Teaching and Learning Portfolio Final

7/31/2019 Teaching and Learning Portfolio Final

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CAPE PENINSULA UNIVERSITY OF TECHNOLOGY

Teaching and LearningPortfolioMentoring in-service trainees

Khaleel Jooste


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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 ...................................................... 33Appendix 11 CIR Video ...................................................................................................................... 35

Appendix 12 Website design training ............................................................................................ 36

Appendix 13 Assertiveness video links and feedback .................................................................... 37


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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.


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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.


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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.


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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 ofany 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.


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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


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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.


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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 emergencypreparedness.

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 futurework 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 in-

service trainees would havewell, 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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Deadlines

Project: P2 (Report)

Due Date25 May 2012

Draft due date23rd

May 2012, it must be returned on the 24th

of May 2012 with critic notes and suggestions.

Project: P2 (Presentation)

Due Date26th

October 2012

Draft and mock presentation due date19th

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

October 2012.

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

Student name: Athenkosi Maxengana Mentor: Khaleel Jooste

Date: 18 May 2012 Date: 18 May 2012

Staff number: 30088381 Staff number: 30084321

Learning objectives Strategies & Resourcesrequired to meet theobjectives

Evidence Criteria for evaluation &means of validation

CPUT rules and guidelines

Safety

First aid

Assertiveness

Asset control management

Procurement sourcing, ordering,completion

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

Projects Hardware, software

Reporting Memo, proposal, report

Presentation skills

Email etiquette

Interpersonal skills, team work

Time management and job planning

Notes, training

Videos / case studies



Observe mentor / t raining,quiz, notes

Demonstrations by mentor /to peers, videos

Research library, internet,experience, one-on-one withmentor, peer-to-peer

Lectures, examples

Presentation notes, recordsessions

Training, notes, case studies

Peer-to-peer, students, staff,case studies

Provide duties, set priorities,set dead lines

Verbal sharing with peers /mentor, adhering to rules,videos, posters

Demonstrations to mentor /peers safety, first aid, produceposters,

Observe assertiveness

Stock taking, use of database,adherence to procedures

Source parts, request quotes,

produce ITS requisitions

Produce evidence of workprojects, boards, videos, posters

Produce proposal, memo, report

Presentation

Email example to supervisor,peer, supplier and admin staff

Observation

Agree on schedule

Verbal Feedback, tests

Demonstrate Good eyecontact, speak clearly and beaudible, use appropriate toneand body language, bepresentable, good hygienepractices.

Quiz

Successful delivery

Tests, demonstrations

Feedback from mentor / peers

Assessment by mentor then co-ordinator, peers

Feedback from mentor / peers

Adhere to schedule


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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=1-

GEltJlgXw

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/
http://www.youtube.com/watch?v=08yxsNnzwnYhttp://www.youtube.com/watch?v=08yxsNnzwnYhttp://www.youtube.com/watch?v=jZlu-O1s9Sohttp://www.youtube.com/watch?v=jZlu-O1s9Sohttp://www.youtube.com/watch?v=jZlu-O1s9Sohttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=qkse0OBDIVQ&feature=relatedhttp://www.youtube.com/watch?v=qkse0OBDIVQ&feature=relatedhttp://www.youtube.com/watch?v=OC4_VUvIgig&feature=relmfuhttp://www.youtube.com/watch?v=OC4_VUvIgig&feature=relmfuhttp://www.youtube.com/watch?v=1DoDdjS10bU&feature=relatedhttp://www.youtube.com/watch?v=1DoDdjS10bU&feature=relatedhttp://www.youtube.com/watch?v=Kwh8wGWLMrshttp://www.youtube.com/watch?v=Kwh8wGWLMrshttp://www.youtube.com/watch?v=Kwh8wGWLMrshttp://www.youtube.com/watch?v=KdS5zOLG4T4&feature=relatedhttp://www.youtube.com/watch?v=KdS5zOLG4T4&feature=relatedhttp://www.youtube.com/watch?v=NYF7uJZsBOI&feature=relatedhttp://www.youtube.com/watch?v=NYF7uJZsBOI&feature=relatedhttp://www.americasrestorationsystems.com/osha/APP/accident%20prevention.htmhttp://www.americasrestorationsystems.com/osha/APP/accident%20prevention.htmhttp://www.americasrestorationsystems.com/osha/APP/accident%20prevention.htmhttp://www.americasrestorationsystems.com/Emergency_Preparedness_training_video.htmlhttp://www.americasrestorationsystems.com/Emergency_Preparedness_training_video.htmlhttp://www.americasrestorationsystems.com/Emergency_Preparedness_training_video.htmlhttp://www.youtube.com/watch?v=q4kK9w0QWa4&feature=endscreen&NR=1http://www.youtube.com/watch?v=q4kK9w0QWa4&feature=endscreen&NR=1http://www.oshatrain.org/http://www.oshatrain.org/http://www.oshatrain.org/http://www.oshatrain.org/http://www.youtube.com/watch?v=q4kK9w0QWa4&feature=endscreen&NR=1http://www.americasrestorationsystems.com/Emergency_Preparedness_training_video.htmlhttp://www.americasrestorationsystems.com/Emergency_Preparedness_training_video.htmlhttp://www.americasrestorationsystems.com/osha/APP/accident%20prevention.htmhttp://www.americasrestorationsystems.com/osha/APP/accident%20prevention.htmhttp://www.youtube.com/watch?v=NYF7uJZsBOI&feature=relatedhttp://www.youtube.com/watch?v=KdS5zOLG4T4&feature=relatedhttp://www.youtube.com/watch?v=Kwh8wGWLMrshttp://www.youtube.com/watch?v=1DoDdjS10bU&feature=relatedhttp://www.youtube.com/watch?v=OC4_VUvIgig&feature=relmfuhttp://www.youtube.com/watch?v=qkse0OBDIVQ&feature=relatedhttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=jZlu-O1s9Sohttp://www.youtube.com/watch?v=08yxsNnzwnY


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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
http://www.sciencekids.co.nz/lessonplans/technology/soldering.htmlhttp://www.sciencekids.co.nz/lessonplans/technology/soldering.htmlhttp://www.youtube.com/watch?v=3NN7UGWYmBYhttp://www.youtube.com/watch?v=3NN7UGWYmBYhttp://www.youtube.com/watch?v=HTAhM5gQlIMhttp://www.youtube.com/watch?v=HTAhM5gQlIMhttp://www.youtube.com/watch?v=HTAhM5gQlIMhttp://www.youtube.com/watch?v=ZL8zrkahuL0&feature=relatedhttp://www.youtube.com/watch?v=ZL8zrkahuL0&feature=relatedhttp://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=ZL8zrkahuL0&feature=relatedhttp://www.youtube.com/watch?v=HTAhM5gQlIMhttp://www.youtube.com/watch?v=3NN7UGWYmBYhttp://www.sciencekids.co.nz/lessonplans/technology/soldering.html


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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=relmfu7. 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/
http://www.youtube.com/watch?v=iL0m5XRkdtg&feature=relatedhttp://www.youtube.com/watch?v=iL0m5XRkdtg&feature=relatedhttp://www.youtube.com/watch?v=PqBbkK2Qeuw&feature=relmfuhttp://www.youtube.com/watch?v=PqBbkK2Qeuw&feature=relmfuhttp://www.youtube.com/watch?v=5yJzVPqTPng&feature=relmfuhttp://www.youtube.com/watch?v=5yJzVPqTPng&feature=relmfuhttp://www.youtube.com/watch?v=v2mY1h0BdTw&feature=relatedhttp://www.youtube.com/watch?v=v2mY1h0BdTw&feature=relatedhttp://www.youtube.com/watch?v=v2mY1h0BdTw&feature=relatedhttp://www.youtube.com/watch?v=5r7haVfZXekhttp://www.youtube.com/watch?v=5r7haVfZXekhttp://www.youtube.com/watch?v=5r7haVfZXekhttp://www.youtube.com/watch?v=AP4_rmZ6tOo&feature=relmfuhttp://www.youtube.com/watch?v=AP4_rmZ6tOo&feature=relmfuhttp://www.youtube.com/watch?v=ZjmbD7aIaf0&feature=relmfuhttp://www.youtube.com/watch?v=ZjmbD7aIaf0&feature=relmfuhttp://www.youtube.com/watch?v=SwJlZnu05Cw&feature=relatedhttp://www.youtube.com/watch?v=SwJlZnu05Cw&feature=relatedhttp://www.youtube.com/watch?v=G_d5w48lz74&feature=relmfuhttp://www.youtube.com/watch?v=G_d5w48lz74&feature=relmfuhttp://www.youtube.com/watch?v=po2iLU4Ur9whttp://www.youtube.com/watch?v=po2iLU4Ur9whttp://www.youtube.com/watch?v=po2iLU4Ur9whttp://www.ehow.com/video_4397918_abc_s-cpr.htmlhttp://www.ehow.com/video_4397918_abc_s-cpr.htmlhttp://www.ehow.com/video_4397918_abc_s-cpr.htmlhttp://www.procpr.org/en/http://www.procpr.org/en/http://www.procpr.org/en/http://www.procpr.org/en/http://www.ehow.com/video_4397918_abc_s-cpr.htmlhttp://www.youtube.com/watch?v=po2iLU4Ur9whttp://www.youtube.com/watch?v=G_d5w48lz74&feature=relmfuhttp://www.youtube.com/watch?v=SwJlZnu05Cw&feature=relatedhttp://www.youtube.com/watch?v=ZjmbD7aIaf0&feature=relmfuhttp://www.youtube.com/watch?v=AP4_rmZ6tOo&feature=relmfuhttp://www.youtube.com/watch?v=5r7haVfZXekhttp://www.youtube.com/watch?v=v2mY1h0BdTw&feature=relatedhttp://www.youtube.com/watch?v=5yJzVPqTPng&feature=relmfuhttp://www.youtube.com/watch?v=PqBbkK2Qeuw&feature=relmfuhttp://www.youtube.com/watch?v=iL0m5XRkdtg&feature=related


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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/
http://www.htmltutorials.ca/http://www.htmltutorials.ca/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
http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=FYZSjHnNa6c&feature=relatedhttp://www.youtube.com/watch?v=FYZSjHnNa6c&feature=relatedhttp://www.youtube.com/watch?v=FYZSjHnNa6c&feature=relatedhttp://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=DfpVNOHwxUo&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=relatedangry

customer
http://www.youtube.com/watch?v=bNKR3LhlzSMhttp://www.youtube.com/watch?v=bNKR3LhlzSMhttp://www.youtube.com/watch?v=LwpJl_7vaj0&feature=relatedhttp://www.youtube.com/watch?v=LwpJl_7vaj0&feature=relatedhttp://www.youtube.com/watch?v=t5KibZuz6Kk&feature=relatedhttp://www.youtube.com/watch?v=t5KibZuz6Kk&feature=relatedhttp://www.youtube.com/watch?v=parwarCy7Vk&feature=relatedhttp://www.youtube.com/watch?v=parwarCy7Vk&feature=relatedhttp://www.youtube.com/watch?v=ybCxN86n61k&feature=relatedhttp://www.youtube.com/watch?v=ybCxN86n61k&feature=relatedhttp://www.youtube.com/watch?v=ybCxN86n61k&feature=relatedhttp://www.youtube.com/watch?v=parwarCy7Vk&feature=relatedhttp://www.youtube.com/watch?v=t5KibZuz6Kk&feature=relatedhttp://www.youtube.com/watch?v=LwpJl_7vaj0&feature=relatedhttp://www.youtube.com/watch?v=bNKR3LhlzSM


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Appendix 15 Trainees feedback, peer review, self-review and PBL reflection
http://search.babylon.com/imageres.php?iu=http://ohiocitizen.org/wp-content/uploads/2012/01/feedback.jpg&ir=http://ohiocitizen.org/?p=11713&ig=http://t1.gstatic.com/images?q=tbn:ANd9GcQ5dkhzte18YJ4xmQmZvUjYhsOOftO3p9ovS4ZPFUH6nhI2AKMt1-c7zg&h=322&w=354&q=feedback&babsrc=HP_Prot

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Teaching and Learning Portfolio Final