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 ...
4.4 ABILITIES AND CHARACTERISTICS The willingness to tackle and solve problems as well as the ability to manage time effectively were identified as the two most important abilities or characteristics an ideal GEL should have. 94% of the respondents indicated that these abilities or characteristics were either essential or very important for the effective functioning of a GEL. The respondents also felt that the ability to delegate was the least important ability or characteristic of a GEL. Only 57% of the respondents indicated that this ability or characteristic was essential or very important The most important (response percentage of more than 85%) abilities and characteristics (as illustrated in figure 4.6) were identified as the following: • Willing to tackle and solve problems. • Ability to manage time effectively. • Student oriented. • Free from bias and prejudice. • Ability to communicate effectively with all role players. • Ability to plan effectively. • Ability to command professional respect • Ability to negotiate. • Ability to listen. • Acceptable as amember of faculty. • Ability to work without constant supervision. • Ability to work well under pressure. • Ability to make decisions. • Ability to motivate others. • Ability to handle conflict • Ability to work independently. 97
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4.4 ABILITIES AND CHARACTERISTICS<br />
The willingness to tackle <strong>an</strong>d solve problems as well as <strong>the</strong> ability to m<strong>an</strong>age time effectively were<br />
identified as <strong>the</strong> two most import<strong>an</strong>t abilities or <strong>characteristics</strong> <strong>an</strong> ideal GEL should have. 94% <strong>of</strong><br />
<strong>the</strong> respondents indicated that <strong>the</strong>se abilities or <strong>characteristics</strong> were ei<strong>the</strong>r essential or very<br />
import<strong>an</strong>t for <strong>the</strong> effective functioning <strong>of</strong> a GEL. The respondents also felt that <strong>the</strong> ability to<br />
delegate was <strong>the</strong> least import<strong>an</strong>t ability or characteristic <strong>of</strong> a GEL. Only 57% <strong>of</strong> <strong>the</strong> respondents<br />
indicated that this ability or characteristic was essential or very import<strong>an</strong>t<br />
The most import<strong>an</strong>t (response percentage <strong>of</strong> more th<strong>an</strong> 85%) abilities <strong>an</strong>d <strong>characteristics</strong> (as<br />
illustrated in figure 4.6) were identified as <strong>the</strong> following:<br />
• Willing to tackle <strong>an</strong>d solve problems.<br />
• Ability to m<strong>an</strong>age time effectively.<br />
• Student oriented.<br />
• Free from bias <strong>an</strong>d prejudice.<br />
• Ability to communicate effectively with all role players.<br />
• Ability to pl<strong>an</strong> effectively.<br />
• Ability to comm<strong>an</strong>d pr<strong>of</strong>essional respect<br />
• Ability to negotiate.<br />
• Ability to listen.<br />
• Acceptable as amember <strong>of</strong> faculty.<br />
• Ability to work without const<strong>an</strong>t supervision.<br />
• Ability to work well under pressure.<br />
• Ability to make decisions.<br />
• Ability to motivate o<strong>the</strong>rs.<br />
• Ability to h<strong>an</strong>dle conflict<br />
• Ability to work independently.<br />
97
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