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 ...
APPENDIX E TABLES: ARRANGEMENT FROM MOST TO LEAST IMPORTANT 202
ROLElRESPONSlBIUTY RELATIVE TO STUDENTS IN ORDER OF IMPORTANCE ROLEJRESPONSIBIUTY PERCENTAGE RESPONSE Makes periodic visits to each student 94% Verifies that the students' placement site activities are 87% related to the co-operative education programme. Prepares students for placement interviews. 87% Develops material to orientate and inform students about 86% the co-operative education programme. Evaluates the possible placement opportunities for each 86% student Conducts follow-up activities reqardinQ all placements. 84% Gives continuous feedback to the students about their 83% progress during their co-operative education work period. Encourages and motivates students. 82% Approves placement sites before placing students. 79% Gives guidance to students regarding the writing of CVs, 79% business letters, etc. Provides the students with guidelines for the co-operative 79% education programme and procedures. Conducts group orientation sessions. 77% Helps students set appropriate goals responsive to their 76% particular needa. Keeps parameters like grades, parsonal qualities, 76% geographic and transportation preferences in mind when placino students. Evaluates the students' employment experience closely. 76% Serves as a referral agent in cases where there are 73% special counseling needs. Heips to develop the students' work place skills before 72% they start their co-operative work period. Conducts personaJ interviews with students before 70% placement Debriefs students after their completion of the co- 70% operative education work period. Facilitates the enrollment in the co-operative education 62% programme of students with special needs. Provides students with meaningful co-operative 66% assiQnments. Provides career Quidance and counsellinQ for students. 61% Prapares students for co-operative assignments by using 53% learning agreements that include periormance objectives. Counsels students regarding parsonal matters. 35% 203
- 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 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
APPENDIX E<br />
TABLES: ARRANGEMENT FROM MOST TO LEAST IMPORTANT<br />
202
Change language