an investigative analysis of the psychological characteristics and job ...

More documents

Recommendations

Info

Travers, AW. 1993. Supervision: Techniques and New Dimensions. 2 nd Ed. Englewood Cliffs, N.J: Prentice Hall. Tramp, JA 1990. 'n Model om Kooperatiewe Onderwys in Handelswetenskappe aan Technikons te Implementeer. D.Phil, Universiteit Stellenbosch. Tyrrel, D. 2003. Personal Leadership Development HR Future: 22, March. University of Waterloo, 1995. Report of the Working Group on Co-operative Education. University of Waterloo, Waterloo, Ontario. Walsh, M. 2001. Research Made Real: a Guide for Students. Cheltenham: Nelson Thames. Weisl, M. & Kimber, D. 2001. Ethics, Education, and Work: Reflections on Co-operative Education in the New University System. The Journal of Cooperative Education. 36(2): 42-53. Whitaker, P. 1995. Managing to Learn: Aspects of Experiential Learning in Schools. London: Cassell. Wilson, J.w. 1984. Analysis of Co-operative Education as a WorklEducation Joint Venture. The Journal of Cooperative Education, 21 (1): 29-39. Wilson, JW. 2001. Value Shifts and Ethics in Cooperative Education. The Journal of Cooperative Education, 36(2): 23-31. Wright D.B. 1997. Understanding Statistics: An Introduction for the Social Sciences. London: Sage. Yukl, G & Fu, P.P. 1999. Determinants of Delegation and Consultation by Managers. Journa/of Organizational Behaviour, 20(2): 219-232. 121
APPENDIX A DENDOGRAM: PROPOSED PROFilE OF AN IDEAL CEl 122
Page 1 and 2:
AN INVESTIGATIVE ANALYSIS OF THE PS
Page 3 and 4:
DECLARATION I hereby declare that t
Page 5 and 6:
Voordat die navorser hierdie studie
Page 7 and 8:
ABSTRACT SUPERVISORS FACULTY DEGREE
Page 9 and 10:
TABLE OF CONTENTS Acknowledgements
Page 11 and 12:
2.3.8 Creative 34 2.3.9 Diligent 35
Page 13 and 14:
2.4.26 Ability to Manage Time 65 2.
Page 15 and 16:
4.8 Guidelines 104 4.8.1 Recruitmen
Page 17 and 18:
Figure 4.8: Types of Experience in
Page 19 and 20:
LIST OF APPENDICES Appendix A: Dend
Page 21 and 22:
students). Models that emphasise a
Page 23 and 24:
Chapman, Call & Meech (1999:26) are
Page 25 and 26:
• Skills development "Interviewin
Page 27 and 28:
1.4.3 Objectives An up-to-date prof
Page 29 and 30:
The questionnaire conformed to the
Page 32:
The following figure (Rgure 1.1) il
Page 35:
1.6.11 Mentor The mentor is the per
Page 38 and 39:
CHAPTER TWO LITERATURE STUDY 2.1 IN
Page 40 and 41:
At work, the tenn "role" describes
Page 42 and 43:
2.2.1 Role and Responsibility Relat
Page 44 and 45:
Fumharn (1992:90) defines the CEl's
Page 46 and 47:
It is important that the CEl nurtur
Page 49 and 50:
Personality is further defined by G
Page 52 and 53:
to act assertively, rather than agg
Page 54 and 55:
simply from being involved in their
Page 56 and 57:
2.3.13 Energetic The GEL should be
Page 58 and 59:
change over time and that employers
Page 60 and 61:
Graharn and Bennet (1998:114) add t
Page 62 and 63:
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 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 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: Rose, D & Sullivan, O. 1993. Introd
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
Page 179 and 180: 1.1.21 Makes periodic visits to eac
Page 181 and 182: 1.2 ROLElRESPONSIBIUTY RELATIVE TO
Page 183: 1.2.5 Shows student employers how t
Page 186 and 187: 1.2.11 Plans and executes publicity
Page 189: 1.3.3 Establishes and maintains act
Page 192 and 193:
1.3.9 Attends conferences relevant
Page 194 and 195:
1.4.3 Establishes s1udent records f
Page 196 and 197:
1.4.5 Develops a database of studen
Page 198 and 199:
1.4.9 Develops administrative suppo
Page 200 and 201:
1.4.13 Establishes policy guideline
Page 202 and 203:
2. PERSONAUTY TRAITS 2.1 Accurate G
Page 204 and 205:
2.9 Diligent Group of Respondents I
Page 206 and 207:
2.17 Flexible Group of Respondents
Page 208 and 209:
2.25 Patient Group of Respondents I
Page 210 and 211:
2.33 Responsible Group of Responden
Page 212 and 213:
2.41 Tolerant Group of Respondents
Page 214 and 215:
3.5 Agood sense of humour. Group of
Page 216 and 217:
3.13 Ability to plan effectively. G
Page 218 and 219:
3.21 Ability to give praise. Group
Page 220 and 221:
4. MINIMUM QUAUFICATlONS Importance
Page 222 and 223:
APPENDIX E TABLES: ARRANGEMENT FROM
Page 225 and 226:
ROLElRESPONSlBIUTY RELATIVE TO THE
Page 227 and 228:
PERSONAUTY TRAITS IN ORDER OF IMPOR
Page 229 and 230:
MINIMUM QUAUFlCATIONS OF AN IDEAL C
show all

an investigative analysis of the psychological characteristics and job ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?