Leading the session without the specialist

Text A: an original contemporary practice extract.

Forty minutes before a bread-making demonstration, the visiting baker telephoned to say that she was ill. The organiser explained the situation as people arrived and offered to rearrange the event, but most of the group preferred to continue. Using the baker’s printed running order, the organiser introduced each stage of the recipe.

Two club members who had made the bread before demonstrated mixing and kneading. However, they left out the planned section about changing the recipe for different types of flour because they did not feel qualified to advise people. The organiser collected the group’s questions and ended the session twenty minutes early. The baker sent written answers the following day, and the club decided that future visiting specialists should nominate a substitute.

Text B: an original contemporary practice extract.

The ecologist due to lead a wildflower identification evening was unable to attend after her train was cancelled. At the start, the coordinator told the volunteers what had happened and asked whether they wanted to postpone. They agreed to use the notes and specimen list that the ecologist had emailed in advance.

Experienced volunteers led discussions at each table and helped the group identify common examples. They did not attempt the planned section on distinguishing several uncommon species because nobody present was confident enough to lead it. Uncertain identifications were recorded and sent to the ecologist, who confirmed them later that week. The committee subsequently created a rota of deputy leaders for future sessions.

Both texts describe responses when the person expected to lead an event cannot attend.

What similarities do the responses share in these extracts? Use evidence from both texts to support your answer.