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

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CHAPTER ONE FORMULATION OF THE RESEARCH PROBLEM AND OBJECTIVES 1.1 INTRODUCTION CThe knowledge-based economy is having a profound impact on all societies, including that of South Africa This development is of significance for the higher education sector in South Africa because it has to adapt to related educational needs. The capacity of South Africa to adopt disseminate and maximise rapid technological advances is dependent on an adequate system of tertiary or higher educationJ ISince April 1994 a new approach to education and training has been launched in South Africa when the policy of outcomes-based education and training was adopted. This policy promotes the idea that students should be critical and creative thinkers, which is in contrast with the previous educational approach, which was content-focused. In outcomes-based training it is important that the leamer understands and transfers newly acquired knowledge and skills in different situations (Basson, Rothman, Steyn &Rothman, 2001: 27). No other sub-system of education plays as important a role as co-operative education in the development of leamers' critical and creative thinking skills in the different work situations they will find themselves. Certainly one of the foundational cornerstones of the co-operative education concept is the role that the Co-operative Education lecturer (CEl) plays. The profile of a CEl entails, inter alia, the psychological characteristics and job specifications of such aperson. Hays (1994:31) notes that the world has changed dramatically, presenting co-op practitioners and administrators with new problems and opportunities. Hartley (1988:31) is of the same opinion when he states that educators will face an ever-increasing mandate to develop and refine models that more adequately serve the needs of the rising number of non-traditional students who will be entering colleges and universities (e.g., minorities, the handicapped, older adults and foreign
students). Models that emphasise a breadth of educational experience and foster human flexibility and adaptability will have to be developed. It therefore becomes clear that the changing situation and circumstances in South Africa's labour and education sectors warrant research into methods of improving current education systems and processes. A better understanding of what exactly a GEL is responsible for, will make it easier to appoint the right person for the job. Hartley (1988:32) supports this when he says while it is not likely, or even desirable, that specific standards be set for the selection of co-op directors and co ordinators, research may lead to guidelines which may a) more effectively structure the training of such individuals, and b) aid in the screening and selection of leaders for our programmes. 1.2 RESEARCH QUESTIONS • What is the ideal profile of aGEL? • What will the guidelines for the effective recruitment remuneration, assessment and training of such aperson be, if an established GEL profile exists? 1.3 PROBLEM STATEMENT At the moment there is no specific scientifically established model pertaining to the profile of a GEL in South Africa. Therefore there are no set guidelines for the effective recruitment remuneration, assessment and training of aGEL in South Africa. 1.4 BACKGROUND TO THE RESEARCH PROBLEM The eEL plays an integral role in the total education process of tertiary students in South Africa, as well as abroad. 2
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: LIST OF APPENDICES Appendix A: Dend
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
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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)
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Carrel, et al. (1997:477) feel tha1
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2.4.19 Ability to Criticise Tactful
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Robbins and Hunsaker (1989:34-35) a
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Carrel, et al. (1997:489) are of th
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The four levels of qualifications a
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The ideal CEl will have just the ri
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3.1.2 Researchers Examine Data Crit
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Therefore the objective of this stu
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3.3.2.4 Replication The replication
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3.3.2.13Validity Validity in quanti
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• The Role and Responsibility of
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Neuman (2003:183) identifies eight
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Table 3.3: Examples of Coding relat
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was decided to use bivariate percen
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31% of the local respondents and 26
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4.2.3 Role and Responsibility Relat
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4.3 PERSONALITY TRAITS The responde
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4.6 EXPERIENCE Figure 4.7: Qualific
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systematic way to gather and analys
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4.8 GUIDELINES 0 Qualifications and
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4.8.3 Training Comprehensive job in
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CHAPTERS CONCLUDING REMARKS AND ARE
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The research also indicated that th
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REFERENCES Armstrong, M. 1996. A Ha
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Cox, B. 1994. Practical Pointers fo
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Meyer, M. 1999. Managing Human Reso
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Rose, D & Sullivan, O. 1993. Introd
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APPENDIX A DENDOGRAM: PROPOSED PROF
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I 22 RoleJResponsibility Relative t
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I 2.4 Role/Responsibility Relative
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4. CHARACTERlSnCSIABIUnES OF A SUCC
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PROFILE OF AN IDEAL CO·OPERATIVE E
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Frequency Importance 1.1.7 Keeps pa
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Frequency Importance 1.2.11 Plans a
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1.4 Role/Responsibility Relative to
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Please indicate what you think the
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Importance 2.24 Optimistic [Tendenc
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Please indicate what you think the
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Please indicate the minimum qualiii
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1.1 ROlEJRESPONS1BIUTY RELATIVE TO
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1.1.5 Develops material to orientat
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1.1.9 Verifies that students' place
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1.1.13 Prepares students for placem
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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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