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 ...
Frequency Importance 1.4.12 Does strategic planning for the c0operative education programme. 1 2 3 4 1 2 3 4 0 0 0 0 0 000 1.4.13 Establishes policy guidelines for the co-operative education 1 2 3 4 1 2 3 4 programme. o 0 0 0 o 000 1.4.14 Prepares reports relating to cooperative education. 1 2 3 4 1 2 3 4 000 0 0 0 0 0 1.4.15 Conducts surveys about the c0operative education programme. 1 2 3 4 1 2 3 4 o 0 0 0 o 000 1.4.16 Manages the co-operative education programme. 1 2 3 4 1 2 3 4 o 0 0 0 0 000 141
Please indicate what you think the level of importance of each of the following personality traits of an ideal CEL should be. Key: Importance 1=Essential 2 = Very Important 3= Important 4=Not Important 2. PERSONAUTY TRAITS OF A SUCCESSFUL CEl Importance 2.1 Accurate (Faithfully representing or describing the truth; performs tasks with care and 1 2 3 4 without error.) 000 0 2.2 Alert (Brisk, livery or nimble.) 1 2 o 0 3 0 4 0 2.3 Analytical (Seeks to understand things or people by breaking them down into their 1 2 3 4 component parts and investigating their meaning.) 0 0 0 0 2.4 Assertive (Persistently positive or confident in insisting on one's rights in expressing 1 2 3 4 thoughts and feeling or on being recognised.) 0 0 0 0 2.5 Cheerful (Having a happy disposition: to be in good spirits.) 1 0 2 3 o 0 4 0 2.6 Competent (Having sufficient skills or knowledge that can be linked to effective or outstanding job performance.) 1 2 o 0 3 4 o 0 2.7 Co-operative - (Has ability to work together with others, combining efforts and talents in harmonious, helpful way.) 1 2 o 0 3 4 o 0 2.8 Creative (To invent new things or processes or to develop new ideas.) 1 2 3 4 o 0 0 0 2.9 Diligent (Careful and persevering in carrying out tasks or duties.) 1 2 3 4 0 0 0 0 2.10 Diplomatic (Tactful in dealing with people.) 1 2 3 4 0 0 0 0 142
- 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 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: 1.4 Role/Responsibility Relative to
- 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
Frequency Import<strong>an</strong>ce<br />
1.4.12 Does strategic pl<strong>an</strong>ning for <strong>the</strong> c0operative<br />
education programme. 1 2 3 4 1 2 3 4<br />
0 0 0 0 0 000<br />
1.4.13 Establishes policy guidelines for<br />
<strong>the</strong> co-operative education 1 2 3 4 1 2 3 4<br />
programme. o 0 0 0 o 000<br />
1.4.14 Prepares reports relating to cooperative<br />
education. 1 2 3 4 1 2 3 4<br />
000 0 0 0 0 0<br />
1.4.15 Conducts surveys about <strong>the</strong> c0operative<br />
education programme. 1 2 3 4 1 2 3 4<br />
o 0 0 0 o 000<br />
1.4.16 M<strong>an</strong>ages <strong>the</strong> co-operative<br />
education programme. 1 2 3 4 1 2 3 4<br />
o 0 0 0 0 000<br />
141
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