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 ...
C Key Perfonnance Areas Relative to students • Develops relevant co-operative education material. • Provides students with guidelines regarding the co-operative education process and procedures. • Helps students set appropriate goals responsive to their particular needs. • Encourages and motivates students. • Conducts group orientation sessions. • Gives guidance to students regarding the writing of CVs, business letters, etc. • Prepares students for placement interviews. • Evaluates the possible placement opportunities for each student • Keeps parameters like grades, personal qualities, geographic and transportation preferences in mind when placing students. • Approves placement sites before placing students. • Conducts follow-up activities regarding all placements. Makes periodic visits to each student • • Verifies that the studenfs placement site activities are related to the co-operative education programme. • • Evaluates the studenfs employment experience closely. Gives continuing feedback to the students regarding their progress in the co-operative education programme. Relative to employers • Establishes effective communication links between new student employers and the institution. • Assists new student employers in developing and operating the co-operative education programme. • Maintains effective communication links between existing student employers and the institution. • Responds to employer enquiries regarding tha co-operative education programme. • Communicates regularly with established student employers to check on the studenfs job performance, to solve possible problems and to answer any questions. • Encourages student employers to consider the co-operative education programme as part of their long-term planning. • Acts as an interpreter of the institutional goals, policies, procedures and services relative to the employer. • Provides possible employers with student information. Relative to the institution • Encourages ideas to improve the functioning of the co-operative education programme. • Serves as a campus expert in the field of co-operative education. • Continuously reinforces the educational significance of co'OI>,rative education. Relative to administration • Develops and maintains a database of student and employer information. • Maintains student records for placement purposes. • S€lec\s students for participation in the co-operative education programme. 103
4.8 GUIDELINES 0 Qualifications and Experience Required Minimum qualification • Degree (four year-tertialY qualification) Experience required • Experience in the career field served. • Lecturing experience. Counselling experience. • • Marketing experience. • Public relations experience. E Skills and Competencies • Problems sclving skills. • Good communication skills. • Planning skills. • Organising skills. • Ustening skills. • Conflict management skills. • Decision making skills. • Negotiating skills. Assertiveness skills. • The job description in Table 4.9 can be used as a guideline for the following human resource activities regarding aGEL: 4.8.1 Recruitment Stalt (1994: 224) states that after a thorough job analysis and an accurate job description have been done, an organisation can start recruiting potential applicants. He adds that the most common method used by organisations to recruit external applicants is the advertisement Mathis and Jackson (1999: 61) agree with the above. They argue that organisations use job analysis to identify job specifications in order to plan how to obtain employees. 104
- 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 114: 4.3 PERSONALITY TRAITS The responde
- Page 118 and 119: 4.6 EXPERIENCE Figure 4.7: Qualific
- Page 120: systematic way to gather and analys
- Page 125 and 126: 4.8.3 Training Comprehensive job in
- Page 127 and 128: CHAPTERS CONCLUDING REMARKS AND ARE
- Page 129 and 130: The research also indicated that th
- Page 131 and 132: REFERENCES Armstrong, M. 1996. A Ha
- Page 133: Cox, B. 1994. Practical Pointers fo
- Page 137 and 138: Meyer, M. 1999. Managing Human Reso
- Page 139 and 140: Rose, D & Sullivan, O. 1993. Introd
- Page 141: APPENDIX A DENDOGRAM: PROPOSED PROF
- Page 145 and 146: I 22 RoleJResponsibility Relative t
- Page 147 and 148: I 2.4 Role/Responsibility Relative
- Page 149 and 150: 4. CHARACTERlSnCSIABIUnES OF A SUCC
- Page 152 and 153: PROFILE OF AN IDEAL CO·OPERATIVE E
- Page 154: Frequency Importance 1.1.7 Keeps pa
- Page 157 and 158: Frequency Importance 1.2.11 Plans a
- Page 159 and 160: 1.4 Role/Responsibility Relative to
- Page 161 and 162: Please indicate what you think the
- Page 163 and 164: Importance 2.24 Optimistic [Tendenc
- Page 165 and 166: Please indicate what you think the
- Page 167 and 168: Please indicate the minimum qualiii
- Page 169 and 170: 1.1 ROlEJRESPONS1BIUTY RELATIVE TO
4.8 GUIDELINES<br />
0 Qualifications <strong>an</strong>d Experience Required<br />
Minimum qualification<br />
• Degree (four year-tertialY qualification)<br />
Experience required<br />
• Experience in <strong>the</strong> career field served.<br />
• Lecturing experience.<br />
Counselling experience.<br />
•<br />
• Marketing experience.<br />
• Public relations experience.<br />
E Skills <strong>an</strong>d Competencies<br />
• Problems sclving skills.<br />
• Good communication skills.<br />
• Pl<strong>an</strong>ning skills.<br />
• Org<strong>an</strong>ising skills.<br />
• Ustening skills.<br />
• Conflict m<strong>an</strong>agement skills.<br />
• Decision making skills.<br />
• Negotiating skills.<br />
Assertiveness skills.<br />
•<br />
The <strong>job</strong> description in Table 4.9 c<strong>an</strong> be used as a guideline for <strong>the</strong> following hum<strong>an</strong> resource<br />
activities regarding aGEL:<br />
4.8.1 Recruitment<br />
Stalt (1994: 224) states that after a thorough <strong>job</strong> <strong>an</strong>alysis <strong>an</strong>d <strong>an</strong> accurate <strong>job</strong> description have<br />
been done, <strong>an</strong> org<strong>an</strong>isation c<strong>an</strong> start recruiting potential applic<strong>an</strong>ts. He adds that <strong>the</strong> most<br />
common method used by org<strong>an</strong>isations to recruit external applic<strong>an</strong>ts is <strong>the</strong> advertisement Mathis<br />
<strong>an</strong>d Jackson (1999: 61) agree with <strong>the</strong> above. They argue that org<strong>an</strong>isations use <strong>job</strong> <strong>an</strong>alysis to<br />
identify <strong>job</strong> specifications in order to pl<strong>an</strong> how to obtain employees.<br />
104
Change language