an investigative analysis of the psychological characteristics and job ...
an investigative analysis of the psychological characteristics and job ... an investigative analysis of the psychological characteristics and job ...
31% of the local respondents and 26% of the international respondents indicated that they thought assertiveness was an essential personality trait 16% of the local respondents and 14% of the international respondents indicated that they thought it was very important while 8% of the local respondents and 3% of the international respondents indicated that assertiveness was an important personality trait None of the international respondents indicated that assertiveness was not important while 2% of the local respondents thought assertiveness was not important The above is indicative of responses throughout the whole questionnaire. The conclusion can be drawn that local and international people concerned with co-operative education experience the GEL's position in the co-operative education process in very much the same way. In the following sections the research results will be discussed according to the percentage tables as set out in Appendix D. 4.2 ROLE AND RESPONSIBILITY The respondents were asked to respond regarding the importance and frequency of the identified roles and responsibilities of a GEL. According to the percentage tables, the different roles and responsibilities of a GEL were arranged from most important to least important (Appendix El. The scores indicated by the respondents under "Essential" and "Very Importanf were combined to obtain afinal score according to which the arrangement was done. 4.2.1 Role and Responsibility Relative to StUdents The most important role or responsibility in this category is the periodic visits made to the students. 94% of respondents indicated that this role or responsibility was either an essential or very important task of the GEL. The respondents also indicated that counselling students regarding personal matters was not such an important part of the GEL's duties. Only 35% of the respondents were of the opinion that this role or responsibility was essential or very important Most of the 89
espondents (47%) also indicated that they only counselled students once a month and that it was not adaily activity. The most important (response percentage of more than 75%) roles or responsibilities in this category (as illustrated in figure 4.1) were identified as the following: • Makes periodic visits to each student • Verifies that the studenfs placement site activities are related to the co-operative education programme. • Prepares students for placement interviews. • Develops material to orientate and inform students about the co-operative education programme. • Evaluates the possible placement opportunities for each student • Conducts follow-up activITies regarding all placements. • Gives continuous feedback to the students about their progress during their co-operative education work period. • Encourages and motivates students. • AppiOves placement sites before placing the students. • Gives guidance to students regarding the writing of CVs, business letters, etc. • Provides the students with guidelines for the co-operative education programme and procedures. • Conducts group orientation sessions. • Helps students set appropriate goals responsive to their particular needs. • Keeps parameters like grades, personal qualities, geographic and transportation preferences in mind when placing students. • Evaluates the studenfs employment experience closely. 90
- Page 58 and 59: change over time and that employers
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31% <strong>of</strong> <strong>the</strong> local respondents <strong>an</strong>d 26% <strong>of</strong> <strong>the</strong> international respondents indicated that <strong>the</strong>y thought<br />
assertiveness was <strong>an</strong> essential personality trait 16% <strong>of</strong> <strong>the</strong> local respondents <strong>an</strong>d 14% <strong>of</strong> <strong>the</strong><br />
international respondents indicated that <strong>the</strong>y thought it was very import<strong>an</strong>t while 8% <strong>of</strong> <strong>the</strong> local<br />
respondents <strong>an</strong>d 3% <strong>of</strong> <strong>the</strong> international respondents indicated that assertiveness was <strong>an</strong><br />
import<strong>an</strong>t personality trait None <strong>of</strong> <strong>the</strong> international respondents indicated that assertiveness was<br />
not import<strong>an</strong>t while 2% <strong>of</strong> <strong>the</strong> local respondents thought assertiveness was not import<strong>an</strong>t<br />
The above is indicative <strong>of</strong> responses throughout <strong>the</strong> whole questionnaire. The conclusion c<strong>an</strong> be<br />
drawn that local <strong>an</strong>d international people concerned with co-operative education experience <strong>the</strong><br />
GEL's position in <strong>the</strong> co-operative education process in very much <strong>the</strong> same way.<br />
In <strong>the</strong> following sections <strong>the</strong> research results will be discussed according to <strong>the</strong> percentage tables<br />
as set out in Appendix D.<br />
4.2 ROLE AND RESPONSIBILITY<br />
The respondents were asked to respond regarding <strong>the</strong> import<strong>an</strong>ce <strong>an</strong>d frequency <strong>of</strong> <strong>the</strong> identified<br />
roles <strong>an</strong>d responsibilities <strong>of</strong> a GEL. According to <strong>the</strong> percentage tables, <strong>the</strong> different roles <strong>an</strong>d<br />
responsibilities <strong>of</strong> a GEL were arr<strong>an</strong>ged from most import<strong>an</strong>t to least import<strong>an</strong>t (Appendix El. The<br />
scores indicated by <strong>the</strong> respondents under "Essential" <strong>an</strong>d "Very Import<strong>an</strong>f were combined to<br />
obtain afinal score according to which <strong>the</strong> arr<strong>an</strong>gement was done.<br />
4.2.1 Role <strong>an</strong>d Responsibility Relative to StUdents<br />
The most import<strong>an</strong>t role or responsibility in this category is <strong>the</strong> periodic visits made to <strong>the</strong> students.<br />
94% <strong>of</strong> respondents indicated that this role or responsibility was ei<strong>the</strong>r <strong>an</strong> essential or very<br />
import<strong>an</strong>t task <strong>of</strong> <strong>the</strong> GEL. The respondents also indicated that counselling students regarding<br />
personal matters was not such <strong>an</strong> import<strong>an</strong>t part <strong>of</strong> <strong>the</strong> GEL's duties. Only 35% <strong>of</strong> <strong>the</strong> respondents<br />
were <strong>of</strong> <strong>the</strong> opinion that this role or responsibility was essential or very import<strong>an</strong>t Most <strong>of</strong> <strong>the</strong><br />
89
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