Future Managers Blog

THE BUSINESS OF TABLE MANNERS

FutureManagers — Tue, 25 Jan 2011 13:04:36 +0000

I love reading the Workplace supplement from the Argus which advertises posts and features articles about the workplace. The following extract is adapted from 16 January 2011.
Most people don’t realise that one of the strongest indicators of how truly professional you are is not how you host a meeting or handle a client, but how you handle yourself at the dining table. Your basic manners and etiquette project your experience, status and professionalism. How you conduct yourself at the dining table actually gives potential clients and partners a sense of how you will handle their business. Although there are many fine points to dining, the following are the most basic and essential:

Keep the table clear
Never place your keys, purse, hat, spectacles, folders or anything that is not part of the meal on the table. If items must be in reach, tuck them in a pocket or neatly beneath or behind your chair.
Napkin/Serviette
The napkin should be picked up, unfolded and placed on the lap. Do not wipe your mouth with the napkin; instead, blot it. If you need to leave the table temporarily, place your napkin in your chair and push your chair back under the table – this signals that you will be returning to the table. When you return to your seat, replace the napkin on your lap. At the end of the meal, loosely place the napkin to the left of the plate.
Posture
Always sit up straight and bring food to your mouth – not your mouth to the food.
Cutlery
Work cutlery from the outside in. Once you pick up a piece of cutlery, it should never touch the table again. If you are not using the utensil, put it down on the plate. Use your knife and fork to cut only one piece of food at a time. When you finish a course, place the knife and fork in the “finished” position – the tip of the knife and fork together; as well as the handles. The blade of the knife faces the fork.
Buttering your bread
How you butter your bread (roll or scone) is one of the biggest indicators of good versus bad table manners. Always put butter on the side of your bread plate and not on your bread. Break, don’t cut the bread, and then butter one bite-sized piece at a time.
Think BMW
It’s not unusual to be unsure which bread plate and water glass is yours. Remember BMW: Bread, Meal, Water. Your bread plate is on your left, your meal is in the middle of the place setting and your water is always on your right.
Conversing while dining
It can be a challenge to stay engaged in a business conversation and still enjoy a meal. It is best to take small bites, finish chewing, smile and then carry on the conversation. Never speak with food in your mouth.

SUGGESTIONS:

Do you agree that our table manners are one of the strongest reflections of how truly professional we are? Give a reason for your answer.
The article mentions that certain objects should not be placed on the table. Do you think it is acceptable to leave your cellphone on the table during a business lunch? Why/Why not?
What is the difference between wiping and blotting your mouth with your napkin?
Explain which point you found:
• most important
• least important
• most interesting
Try to add two or three more points to indicate your good table manners.
Challenge: What is the difference between a set menu, buffet and table d’hôte?

All the best for 2011! Happy teaching!

Author: Frieda Wade

CASE STUDIES AND SCENARIOS

FutureManagers — Fri, 10 Dec 2010 13:06:28 +0000

There is a move towards including more case studies and scenarios in final question papers. It is essential that we give students the chance to engage with these types of questions during the course of the year so that the final examination is not the first time that they see this type of question.

What is a case study or scenario?
A realistic situation or scenario is explained and where a student is given information and expected to reason and respond to the questions asked after the case study.
A case study or scenario is not a comprehension test! This means that not all of the answers are found in the case study. The student is expected to respond to the information with the knowledge, skills and content that they have learnt over the course of the year.
A case study or scenario need not be a long passage but could consist of a short paragraph.
Below are two examples of Case Studies. A scenario is sketched and the student must use the subject knowledge to answer the questions asked. This is also a way to assess in a practical and lifelike situation, the theory content that is taught.

Example of a Case Study / Scenario type question from the NCV Education and Development Curriculum
Tara is an only child. She is 4 years old and attends a daycare center. At the day care centre, she finds it difficult to take part in some to the physical activities that the other children take part in. For example: Climbing on the jungle gym. Her parents are very protective and prevent her from climbing and jumping as they are afraid that she will get hurt.

Questions:
1. Develop a list of FIVE activities that Tara could take part in to develop her physical ability. Write your answers in full sentences. (5 x 2 = 10)
2. Briefly name and explain what domain of development Tara needs to develop. (3)
3. List any THREE other domains of development that should be developed in young children. (3)

Example of a Case Study / Scenario type question from NCV Engineering Curriculum
Bradley is a junior electrical apprentice in a small company. He has been instructed to sort out all of the various types of meters and has a few questions regarding some of the items he has found in the store room. He has packed out all of the equipment and has identified the following types of meters: an analogue ohmmeter, a continuity tester and a digital multimeter. He has written down certain questions that he wants to ask. Refer to the questions that he needs answers to and provide a detailed answer to each question.

Questions

1. Help Bradley develop a list of instructions on how to use an analogue ohmmeter. Write your answers in full sentences. (5 x 2 = 10)
2. Briefly explain what a voltmeter would be used for. (3)
3. List and define any other type of multimeter that Bradley has NOT found in the store room. (3)

Case studies and scenarios are essential to bring together the practical and theoretical aspects of the NCV curriculum.

Author: Melanie Vermaak

If you work in a kitchen, you have to be fully awake and aware of what you are doing

FutureManagers — Fri, 26 Nov 2010 09:39:19 +0000

I had two bad experiences in my kitchen lately and both happened because I was not paying attention to what I was doing.
First I took a can out of a cupboard and in the process made another 500g can fall on my second toe; with the rim hitting me right where the nail meets the toe. The nail immediately turned blue and I had blood all over the floor hopping to the bathroom to get antiseptic to clean it with.
As if that was not enough, I boiled a full kettle of water the next evening with the intention of making ice-tea in a jug. I was standing against the cupboard while I poured the boiling water in the jug thinking about other stuff and the next minute the jug exploded and a cascade of boiling water ran down the front of my legs. I cannot describe how it hurt!!
I pulled off my trousers to get rid of the wet, hot fabric against my skin, ran straight for the bathroom and rinsed cold water from the showerhead over my legs. By that time my skin was flaming red and I looked like a boiled crayfish. It did not take the burning sensation away, so I ran a whole bath of cold water and sat in it, which gave some release, but it only helped for a bit as my hot skin made the water hot. I then hobbled to the fridge and removed two blue ice blocks (the type you use in cooler boxes) and put that on the part that burnt the most. In the end I decided to rather get myself to the emergency room at the hospital as I knew I was not going to be able to sleep that night because of the pain.
The staff attended to me immediately and put Burnshield Hydrogel Dressings on my legs. See information regarding it below:

A unique versatile foam dressing provides essential immediate treatment and protection within the first critical 24 hours, following a burn. The dressing is saturated with a sterile, water-based gel which is non-toxic, non-irritant and does not contain any fats or greases.
It moisturises the burn area, and soothing tea-tree oils cools the skin thereby minimising trauma or tissue damage.
It is non-adhesive and can be removed with cool water or saline solution without causing discomfort.
For use on 1st, 2nd or 3rd degree burns – including facial burns and scalds. Apply directly to the wound and cover with a protective bandage. The dressing is saturated with a sterile, water-based gel which is non-toxic, non-irritant and does not contain any fats or greases.

I was also given an injection and some painkillers so although I had to lie on my back with my legs on pillows at least I got some sleep that night! I still look like a crayfish and it is still painful but at least I do not have any blisters and I am hoping that I will not have any scars in a few week’s time. The Tuesday after the incident I went to the pharmacy and bought some more Burnshield packs to have handy in case of another emergency.

Activity:
Read the information below, compare it with what happened to me and answer the questions that follow:

How to deal with a scald burn

Skin burned by boiling water has been scalded. Layers of skin absorb the heat. Tissue is damaged and cells are destroyed. Liquid leaks from the scalded skin and the body may go into shock trying to replace these fluids. While they can happen anywhere, scald burns are the most common burns in restaurants.
Step 1
Pour cold water over the scalded area to cool the skin and dissipate the heat. You may use a cup, a faucet or even a pan of cool water. Cool the affected area with water for at least 10 minutes and continue until the pain subsides. If water is not available, any harmless liquid will do.
Step 2
Look at the burn to determine its severity. Superficial burns are characterized by redness, swelling and tenderness, and do not require a trip to the hospital.
Step 3
Call for help if the victim is unresponsive, in shock or if there are additional injuries. If the skin looks raw and blisters form, medical attention should be sought immediately. Seek medical attention if the damage is more than 1 percent of a person’s mass, or roughly the size of one hand.
Step 4
Remove any clothing or jewellery near the affected area before the skin begins to swell. Remove rings immediately if the hand is scalded. If jewellery or clothing sticks to the skin, do not force it.
Step 5
Pat the skin dry rather than using a rubbing motion to prevent tissue damage. Avoid applying any ointments, creams or antibiotics to a burn until they are prescribed by a physician. These can carry heat deeper into the layers of skin, causing more damage.
Step 6
Wrap the area loosely with gauze to protect the delicate tissue from further damage and infection. The gauze should be loose so that circulation is not restricted. A cold compress held on top of the gauze can relieve pain and reduce swelling. During recuperation, the gauze should be changed at least once daily.
Step 7
Prop the affected area up on a pillow, preferably so the scalded area rests above the heart. This position reduces pressure in the tissue of the injured body part, and thereby relieves pain.
Step 8
Avoid popping blisters. Blisters are the body’s way of protecting delicate tissue that is trying to heal itself. Don’t pick at peeling skin. Burns destroy the body’s protective casing–the skin–and picking at the healing skin may invite infection.

Question 1:
What did I do correctly in my situation? (Accidents 1 and 2)
Question 2:
What should I have done differently? (Accidents 1 and 2)

Author: Cecile van Rooyen

Tips for the workplace

FutureManagers — Mon, 25 Oct 2010 08:30:30 +0000

Last week I attended a memorable evening. It was the end-of-year college dance for the level 4 students at one of the colleges in the Cape Peninsula. The students looked stunning in their evening wear. Although I did not know a single one of them, it was quite clear that they had a lot of fun and why not? It was their special evening. Yet, they all behaved like ladies and gentlemen.
After the campus head had addressed the students, I asked for a copy of her speech. This is an adapted version of what she told them:
“As I look round the hall tonight my heart swells with pride. As our level 4s you are ready to leave the nest and going out into the big wide world. The staff and I know that you can make a success of your lives if you want to. Getting your level 4 certificate is the first step. It proves to your employer that you can do the job. However, it is how you conduct yourself when you enter the job situation that will depend on whether you make a success or not. I’d like to share a few tips with you that I have learned through experience – sometimes the hard way.
• Treat everyone in the organisation equally – from the person who runs the organisation to the cleaners. They all have an important job to do that makes the organisation run.
• Always be polite. You have every right to put your point forward, but it is the way that you argue your case that makes a difference. It won’t help to have a good case, but a wrong attitude.
• Do not bear a grudge. Once you have sorted out a problem between you and your boss or a colleague, sweep it under the rug and start again from afresh.
• If you want promotion, show that you are willing to go the extra mile. Don’t only do what is listed on your job description.
• Do not be a clock watcher. Arrive earlier than expected and be prepared to put in extra hours when needed – without extra pay!
• Be pleasant, look people in the eye when you talk to them and smile. A smile goes a long way.
I’d like to end off with these two effective sayings:
1. Our background and circumstances have influenced who we are, but we are responsible for who we become.
2. The happiest people don’t necessarily have the best of everything; they just make the most of everything.”

SUGGESTIONS:
1. Which one of the tips do you regard as the most important? Give a reason for your answer.
2. Add at least two more tips to the list.

Author: Frieda Wade

What is a practical assessment within the NCV qualification?

FutureManagers — Wed, 20 Oct 2010 12:18:31 +0000

The assessment guidelines for the National Certificate Vocational indicates that subjects must be assessed according to certain percentages for theory and certain percentages for practical. The lecturer in all of us finds it easy to deliver on the theory component of assessment. After all we are all familiar with tests, examinations and worksheets. All of these types of assessments are theory assessments. This begs the question then, what is a practical assessment? In certain programmes this is an easier question to answer. For example within Hospitality or Engineering it would be making some kind of end product in a kitchen or workshop. Other NCV programmes, for example NCV Education and Development, it may be bit more difficult to develop a practical assignment.
We often think that an instruction to a student to make a poster or a mind map is a practical assessment. Is this a true practical task? The true test of an assessment being a practical assessment is to ask the question: Would the student be doing this in a real life work or industry situation? If the answer to this question is yes, then the assessment can be considered a true practical assessment.
We need to make sure that we balance the delivery of theory with relevant practical assessments. A good way to encourage the student to interact with their chosen real life work or industry situation is to encourage students to interview professionals in their chosen industry. Within the NCV Education and Development programme, students can be encouraged to interview teachers, social workers or community workers.
Other examples of practical exercises that can be approached within NCV Education and Development:
• Observation of children and then making comments on the development of the children.
• Preparing notices for parents at an ECD site or school.
• Preparing lesson plans and assessment tools.
• Explaining to a parent how to deal with particular problem (e.g. picky eater, phobias, lack of attention).
• Developing menus of nutritional meals.
• Identifying the symptoms of a particular childhood illness and giving advice on treatment.
• Designing an outdoor play area.
• Making a game or toy to develop certain skills.
• Evaluating a variety of children’s books to determine suitability.
• Preparing a daily programme.
• Finding resources in the community that can support the development of young children.
It is also important that the assessment of the practical task is done in a meaningful manner. A practical task asks a student to be creative and so it may not be possible to have a memo in the traditional sense of the word. This is where use can be made of rubrics. Often there are certain things that are more important than others in the assessment of a practical. This means that some of the criteria that the student is assessed against should have a heavier weighting than others. Some criteria on a rubric should be more important in the determination of the final mark. Weighted rubrics can be used for this purpose.
On a weighted rubric, different criteria are rated on a scale of 1 – 4 (1 being poor and 4 being excellent). The most important criteria are then given weightings of a higher value. The rating (1 – 4) is multiplied by the weighting. All of the weightings should add up to 25. A total weighting of 25 multiplied by a maximum rating of 4, results in a maximum mark out of 100. (See the example below).

Let’s make sure that the practical assessments that we ask our students to complete are a true test of their applied knowledge and skills and let’s also make sure that we assess these practical assignments in order to give students a true reflection by emphasizing the most important criteria.

Author: Melanie Vermaak

Useful strategies for memorising difficult concepts

FutureManagers — Wed, 22 Sep 2010 09:55:35 +0000

The strategies below will be useful for any lecturer struggling to explain concepts or content that are difficult for students to grasp.
1. Make flash cards:

Divide A4 pages into two columns and divide them into blocks of equal size.
Type a question in the block in the left-hand column and the answer on the otherside in the right-hand column. Do this for as many questions as you have.
Print on coloured paper.
Cut out each question and answer.
Fold each set of question-answer along the centre line so that the question is on top and the answer below.
Arrange them on a transparency and laminate.
Cut out each card.

You have now created flash cards which can be used in games and revision exercises. Students love them and you can make the students compete with each other by rewarding winners with a pack of their own!

2. Make portable white boards:

Laminate plain (no text) A4 or A5 coloured paper.
Hand students/groups their own white boards and non-permanent white board markers.

This method is useful for group work. Instead of students getting up to write on the board they now write on their own boards and hold it up for all to see!
Author: Fierdouse Ajouhaar

Personal Assistance & Project Management Lecturer
College of Cape Town, Crawford Campus.

Food markets

FutureManagers — Thu, 09 Sep 2010 12:43:48 +0000

I am a textbook example of a “gatherer” and love food markets (as I do boot sales, white elephant sales etc) but cannot stand malls and shopping centres. Hundreds of these food markets are popping up all over the country and especially on Saturdays and Sundays; people flock to these markets (some in the middle of cities and some in rural areas and on farms) and I am one of them.

What do these markets have in common?
They provide food items that are:

free of pesticides, additives and preservatives,
are prepared by hand and are fresh,
in season, so people are able profit the most from the nutrient value of the food items.

People are quick to stay tuned and follow the latest news, current fashions, hottest songs and most innovative technology. They are also now starting to realise that they should treat their diets with the same respect as the most recent fad.

With international trade, almost all foods are available year-round but when they are available outside of the normal growing season (in South Africa), they are either very pricey or full of additives and preservatives.

With the economic recession people are realising more and more that they cannot spend such a big portion of their monthly budget on take-aways and pre-prepared food and so they are going back to preparing more foods themselves. Those who do not have the time or passion to prepare food themselves can stock-up with wonderful foods at these markets e.g. home-made bread, cheeses, quiches, pies, freshly-ground flour, fruit and vegetables, home-made preserves and local wines.

Hospitality students - there are work opportunities for all of you if you use your knowledge and skills that you have learnt to become an entrepreneur and market your unique food items at these markets!

Activity Suggestions:

Ask students to visit a fresh food market and make a list of products available for purchase.
Ask students to visit a fresh food market and purchase ingredients to create a healthy, organic meal.
In groups ask students to create home-made items to sell at a fresh food market.

Author Cecile van Rooyen

“The day I died” by Thembelani Ngenelwa

FutureManagers — Mon, 06 Sep 2010 09:33:49 +0000

On Wednesday, 1 October 2003, a young man wearing a blood-soaked green jacket lay dying near a railway bridge in Germiston. He had been shot five times from close range. Barely conscious, he tried to wave at the passing cars, but nobody cared enough to stop as they sped past the bleeding man. The name of that man is Thembelani Ngenelwa.
Do yourself a favour. Read this true story of survival. The book is called The day I died. It appears on the Western Cape Education Department’s list of recommended local publications to promote a love of reading among learners of grades 10-12. The following adapted extract appears from pp. 105-109:
“During my first few months back in Cape Town I saw my attackers in my dreams almost every night. In those nightmares they were boasting about how they had shot me and how much they would love to do it again. In my quest to try and find closure I wanted to put names to those cruel faces. I decided to give them fictitious names so that I could identify them. Initially, I wanted to name them Devil, Dragon, Evil, Demon and Killer, but I decided otherwise. I told myself that I had to remember that these men were someone’s beloved children, someone’s beloved brothers and some were probably someone’s fathers. Because of this I wanted to give them decent names. The fictitious names I came up with were: Tshepo, Sipho, Mandla and John. The fifth one, my attacker, I decided to call Saul. I wanted to give him a biblical name that belonged to someone who used to oppress and harm the Israelites but one day was changed and became a God-fearing man. I had this strange hope that maybe this man would one day think about all the evil things that he had done and change.
As for the other four, I felt nothing but pity for them. Maybe they were good-natured human beings who happened to mix with the wrong crowd. Maybe they came from broken homes where they were never taught the value of human life. Maybe they came from poor families and poverty had turned them into monsters. But then how many black people were there who knew nothing but poverty? There is always the excuse among black criminals that poverty drives them to commit crime, but this wasn’t a case of people stealing bread from a shop. I don’t believe poverty would drive anyone to shoot at an unarmed stranger five times and dump him on the railway lines. The politicians would probably blame it on the legacy of apartheid, but again, that is not an excuse. I grew up under the same system, in the same circumstances as them, probably even in a worse situation than they had. I also refuse to blame crime on the government.
Eventually I came to the conclusion that it is the kind of society we live in that makes this life painful. Underlying this problem is the fact that parents in our communities have abandoned their responsibilities. I remember when I grew up my parents would never allow me to wander about at night. We never owned any weapons, including knives, because my parents took an active role in our upbringing and ensured that we followed the right path. They were involved in our day-to-day lives and taught us to control our emotions and actions…”

ACTIVITY SUGGESTIONS

What do you like and dislike about this extract? Give reasons for you answer.
If you had the opportunity to meet any of the attackers, what would you say to them?
In the last paragraph the author accuses parents of neglecting their responsibilities. Do you agree with him? Give reasons for your answer.

Author: Frieda Wade

NCV 2 Mathematics - Topic 2 & Topic 5 Class Test - Cecile Bruwer, Ekhurheleni West

FutureManagers — Thu, 19 Aug 2010 13:55:48 +0000

INSTRUCTIONS:

Read the following instructions carefully before answering the questions.

Answer ALL the questions.
Clearly show all the calculations in your answers.
An approved calculator may be used, unless otherwise stated.
Number the answers according to the numbering system used in this question paper.
Write neatly and legibly.

QUESTION 1: (PATTERNS AND RELATIONSHIPS)

1.1 Zinzi is a student who sells biscuits at school to earn pocket money.
1.1.1 Study the table below and then calculate (a) and (b).					(4)
1.1.2 Calculate Zinzi’s profit if she sells 550 biscuits						(1)

1.2 The following graph illustrates Thabo’s journey which started from home.
    He ran, rested for a while and then walked.

Thabo’s journey from home

1.2.1 What was the distance in km that Thabo covered after 15 minutes?		(1)
1.2.2  For how long did he rest?										(1)
1.2.3  How long did it take him to cover 2 km?							(2)
1.2.4 Use the following formula to determine Thabo’s speed:

a) Calculate Thabo’s running speed in km/minute.							(2)
b) Calculate Thabo’s walking speed in km/minute.							(2)

1.2.5  If his journey started at 8:30, at what time will he reach the  2,5 km		(2)
         mark?

1.3 Grass must be planted at a soccer stadium. If nine people work on this
     project, it will take them 8 hours to complete.

1.3.1 Study the table below and then calculate (a) and (b).					(2)
1.3.2 Is this relationship direct or indirect?								(2)

1.3.3 Use  graph paper to show the information on a suitable graph.			(6)
															[25]

QUESTION 2:  (SPACE, SHAPE  AND ORIENTATION)

2.1 Below is a drawing of a rectangular prism. Answer the questions that follow.

2.1.1 Calculate the area of the shaded surface.							(2)
2.1.2 Calculate the area of the base of the box.							(2)
2.1.3 How many edges of 9,6 cm does the box consists of?					(2)
2.1.4 Calculate the volume of the box. (Volume = length x breadth x width)		(3)

2.2 Calculate the area of the following triangle.							(3)

2.3  In Hyde Park is a circular path around a tree, as shown in the diagram.

2.3.1 If the tree is exactly at the centre and the distance from the  tree to the		(4)
        path is 20 m, what distance will you walk on the path if  you go around
        once? Round your answer to the nearest  metre

2.4 What is the volume of a cube if the length of one side is 6 cm?				(3)

2.5  Calculate :
       a) the area													(5)
       b) the perimeter of the figure below:								(1)

															[25]

GRAND TOTAL													[50]

Man’s best friend

FutureManagers — Fri, 13 Aug 2010 08:28:09 +0000

Last week I followed with interest the 46-hour search for Panjo, the Bengal tiger. The 17-month old, who was hand-reared, escaped from his owner’s bakkie while being transported from the family’s farm in Groblersdal to a vet in Delmas. After numerous false alarms, Panjo was finally tracked in a forest with the help of a sniffer dog. He was lured out of the bush by a piece of meat and the sound of his owner’s voice. Panjo’s disappearance captured the imagination of many, but also drew criticism from people who believe the family should not be allowed to keep the exotic animal.

The use of sniffer dogs seems to have become quite popular. Or has it become essential? We spot them at airports, harbours, mass rallies and sport functions. Zingela, the dog who found Panjo, has been specially trained to track predators. Dogs are wonderful animals. We can train them with great success, yet we never know when and how they will follow their instincts.

There are thousands of amazing stories about dogs. The following anecdote by Betty Malligan comes from an old Reader’s Digest:

Our little mongrel, Tinker, is undeniably a nuisance. He always gets under our feet, trips people on the stairs, races us to the front door when the bell rings and refuses to be moved from the big lounge chair unless we use a bit of force. Then my aunt came to stay with us. Incredibly, Tinker at once became a gentleman. He would wait patiently at the top of the stairs until our guest had descended. He kept out of her way when she walked through the house. The lounge chair was his only until he heard her approach – then he would instantly jump down and lie quietly at her feet.

We shall never know how our little Tinker understood that my aunt was totally blind.

A sniffer dog is a dog that is trained to use its senses (almost always the sense of smell) to detect substances such as explosives, illegal drugs or blood. Some prisons have dogs trained to detect illicit cell phones in prison cells!

ACTIVITY SUGGESTIONS:

Vocabulary: explain the meaning of the words in bold.
Give the meaning of the following expressions relating to dogs:
- you can’t teach an old dog new tricks
- to go to the dogs
- to not have a dog’s chance
- to die like a dog
- a dog’s breakfast
What is your opinion on wild animals being kept as pets? Write a paragraph, giving reasons for your opinion.
Do you have an anecdote (a short entertaining/interesting story) about a dog? Do you want to share it with the class?

Happy teaching!

Blog Author: Frieda Wade