- 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 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
- 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 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