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 ...
Categol}' 2: Co-ordination • Maintains efficiency of programmes through the indusbial co-ordinator. • Establishes communication within company structure. • Keeps school administration current on programme. Categol}' 3: Personal and Professional Relationships • Relations with faculty and administration. • Relations with students. • Relations with employers. • Relations with parents. • Personal characteristics. Categol}' 4: Guidance and Counselling ofStudents • Establishes rapport with students. • Works toward student recognition of problems. • Sbives for improvement of student performance on the job. • Assists students in clarifying career plans. • Refers students with special problems to professional counsellors. Martin (1988:21 l, on the other hand, feels that the CEl's task of assisting students is the most important He identifies eighteen tasks of a CEl which can be divided into six categories: • Academic: 'Helps students choose major subjects.' • Personal profile: "Values clarification, interests survey skills assessment" • Specific career path: 'Helps students to choose the exact kind of work they would like to pursue for their experiential learning, teaches students what different experientialleaming placements entail." • Personal: "Teaches students financial budgeting, helps assess salary needs, helps relocate." 5
• Skills development "Interviewing skills, resume writing, writing covering letters, placement applications, networking." • World-of-work: "Teaches professionalism and work ethics, assists with problems during experientialleaming placement visits students during placement period, helps students to reflect constructively during debriefing." Canale and Duwart (1999:27) add to this by saying that the co-operative education faculty works with students to help them develop their job skills, to identify short-term and long term goals, to do self-assessment regarding their skills, abilities, and needs, to develop a professional resume, and to help them with their interviewing skills. 1.422 The Workload of the eEL According to Martin (1988:17) a negative correlation exists between the size of a CEl's workload and the ability of his 1 students to secure experiential learning placements. Having to place alarge number of students in the workplace and the accompanying lack of time to perform important tasks continue to be a problem (Mosbacker,1989:16). The following factors can influence the number of co-ordinators needed to manage a particular co-operative education programme: • The number of students participating. • The number and diversity of occupations involved. • The number of small, medium and large companies co-operating. • The geographic size and environment of the community. • The number of site visits required per student • The number of students receiving similar related instruction. • Records and frequency of reports required. • The aVailability of administrative assistance. • The measure of liaison/advisory committees' involvement I Only !he male gender will be referred 10 for !he purpose of brevity. 6
- 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: Chapman, Call & Meech (1999:26) are
- 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
Categol}' 2: Co-ordination<br />
• Maintains efficiency <strong>of</strong> programmes through <strong>the</strong> indusbial co-ordinator.<br />
• Establishes communication within comp<strong>an</strong>y structure.<br />
• Keeps school administration current on programme.<br />
Categol}' 3: Personal <strong>an</strong>d Pr<strong>of</strong>essional Relationships<br />
• Relations with faculty <strong>an</strong>d administration.<br />
• Relations with students.<br />
• Relations with employers.<br />
• Relations with parents.<br />
• Personal <strong>characteristics</strong>.<br />
Categol}' 4: Guid<strong>an</strong>ce <strong>an</strong>d Counselling <strong>of</strong>Students<br />
• Establishes rapport with students.<br />
• Works toward student recognition <strong>of</strong> problems.<br />
• Sbives for improvement <strong>of</strong> student perform<strong>an</strong>ce on <strong>the</strong> <strong>job</strong>.<br />
• Assists students in clarifying career pl<strong>an</strong>s.<br />
• Refers students with special problems to pr<strong>of</strong>essional counsellors.<br />
Martin (1988:21 l, on <strong>the</strong> o<strong>the</strong>r h<strong>an</strong>d, feels that <strong>the</strong> CEl's task <strong>of</strong> assisting students is <strong>the</strong><br />
most import<strong>an</strong>t He identifies eighteen tasks <strong>of</strong> a CEl which c<strong>an</strong> be divided into six<br />
categories:<br />
• Academic: 'Helps students choose major subjects.'<br />
• Personal pr<strong>of</strong>ile: "Values clarification, interests survey skills assessment"<br />
• Specific career path: 'Helps students to choose <strong>the</strong> exact kind <strong>of</strong> work <strong>the</strong>y would<br />
like to pursue for <strong>the</strong>ir experiential learning, teaches students what different<br />
experientialleaming placements entail."<br />
• Personal: "Teaches students fin<strong>an</strong>cial budgeting, helps assess salary needs, helps<br />
relocate."<br />
5