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4.3 PERSONALITY TRAITS The respondents were asked to respond regarding the importance of the identified personality traits of a CEL. According to the percentage tables. the different personality traits of a CEl were arranged from most important to least important (Appendix E). The scores indicated by the respondents under "Essential" and "Very Importanf were combined to get afinal score according to which the arrangement was done. All of the respondents indicated that being competent was either an essential or very important personality trait for the ideal CEl to have. Just 59% of the respondents were of the opinion that resilience was needed for the CEl to complete his duties effectively. The most important (response percentage of more than 85%) personality traits (as illustrated in figure 4.5) were identified as the followin9: • Competent • Ethical. • Responsible. • Self-confident • Efficient • Professional. • Accurate. • Honest • Thorough. • Fair. • Diplomatic. • Personable. • Polite. • Rational. • Sensible. • Assertive. 95
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AN INVESTIGATIVE ANALYSIS OF THE PS
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DECLARATION I hereby declare that t
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Voordat die navorser hierdie studie
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ABSTRACT SUPERVISORS FACULTY DEGREE
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TABLE OF CONTENTS Acknowledgements
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2.3.8 Creative 34 2.3.9 Diligent 35
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2.4.26 Ability to Manage Time 65 2.
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4.8 Guidelines 104 4.8.1 Recruitmen
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Figure 4.8: Types of Experience in
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LIST OF APPENDICES Appendix A: Dend
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students). Models that emphasise a
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Chapman, Call & Meech (1999:26) are
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• Skills development "Interviewin
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1.4.3 Objectives An up-to-date prof
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The questionnaire conformed to the
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The following figure (Rgure 1.1) il
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1.6.11 Mentor The mentor is the per
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CHAPTER TWO LITERATURE STUDY 2.1 IN
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At work, the tenn "role" describes
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2.2.1 Role and Responsibility Relat
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Fumharn (1992:90) defines the CEl's
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It is important that the CEl nurtur
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Personality is further defined by G
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to act assertively, rather than agg
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simply from being involved in their
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2.3.13 Energetic The GEL should be
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change over time and that employers
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Graharn and Bennet (1998:114) add t
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The GEL must have the ability to pe
Page 64 and 65: 2.3.33 Responsible According to Rue
Page 66 and 67: 2.3.38 Sympathetic Whitaker (1995:1
Page 68 and 69: 2.4 ABILITIES AND CHARACTERISTICS A
Page 70 and 71: 2.4.3 Willing to Tackle and Solve P
Page 72 and 73: A good sense of humour can only ben
Page 74 and 75: Communication occurs in many forms,
Page 76 and 77: Ashcroft and Foreman-Peck (1994:30)
Page 78 and 79: Carrel, et al. (1997:477) feel tha1
Page 80 and 81: 2.4.19 Ability to Criticise Tactful
Page 82 and 83: Robbins and Hunsaker (1989:34-35) a
Page 84 and 85: Carrel, et al. (1997:489) are of th
Page 86 and 87: The four levels of qualifications a
Page 88 and 89: The ideal CEl will have just the ri
Page 90 and 91: 3.1.2 Researchers Examine Data Crit
Page 92 and 93: Therefore the objective of this stu
Page 94 and 95: 3.3.2.4 Replication The replication
Page 96 and 97: 3.3.2.13Validity Validity in quanti
Page 98: • The Role and Responsibility of
Page 101 and 102: Neuman (2003:183) identifies eight
Page 103: Table 3.3: Examples of Coding relat
Page 106 and 107: was decided to use bivariate percen
Page 108 and 109: 31% of the local respondents and 26
Page 112 and 113: 4.2.3 Role and Responsibility Relat
Page 116: 4.4 ABILITIES AND CHARACTERISTICS T
Page 119 and 120: 4.7 AN IDEAL PROFILE OF AeEL Figure
Page 122 and 123: C Key Perfonnance Areas Relative to
Page 124 and 125: Gerber, et aJ. (1998: 90) say that
Page 126 and 127: assessment of the GEL should take p
Page 128 and 129: The GEL should be able to communica
Page 130 and 131: • Further research could be done
Page 132 and 133: Callahan, B.C. & Epting, L.B. 1999.
Page 136 and 137: Kolb, D.A., Rubin, I.M. & Mclntyre,
Page 138 and 139: Pastor€!, J. & Korngold, A 1987.
Page 140 and 141: Travers, AW. 1993. Supervision: Tec
Page 143: APPENDIX B SITUATION ANALYSIS QUEST
Page 146 and 147: I 2.3 RoleJResponsibility Relative
Page 148 and 149: , 3. PERSONAUTY TRAITS OF A SUCCESS
Page 150: 5. QUAUFICATIONS 5.1 Diploma 5.2 De
Page 153 and 154: Please indicate what you think the
Page 156 and 157: 12 Role/Responsibility Relalive to
Page 158 and 159: 1.3 Role/Responsibility Relative to
Page 160 and 161: Frequency Importance 1.4.12 Does st
Page 162 and 163: Importance 2.11 Efficient (Produces
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Importance 2.38 Sympathetic (Feelin
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Importance 3.19 Ability to give cri
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APPENDIX D PERCENTAGEDTABLES 149
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1.1. 3 Counsels students regarding
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1.1.7 Keeps parameters like grades,
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1.1.11 Conducts personal interviews
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1.1.15 Provides the students with g
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1.1.19 Evaluates the students' empl
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1.1.23 Debriefs students after thei
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1.2.3 Acts as an interpreter of the
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1.2.9 Negotiates basic entry-level
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12.13 Invites student employers to
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1.3.7 Encourages ideas to improve t
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1.4 ROLElRESPONSIBIUTY RELAnVE TO A
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1.4.3 Establishes student records f
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1.4.7 Selects students for particip
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1.4.11 Supervises co-operative educ
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1.4.15 Conducts surveys regarding t
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2.5 Cheertul Group of Respondents I
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2.13 Energetic Group of Respondents
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221 Innovative Group of Respondents
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2.29 Professional Group of Responde
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2.37 Sociable Group of Respondents
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3. ABIUTlES AND CHARACTERISTICS 3.1
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3.9 Ability to work well in agroup.
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3.17 Ability to command professiona
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3.25 Ability to manage conflict. Im
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5. EXPERIENCE Group of Respondents
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ROLElRESPONSlBIUTY RELATIVE TO STUD
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ROLElRESPONSlBIUTY RELATIVE TO ADMI
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ABIUTIES AND CHARACTERISTICS IN ORD
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APPENDIXF DENDOGRAM: PROFILE OF AN
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