It Is Coffee Break Time at an Adult and Community Centre
Case Study 1
It is coffee break time at an Adult and Community Centre. The learners spill out from their classes into the cafeteria. Jean, who has come out of an aromatherapy session, meets up with her friend Sarah who has been doing flower arranging.
Sarah asks Jean what she’s been doing this morning. Jean replies that they’ve been discussing the contra-indications for using some aromatherapy oils. Jean indicated Katie, who is standing in the queue for coffee.
“She got very upset because she had a miscarriage and her friend had been practicing massage on her and had used one of these iffy oils”.
“You know who she is, don’t you?” says Sarah. Jean looks puzzled.
“She’s Roger’s wife!”
So now, something that should have stayed within the group is out in the public domain.
How might this situation have been avoided?
Case Study 2
A college lecturer had recently changed her job and was now working as a trainer for an Employment Agency. She was asked by her line manager to deliver a training session to staff on the topic of Setting SMART targets. She knew the staff well and was hoping for a good session as she was being observed.
The lecturer had provided some cakes and mince pies which were on the table at the start and most of the staff brought a drink with them as they drifted into the room.
The lecturer started a few minutes late, waiting for all staff to join the group. The staff were asked about previous experience of SMART targets and the line manager asserted that, even though most of them thought they knew about the topic, it wasn’t showing up in the targets they were writing for their clients. They them went into pairs to complete a couple of tasks.
About 40 minutes into the session, (set to last for up to 2 hours but likely to finish after 1½ hours) one person stood up and said “I’m going to get a drink. Does anyone want anything?” Some gave their orders, two others joined her in leaving the room to get a drink or go to the loo. The lecturer looked amazed and upset as she felt her lesson was dissolving around her and she had lost the momentum that had started to build up.
How might this situation have been avoided?
Case Study 3
A construction lecturer in an FE college is meeting his new group of school students for the first of six weekly whole day sessions on plastering. The learners have already had six sessions of bricklaying and will move on to do plumbing in six weeks.
The lecturer starts with some theory and then tells the learners what he wants them to do after break. Some of the learners are late back from break so the lecturer waits for them and in the end has to go to the cafeteria to round them up.
He starts with a demonstration, hands the learners a worksheet and then sorts the learners out for the practical work. Some get straight onto the work, others are slower but he is able to help them as they need it. As lunchtime approaches it is clear that some are making reasonable progress but some have slowed down and are not going to get the work done in time. He starts to threaten that if they don’t finish they will have to work into their lunch break. The learners are not happy and start to argue with the lecturer.
How might this situation have been avoided?