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The GEL should be able to communicate with his students in an emphatic, sympathetic, patient and understanding manner without bias or prejudice. He should be able to complete his tasks as accurately and thoroughly as possible. The GEL should approach the co-operative education process in a mature and efficient way. When the need arises, the GEL must be assertive without being unfriendly or dishonest The GEL should be able to co-operate with the other role players in the co-operative education process. He should be flexible when it comes to change or the consideration of other people's ideas, and be resilient if he experiences negative feedback or circumstances. An effective GEL can persuade the students, employers or the academic institution to contribute positively to the co-operative education programme by being optimistic and enthusiastic about it He should be able to negotiate with the role players to ensure that the co-operative education programme is implemented successfully. The GEL is aperson that has the ability to make decisions on his own without being under constant supervision. He should be able to manage conflict situations, especially when he is under pressure to complete certain tasks. It is expected of the GEL to organise his environment with the help of effective planning and time management It is possible that the GEL may be criticised by other people in his work environment In situations like these he should be able to listen and evaluate what has been said and accept the criticism as something that can be helpful in the completion of his duties. The GEL should be willing to tackle and solve problems when they arise and still be able to motivate the people in his environment By having these personalit} traits and abilities, the GEL will command the professional respect of his peers and be accepted as a member of the faculty by his colleagues. 109
The research also indicated that the GEL should be an educated person with at least a degree (four-year tertiary qualification). This will most certainly be helpful in establishing academic credibility as well as giving the GEL the necessary basis from which to perform his duties. Although it is quite impossible for anyone person to have all the necessary types of experience as indicated by the research, it will be helpful if the GEL has at least some experience in one or two of the fields of expertise. The most important type of experience seems to be experience in the career field served. This is understandable, as experience in the specific career field served will make it much easier to communicate with the relevant role players. Lecturing, marketing and counselling experience also seems to be of some importance to the performance of the effective GEL. The job description developed as a product of the research can be utilised as atool in the effective recruitment remuneration, training and assessment of GELs. It is, however, just aguideline of what a GEL is supposed to do. The recruitment remuneration, training and assessment of GELs will differ from institution to institution and from country to country. These human resource management activities can be influenced by a variety of factors such as current economic tendencies, legislation and the needs of the academic institution. 5.3 AREAS FOR FURTHER RESEARCH The following areas for further research have been identified: • A study could be done to identify at what level the GEL per'Jrms his duties in comparison with other academic personnel. • It would also be interesting to determine how much time the GEL spends on each of his roles or responsibilities. 110
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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
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2.3.33 Responsible According to Rue
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2.3.38 Sympathetic Whitaker (1995:1
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2.4 ABILITIES AND CHARACTERISTICS A
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2.4.3 Willing to Tackle and Solve P
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A good sense of humour can only ben
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Communication occurs in many forms,
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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 123 and 124: 4.8 GUIDELINES 0 Qualifications and
Page 125 and 126: 4.8.3 Training Comprehensive job in
Page 127: CHAPTERS CONCLUDING REMARKS AND ARE
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
Page 171 and 172: 1.1.5 Develops material to orientat
Page 173 and 174: 1.1.9 Verifies that students' place
Page 175 and 176: 1.1.13 Prepares students for placem
Page 177 and 178: 1.1.17 Prepares students for co-ope
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1.1.21 Makes periodic visits to eac
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1.2 ROLElRESPONSIBIUTY RELATIVE TO
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1.2.5 Shows student employers how t
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1.2.11 Plans and executes publicity
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1.3.3 Establishes and maintains act
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1.3.9 Attends conferences relevant
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1.4.3 Establishes s1udent records f
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1.4.5 Develops a database of studen
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1.4.9 Develops administrative suppo
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1.4.13 Establishes policy guideline
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2. PERSONAUTY TRAITS 2.1 Accurate G
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2.9 Diligent Group of Respondents I
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2.17 Flexible Group of Respondents
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2.25 Patient Group of Respondents I
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2.33 Responsible Group of Responden
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2.41 Tolerant Group of Respondents
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3.5 Agood sense of humour. Group of
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3.13 Ability to plan effectively. G
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3.21 Ability to give praise. Group
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4. MINIMUM QUAUFICATlONS Importance
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APPENDIX E TABLES: ARRANGEMENT FROM
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ROLElRESPONSlBIUTY RELATIVE TO THE
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PERSONAUTY TRAITS IN ORDER OF IMPOR
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MINIMUM QUAUFlCATIONS OF AN IDEAL C
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