CAPE PENINSULA UNIVERSITY OF TECHNOLOGY

Teaching and Learning Portfolio

Mentoring in-service trainees
Khaleel Jooste

Contents
Introduction ............................................................................................................................................ 3 Teaching and learning activities.............................................................................................................. 4 Conclusion ............................................................................................................................................. 15 Appendix 1- Learner Contract ............................................................................................................... 18 Appendix 2 Safety .............................................................................................................................. 20 Safety video links .............................................................................................................................. 23 Appendix 3 Presentations .................................................................................................................. 24 Appendix 4 Fault finding, repair and installation skills ...................................................................... 25 Appendix 5 Training videos ................................................................................................................ 26 Training video links ........................................................................................................................... 27 Appendix 6 Case studies .................................................................................................................... 28 Appendix 7 Power Electronics 4 project ............................................................................................ 29 Appendix 8 Emergency plans and contacts ....................................................................................... 30 Appendix 9 First aid............................................................................................................................ 31 First Aid video links ........................................................................................................................... 32 Appendix 10 Asset control management presentation and quiz ...................................................... 33 Appendix 11 CIR Video ...................................................................................................................... 35 Appendix 12 Website design training ............................................................................................ 36 Appendix 13 Assertiveness video links and feedback .................................................................... 37

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.

Figure 1 - CIR 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.

Teaching and learning 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.

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 technicians 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 Btech 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.

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 Btech 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
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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.

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
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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 15 - 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
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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

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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 Btech 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
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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
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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

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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

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trainees to join the Dropbox 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 DVD 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, lets just say things could have been much easier and less frustrating. I could have been much better in facilitating to them. The TDP 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 TDP and the contributions made by the Electrical engineering department and language centre in terms of cameras, training material and advice.

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Appendix 1- Learning 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)

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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 / mentor, adhering to rules, videos, posters Demonstrations to mentor / peers safety, first aid, produce posters,

Verbal Feedback, tests

Safety

Videos / case studies

First aid

Videos / case studies

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

Assertiveness Observe assertiveness

Asset control management

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

Procurement sourcing, ordering, completion Source parts, request quotes, produce ITS requisitions Training fault finding, installation, repair, equipment, skills. Projects Hardware, software Demonstrations by mentor / to peers, videos Research library, internet, experience, one-on-one with mentor, peer-to-peer Lectures, examples Reporting Memo, proposal, report Presentation skills Presentation notes, record sessions Produce proposal, memo, report Presentation Assessment by mentor then coordinator, peers Produce evidence of work projects, boards, videos, posters Successful delivery

Tests, demonstrations

Feedback from mentor / peers

Email etiquette

Training, notes, case studies

Email example to supervisor, peer, supplier and admin staff

Feedback from mentor / peers

Interpersonal skills, team work Peer-to-peer, students, staff, case studies Time management and job planning Provide duties, set priorities, set dead lines Agree on schedule Adhere to schedule Observation

Deadlines
Project: P2 (Report)
Due Date 25

May 2012
rd

Draft due date 23

May 2012, it must be returned on the 24 of May 2012 with critic notes and suggestions.

th

Project: P2 (Presentation)
Due Date 26
th

October 2012
th

Draft and mock presentation due date 19

October 2012; trainee must get feedback of both on 22 October 2012.

nd

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

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Appendix 2 Safety

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Safety video links

1. 10 Commandments of workplace safety http://www.youtube.com/watch?v=08yxsNnzwnY 2. Risk assessment - http://www.youtube.com/watch?v=jZlu-O1s9So 3. Personal protective equipment - http://www.youtube.com/watch?v=1GEltJlgXw 4. Hand tools http://www.youtube.com/watch?v=qkse0OBDIVQ&feature=related; http://www.youtube.com/watch?v=OC4_VUvIgig&feature=relmfu 5. Confined spaces http://www.youtube.com/watch?v=1DoDdjS10bU&feature=related 6. Working at heights - http://www.youtube.com/watch?v=Kwh8wGWLMrs 7. Safety starts with me short clip http://www.youtube.com/watch?v=KdS5zOLG4T4&feature=related 8. Safety begins with YOU http://www.youtube.com/watch?v=NYF7uJZsBOI&feature=related 9. Accident prevention http://www.americasrestorationsystems.com/osha/APP/accident%20preventio n.htm 10. Emergency preparedness http://www.americasrestorationsystems.com/Emergency_Preparedness_traini ng_video.html 11. Eye protection http://www.youtube.com/watch?v=q4kK9w0QWa4&feature=endscreen&NR=1

Electrical safety training course - http://www.oshatrain.org/

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Appendix 3 Presentations

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Appendix 4 Fault finding, repair and installation skills

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Appendix 5 Training videos

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Training video links

1. Soldering lesson http://www.sciencekids.co.nz/lessonplans/technology/soldering.html 2. Surface mount soldering http://www.youtube.com/watch?v=3NN7UGWYmBY 3. Electrical safety checks - http://www.youtube.com/watch?v=HTAhM5gQlIM 4. Ungrounded and neutral grounded http://www.youtube.com/watch?v=ZL8zrkahuL0&feature=related 5. Assertiveness http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=related; http://www.youtube.com/watch?v=Ymm86c6DAF4

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Appendix 6 Case study and feedback

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Appendix 7 Power Electronics 4 project

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Appendix 8 Emergency plans and contacts

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Appendix 9 First aid

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First Aid video links

1. First aid training http://www.youtube.com/watch?v=iL0m5XRkdtg&feature=related; http://www.youtube.com/watch?v=PqBbkK2Qeuw&feature=relmfu; http://www.youtube.com/watch?v=5yJzVPqTPng&feature=relmfu 2. Burns - http://www.youtube.com/watch?v=v2mY1h0BdTw&feature=related 3. CPR training video - http://www.youtube.com/watch?v=5r7haVfZXek 4. Eye injuries http://www.youtube.com/watch?v=AP4_rmZ6tOo&feature=relmfu 5. Choking (child) http://www.youtube.com/watch?v=ZjmbD7aIaf0&feature=relmfu 6. Unconscious child choking http://www.youtube.com/watch?v=aoLzcnvQpQA&feature=relmfu 7. Choking (adult & child) http://www.youtube.com/watch?v=SwJlZnu05Cw&feature=related 8. Head, neck and back injuries http://www.youtube.com/watch?v=G_d5w48lz74&feature=relmfu 9. Knife wounds - http://www.youtube.com/watch?v=po2iLU4Ur9w 10. ABCs of CPR - http://www.ehow.com/video_4397918_abc_s-cpr.html

First-aid on-line training - http://www.procpr.org/en/

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Appendix 10 Asset control management presentation and quiz

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Appendix 11 CIR Video

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Appendix 12 Website design training

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

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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=FYZSjHnNa6c&feature=related

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Appendix 14 Email etiquette and customer service

1. Email etiquette. http://www.youtube.com/watch?v=bNKR3LhlzSM http://www.youtube.com/watch?v=LwpJl_7vaj0&feature=related 2. Customer service telephone http://www.youtube.com/watch?v=t5KibZuz6Kk&feature=related http://www.youtube.com/watch?v=parwarCy7Vk&feature=related 3. Angry customer http://www.youtube.com/watch?v=ybCxN86n61k&feature=related angry customer

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

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