student might get cut injuries probably when he/she is using wood bending saw machine. Incase when a student is using the drilling machine an accident could happen if he/she is not wearing goggles in the eyes .When dealing with an Eye Injury it is important to bandage both eyes to keep the injured eye from moving. It is important to keep the patient calm.

Appendix 9 - First aid

31

First Aid video links

1. First aid training http://www.voutube.com/watch?v=iLOm5XRkdtq&featu re=related; http://www.voutube.com/watch ?v= pq BbkK2Qeuw&feature=relmfu; http://www.voutube.com/watch?v=5vJzVPq TPnq&featu re=relmfu 2. Burns - http://www.voutube.com/watch?v=v2mY1 hOBdTw&feature=related 3. CPR training video - http://www.voutube.com/watch?v=5r7haVfZXek 4. Eye injuries http://www.voutube.com/watch?v=AP4 5. Choking (child) http://www.voutube.com/watch?v=ZimbD7 rmZ6tOo&feature=relmfu alafO&featu re=relmfu

6. Unconscious child choking http://www.youtube.com/watch?v=aoLzcnvQpQA&feature=relmfu 7. Choking (adult & child) http://www.voutube.com/watch?v=SwJ IZnu05Cw&featu re=related

8. Head, neck and back injuries http://www.voutube.com/watch?v=G d5w481z74&featu re=relmfu 9. Knife wounds - http://www.voutube.com/watch?v=po2iLU4Ur9w 1O.ABCs of CPR - http://www.ehow.com/video4397918abcs-cpr.html

32

Appendix 10 - Asset control manaQement presentation and Quiz

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Appendix 11 - CIR Video

ENTRE FOR NSTRUMENT,ATIC\ ~ ESEARCH

CENTRE FOR INSTRUMENTATION RESEARCH

into industry solutions

34

OR VIDEO What: Shooting a video for ClR. Purpose: To welcome the students to ClR. To give exposure to ClR. To give recognition to everyone who helps make ClR efficient and run smoothly

To show the contribution

CIR makes in the research projects students are busy

with. And also how their research will benefit the society. To expose diversity that is within the CIR To recognize and acknowledge the working relationships industry for efficient service delivery. Lecturers: "Hi, Welcome to CIR" ClR has build with the

Prof Wilkinson Andrew van der Byl Mr Rory Pentz Mr Du Bruyn Mr Albe Bredekamp Mr Ben Groenewald Miss Nwabisa Prof De Jager Mr De Beer

Delivery: "Ensures safe and effective delivery of the equipments Cheryl-Ann and orders for CIR"

Research: "Approval of orders done at a speedy rate to make sure ClR gets their done in time" Shafeega Marvin

Masters Students: "Tell us briefly about their research project and also how ClR is making it easier for them to do their research. They must also say how their research is going to benefit society"

Zhao Andre Tony Cassandra Gary

Security:

Have a role play of equipment

removal.

Appendix 12 - Website desian trainina

1. http://www.htmltutorials.ca/

35

Appendix 13 - Assertiveness video links and feedback

1. http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=related 2. http://www.youtube.com/watch?v=Ymm86c6DAF4 3. http://www.youtube.com/watch ?v=FYZSiH nNa6c&featu re=related

36

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Appendix 14 - Email etiauette and customer service

1. Email etiquette. http://www.voutube.com/watch?v=bN KR3LhlzSM http://www.voutube.com/watch ?v= LwpJI 7va iO&feature=related 2. Customer service - telephone http://www.voutube.com/watch ?v=t5 KibZuz6 Kk&featu re= related http://www.voutube.com/watch?v=parwarCv7Vk&featu re=related 3. Angry customer http://www.voutube.com/watch?v=vbCxN86n61 customer

k&feature=related angry

37

Appendix

15 - Trainees feedback, peer review, self-review

and PBl reflection

38

"-

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Reflection

on PSL workshop.

1.

Why would PBL work / not work for you.

It will definitely work, since it can incorporate many different issues into one, like technical, safety, interpersonal skills, etc. Real life problems provide excellent training opportunities. It provides room for deeper learning, research and peer-to-peer learning. a) I have been implementing it and my HOD has had no problems with it. He regularly comes to say that he likes what he is seeing and that we are doing good work. Students (trainees) thoroghly enjoy it, because they get to share their opinions and get information from their peers. Colleagues will support it, I guess. Depends on who these colleagues are.

2.

How do you envisage the following people would support you in implementing PBL: a) HOD, b) Students, c) Colleagues

b)

c)

3. Do you feel you have the

necessary knowledge and skills to be able to implement PBL? Please explain.

Yes. I have many years of industry experience, so certain skills are second nature to me, especially the basic skills needed by technicians. Due to this experience, I have also got a good idea of the politics in the work place. In my opinion, these politics are what the student should be prepared for more, rather than the technical work, because they will receive technical training in the workplace or should. Also, I have many resources (Internet, library, colleagues) available to me to assist me. Perhaps the structuring of the questions.

4.

What further support would you need in the successful implementation of PBL? Other comments

5.

ALL this seems pointless and worthless if trainees can come and go as they please. This when I consider that I had to do research, come up with a problem and base a story around it, work out relevant and appropriate questions with what it is I want the trainees to learn. To mould the trainee to become a balanced, more rounded, worker. Centre for Instrumentation Engineering Research - Electrical

6.

If you were to implement PBL, what would your objective be? Department: Faculty:

7.

Student support - Reflection 1. Alignment to different learning styles

Firstly, I had a session with each trainee. I specifically asked them how they found the work that I was doing with them. I wanted to find out whether they were learning. Without guiding them too much, they expressed to me how they would prefer it to be or give suggestions on how I could make it easier for them to learn. I also specifically asked them, how it is that they learned. From the responses I received from them, I generally found the following: a) We learn first and foremost by being involved. b) We learn more if we are challenged. c) We learn more if we can get an overall picture and not just bits and pieces of, for example, a system. d) If we understood the applications and reasons for learning something, we will learn better. e) We learn better if work is relevant to us, our field or can benefit us in the future. f) We want room to be creative. Sased on this, I adjusted all my work to incorporate as much of this as possible. I involved the students, by letting them do the work, instead of me. I challenged them, by presenting them with tasks I thought challenging - Stech project for instance and CIR video another - presentations were other great challenges. The case studies helped me to give them an overall picture. Also videos were excellent for this. I only gave them work that is relevant to them and definitely beneficial, not only in terms of their work, but life. When work needed to be done, I only guided, but let them decide how it should look, etc. This sparked their creativity.

2. Mentoring and peer mentoring

Mentoring on my part, normally involved me working one on one with the trainees or as a group. For peer mentoring, I demonstrated things to one trainee and asked him to demonstrate that to a peer. I also assigned them to groups of two for particularly challenging tasks like the Stech project and CIR video.