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ROLElRESPONSlBIUTY RELATIVE TO THE INSTITUTION IN ORDER OF IMPORTANCE ROLElRESPONSIBIUTY PERCENTAGE RESPONSE Encourages ideas to improve the functioning of the co- 81% operative education programme. Serves as a campus expert in the field of co-operative 76% education. Collaborates with faculty members to ensure that the 76% educational values of the programme are achieved. Continuously reinforces the educational significance of 76% co-operative education. Establishes and maintains active report with lecturing 65% faculty members. Represents the point of view of the department of co- 65% operative education on various institutional committees. Attends conferences relevant to co-operative education. 60% Belongs to professional societies relevant to co-operative 57% education. Conducts presentations and information sessions to 54% inform the rest of the institution of the current developments in co-operative education. Enhances the professional development of co-operative 54% education through research. 205
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AN INVESTIGATIVE ANALYSIS OF THE PS
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DECLARATION I hereby declare that t
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Voordat die navorser hierdie studie
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ABSTRACT SUPERVISORS FACULTY DEGREE
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TABLE OF CONTENTS Acknowledgements
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2.3.8 Creative 34 2.3.9 Diligent 35
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2.4.26 Ability to Manage Time 65 2.
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4.8 Guidelines 104 4.8.1 Recruitmen
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Figure 4.8: Types of Experience in
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LIST OF APPENDICES Appendix A: Dend
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students). Models that emphasise a
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Chapman, Call & Meech (1999:26) are
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• Skills development "Interviewin
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1.4.3 Objectives An up-to-date prof
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The questionnaire conformed to the
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The following figure (Rgure 1.1) il
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1.6.11 Mentor The mentor is the per
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CHAPTER TWO LITERATURE STUDY 2.1 IN
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At work, the tenn "role" describes
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2.2.1 Role and Responsibility Relat
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Fumharn (1992:90) defines the CEl's
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It is important that the CEl nurtur
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Personality is further defined by G
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to act assertively, rather than agg
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simply from being involved in their
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2.3.13 Energetic The GEL should be
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change over time and that employers
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Graharn and Bennet (1998:114) add t
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The GEL must have the ability to pe
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2.3.33 Responsible According to Rue
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2.3.38 Sympathetic Whitaker (1995:1
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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
Page 173 and 174: 1.1.9 Verifies that students' place
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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
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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
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Page 228 and 229: ABIUTIES AND CHARACTERISTICS IN ORD
Page 230: APPENDIXF DENDOGRAM: PROFILE OF AN
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