Teaching &Learning portfolio complete

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C A PE P E N IN S UL A U N IV E RS IT Y O F T EC H N OL O GY

Teaching and Learning

PortfolioMentoring in-service trainees

Khaleel Jooste


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Contents

Introd uctio n 3

Teaching and lea rning activities .4

Concl usio n 15

Appe ndix 1- Learn ing Contract 18

Appendix 2 - Safety 20

Safety video Iinks 23

Append ix 3 - Presentations 24

Appendix 4 - Fault finding, repair and installation skills 25

Appendix 5 - Tra ining videos 26

Tra ini ng video Iinks 27

Appe ndix 6 - Case study and feed back 28

Appendix 7 - Power Electronics 4 project 29

Append ix 8 - Emergency pia ns and contacts 30

Appe nd ix 9 - First aid .... 31

First Aid video lin ks 32

Appendix 10 - Asset control management presentation and quiz.. 33

Append ix 11 - CIR Video .. 34

Appendix 12 - Website design tra ini ng 35

Appendix 13 - Assertiveness video links and feedback 36

Appendix 14 - Email etiquette and customer service 37

Appendix 15 - Trainees feedback, peer review, self-review and PBL r eflection 38

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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.

[ IENTREFOR

NSTRUMENTATION- ESEARCH

Figure 1 - e rR 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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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.

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Evwyone IS ResponSlb efor 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.

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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 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.

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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 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.

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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

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

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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.

tFigure 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 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

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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 helpthem 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 focuson 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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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 rewardenough. 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 in-

service 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 havebeen 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.

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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)

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Learning objectives Strategies & Resources Evidence Criteria for evaluation &

required to meet the means of validation

objectives

CPUT rules and guidelines Notes, training Verbal sharing with peers I Verbal Feedback, tests

mentor, adhering to rules,

videos, posters

Safety Videos Icase studies

Demonstrations to mentor I

peers - safety, first aid, produce

First aid Videos Icase studies posters,

Videos Icase studies

Assertiveness Demonstrate - Good eye

contact, speak clearly and be

Observe assertiveness audible, use appropriate tone

and body language, be

presentable, good hygiene

practices.

Asset control management Observe mentor I training,

quiz, notesStock taking, use of database, Quiz

adherence to procedures

Procurement - sourcing, ordering,

completionSource parts, request quotes, Successful delivery

produce ITS requisitions

Demonstrations by mentor ITraining - fault finding, installation, to peers, videos Produce evidence of work - Tests, demonstrations

repair, equipment, skills. projects, boards, videos, posters

Research - library, internet,

Projects - Hardware, software experience, one-on-one with Feedback from mentor I peers

mentor, peer-te-peer

Lectures, examples

Reporting - Memo, proposal, report Produce proposal, memo, report Assessment by mentor then co-

Presentation notes, record ordinator, peers

Presentation skills sessions Presentation

Email etiquette Training, notes, case studies Email example to supervisor, Feedback from mentor I peers

peer, supplier and admin staff

Interpersonal skills, team work

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

Time management and job planningProvide duties, set priorities, Agree on schedule Adhere to schedule

set dead lines

Deadlines

Proiect: P2 (Report)

Due Date - 25 May 2012

Draft due date - 23rd May 2012, it must be returned on the 24th

of May 2012 with critic notes and suggestions.

Proiect: P2 (Presentation)

Due Date - 26th

October 2012

Draft and mock presentation due date _19th 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 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 and first aid test - in service training 2012

2012-04-17

Answer only true or false. Some questions require a longer answer.

Safety

1. What are 2 of the 10 commandments of safety?

2. Others are responsible for your safety.

3. You must do a job, though you have had no training.

4. Hardhats must be worn in an area where things can fall from above.

5. A look is necessary when you work in a confined space.

6. All incidents, near misses and accidents must be reported.

7. What is a risk assessment?

8. When must job planning be done?

9. Why is it important to collect the history of jobs done?

10. Earplugs must be worn in areas where the noise exceeds 10dB.

First aid

1. What are the ABCs of first aid?

2. What does CPRstand for?

3. You must assist an unconscious person and assume consent.

4. What is choking?

5. Why must bystanders be asked to leave the area around a patient?

6. Who calls for emergency services?

7. When must emergency services be called?

8. If someone gets chemicals into their eyes, what must be done?

9. Do asthma patients always carry their inhalers?

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


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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 s9So3. Personal protective equipment - http://www.voutube.com/watch?v=1-

GEltJlaXw

4. Hand tools -

http://www.voutube.com/watch ?v=akseOOBDIVQ&featu re=related;

http://www.voutube.com/watch ?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 T4&featu re=related

8. Safety begins with YOU -

http://www.voutube.com/watch?v= NYF7 uJZsBOI&featu re=related

9. Accident prevention -

http://www.americasrestorationsvstems.com/osha/ APP /accident%20preventio

_n._h_tm_

10. Emergency preparedness -

http://www.americasrestorationsvstems.com/Eme rQencv Prepa redness tra ini

nQ video.html

11. Eye protection -http://www.voutube.com/watch?v=a4kK9wOQWa4&featu re=endscreen&N R=1

23
http://www.voutube.com/watch?v=08vxsNnzwnhttp://www.voutube.com/watch?v=iZlu-01http://www.voutube.com/watch?v=1%ED%80%80http://www.voutube.com/watchhttp://www.voutube.com/watchhttp://www.voutube.com/watch?v=1http://www.voutube.com/watch?v=Kwh8wGWLMrshttp://www.voutube.com/watch?v=KdS5z0LG4http://www.voutube.com/watch?v=http://www.americasrestorationsvstems.com/osha/http://www.americasrestorationsvstems.com/Emehttp://www.voutube.com/watch?v=a4kK9wOQWa4&featuhttp://www.voutube.com/watch?v=a4kK9wOQWa4&featuhttp://www.americasrestorationsvstems.com/Emehttp://www.americasrestorationsvstems.com/osha/http://www.voutube.com/watch?v=http://www.voutube.com/watch?v=KdS5z0LG4http://www.voutube.com/watch?v=Kwh8wGWLMrshttp://www.voutube.com/watch?v=1http://www.voutube.com/watchhttp://www.voutube.com/watchhttp://www.voutube.com/watch?v=1%ED%80%80http://www.voutube.com/watch?v=iZlu-01http://www.voutube.com/watch?v=08vxsNnzwn


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Asset quiz feedback

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If not, why not?

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,\.

Are you curious to know what the reward is?

rI:i~\ tJ{) r Y V \. C{ Q ~ .

What reward would you l ike to have?

S ~\ . . " V\ C.~\

Rate the cl ip from 0 - 10.

(0 meaning BAD and 10 meaning Excellent)

Rate the quiz from 0 - 10

(0 meaning WASTE OF TIME and 10 meaning EXTREMELY USEFUL)


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Asset quiz feedback

Name: [ ~) J [,J F '. ~ ~ A1 v I I \1 0 J \ r\j ~\tJ 1\

What is the quiz about?. . . . . . . , ~ r . / "

. . - '- H N \ ~ r 1 ( J A I/II r J ~T D~ /" l{J I ~ c l 0 ()U f-I e f d c \ ! , " F - j' vd rt -U i (H ~ {C (v;ft'~e.\I ,Tool\ Does t~ quiz motivate you to do your job better?

\I 'A -~~S:(\,!1 ~I ~k - b j V V ( \ _ J O h C O \\ j b e t L l v ) J ~

JO U (Jill

L - r qtv\' If C 1 V i Z 'C () i J I H ~- : Iv I- J ' J - - / ' ! ( . J."Does the clip appeal to you?

" / T DOC( ; 1 \ , _tJf.J

1 H A I JJ .!{ H ~(~J F uU H ~OUI'IE: ~', A..,.1 t) b ,)c~ I;) - - : : - l '' ' ' - \ \ '. : ) \Jc..1'-~1 / \01\.If it does, what specifically appeals to you? The music? The vide-6, etc?

What can be done to make the quiz more interesting?

-W lf I(''t > - , ) d ' \ . :) ~ f\ \ Jo ' ' ' c . . . - J..-J'v..-Q.A. Il-_'-(

""?< ' J ~.Fi -i '-'~c. ~ ,,-,,"0(,C S-:JF\"Are you curious to know what the reward is?

What reward would you l ike to have?

f \ t J - ' 0 ~\ ~ - ~


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Appendix 11 - CIR Video

C ENTRE FOR

IN ST RU ME NT AT IO N R ES EAR CH

intoindustrysolutions

~

ENT RE FORNSTRUMENT,ATIC\

ESEARCH

34


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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 ClR has build with the

industry for efficient service delivery.

Lecturers:

"Hi, Welcome to CIR"

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 and orders for CIR"

Cheryl-Ann


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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.


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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=FYZSiH nNa6c&featu re=related

36
http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watchhttp://www.youtube.com/watchhttp://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=related


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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 k&feature=related angry

customer

37
http://www.voutube.com/watch?v=bNhttp://www.voutube.com/watchhttp://www.voutube.com/watchhttp://www.voutube.com/watch?v=parwarCv7Vk&featuhttp://www.voutube.com/watch?v=vbCxN86n61http://www.voutube.com/watch?v=vbCxN86n61http://www.voutube.com/watch?v=parwarCv7Vk&featuhttp://www.voutube.com/watchhttp://www.voutube.com/watchhttp://www.voutube.com/watch?v=bN


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

38


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"- ~~-.

~ C ap e P eninsu laUnIVersity of Technology

2012 ANNUAL LECTURER AND STUDENT SATISFACTION SURVEY.

Lecturer and student satisfaction survey plays an important part in improving the quality of

teaching learning in the institution. It follows the best practice guidelines which recommend that

the student feedback be obtained to assist lecturers in monitoring students' progress towards

course/subject outcomes, as well as gauging their current levels, and understanding difficulties

experienced.

Lecturer and student feedback on teaching is also important at the institutional level to enhance

institutional planning and quality development.

CPUTCAMPUS.NAME. C P ~ -!ov.J h {~~ (Jv sDEPARTMENT.

E CuI, '\ 'ccJ ['II()t \ ; \ ~' P ( I '" (it

SUBJECT.'T

"r1 - :;(-1. v';& ' Tr-('L \ v , \11\ d,--

NAME OF LECTURER. r ( ,'. K l ,c , , ! fc \ J'Dc') f er-.

PERIODOFSURVEY.E.g. 7 May 2012 -11 May 2012. I Lt tk t\..nr J 2 C ( J\...'\ e . ~el,,(-

NO OF QUESTIONNAIRESIN THIS BATCH.

PLEASE DO NOT MAKE PHOTOCOPIES OF THE SURVEY QUESTIONNAIRES'.

CPUT,Admin Building, Quality Department, Tel:021-9596536{6795/6786/6586{6384/8731 [email protected]
mailto:[email protected]:[email protected]


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Correction:

STUDENT FEEDBACK ON TEACHING

NAME OF LECTURER:W K~~\e.e.\JbO~-\e

\

IAQ.;of> N) L~",,, (, YEAR OF STUDY: 1...0\L \~I/U V l u


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I IEvaSys STUDENT FEEDBACK ON TEACHING

" i > Electric Paper

!CPUTNAME OF LECTURER: L L ""< ~ \ ~ " r J vI,.: c.~

~' f * ! l !I SUBJECT: J .' ) - < ; ' ' ' ' . V \ (e 'T 1 2 . l:d {1 (v" cd YEAR OF STUDY: {~ r 0 ( ~,\,.\C, ; ~J -'A C J : : r \ , . \ t '(el2

r . . . ' I

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Ivlark as shown:o~000Please use a Dall-point pen or a thin felt tip. This form will be processed automatically.

Correction:o 0t8i0Please follow the examples shown on the left hand side to help optimize the reading results.

1. Instructions

Please answer all the questions below:

1.1 The lecturer speaks clearlyProblem 0 0 0 0 IE Excellent 0 N/A

1.2 The work is covered at the rightProblem 0 0 0 lX 0 Excellent 0 N/A

speed.

1.3 The lecturer starts class on time.Problem 0 0 0 0 ~ Excellent 0 N/A

1.4 The lecturer knows the subjectProblem 0 0 0 0 [}g Excellent 0 N/A

matter well.

1.5 The lecturer behaves in aProblem 0 0 0 0 ~ Excellent 0 N/A

professional way.1.6 The lecturer treats all students with

Problem 0 0 0 0 ~ Excellent 0 N/A

respect and dignity .

1.7 The lecturer makes the subjectProblem 0 0 0 ~ Excellent ~ N/A

interesting.

1.8 I understand the explanations givenProblem 0 0 0 ~ 0 Excellent 0

t-J/A

by this lecturer.

1.9 The lecturer's presentations areProblem 0 0 0 C & - D Excellent 0

N/A

well-planned.

1.10 The lecture notes and handouts are Problem 0 0 0 0 ~::xcellent 0 N!A

of a high standard.

1.11 The lecture notes and handouts areProblem 0 0 0 0 ~ Excellent 0

N/A

available when needed.

1.12 All sections of the class work areProblem 0 0 0 0 ~ Excellent 0

NU-\

given a fair amount of time.

1.13 The lecturer gives clear guidelines Problem 0 0 0 0 ~Excellent 0 N!A

on the standard of work expectedfrom us.

1.14 The lecturer encourages questionsProblem 0 0 0 0 ! i J Excellent

Q N!A

during class.

1.15 The way the lecturer controls theProblem 0 0 0 0 ~ Exce!lent 0

N/ A

class contributes positively to mylearning experience.

1.16 My fellow-students have contributedProblem 0 0 0 0 [2? Excellent 0

I-J/A

positively to my learning experiencein ciass.

1.17 I am happy with the amount ofProblem

0 00 ~ 0 Excellent 0 N /A

practical work we've been exposed

to.

1.18 We were given enough home\ovorkProblem 0 0 0 h ( J 0 Excellent 0

NiA

to be able to understand the work.

1.19 I am happy with the help I got from Problem 0 0 0 00 Excellent ~ NiA

tutors.

1.20 The type of media (Overhead Problem 00 0 0 ~ Excellent 0

NiA

slides, PowerPoint. e-Learning, etc)the lecturer used in class was usedeffectively to explain the work.

F24U3570SPl PLOVO

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Documents

Teaching &Learning portfolio complete