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• Research (also investigations) required by community. • The outside funding responsibility of the co-ordinator. • A1umni involvement Mosbacker (1989:21) says that the complexity of the co-ordinator's role still causes many problems. Lack of sufficient time, which implies lack of staffing and funding, is a big problem when a co-ordinator has alarge workload. According to Millikin (1989:27), it is not at all uncommon to find that co-operative education specialists spend 20-30% of their working time on guidance related activities, while Callahan and Epting (1999:42) conclude that the student referraVplacement process requires an intense effort and disproportionate amount of time in aco-operative education programme focusing on high quality. 1.4.2.3 Concluding Remarks Owing to the diversified and complex role of the CEl, specific standards must be set for the selection of Co-operative Education Directors and CEls. Research should lead to guidelines which may more effectively structure the training of such individuals and aid in the screening and selection of leaders for co-op programmes (Har1Iey, 1988:32). According to Blake (1987:43), co-operative education educators must adopt the same objectives as classroom teachers, account to the institution as do every other academic programme and adhere to equivalent standards. The role of the CEl is quite diverse and differs from institution to institution. The profile of such a person would therefore differ from instItution to institution. However, it is still important to establish and develop a generic profile of a CEl, as it will make it a lot easier to appoint the right person for the job. 7
1.4.3 Objectives An up-to-date profile of the role, responsibilities, personality traits, abilities and characteristics of an ideal CEl will be able to set certain guidelines with regard to the recruitment remuneration, assessment and training of CELs in South Africa. These guidelines can be used throughout South Africa and can enhance the effectiveness and credibility of the ca's function in the co-operative education process. Therefore the objectives of this study are fourfold: • To define the current role, responsibilities, personality traits, abilities, characteristics, types of . experience and level of qualifications of a CEL. • To establish a profile of an ideal CEL. • To create a job description that can be used as a guideline for the effective recruitment remuneration, assessment and training of cas. • To identify areas for further research. 1.5 RESEARCH METHODOLOGY Various techniques were used to research the problem. The problem at hand dictated the methodology used. 1.5.1 Delineation of the Research Project An ideal ca profile was developed. This was done through the implementation of questionnaires. The terms of reference were to: • Conduct an analysis of the role, responsibilities, personality traits, abilities, characteristics, experience and qualifications of aca. • Consult extensively, seeking the perspectives of staff, students and others involved in, or affected by, the existence of a CEL. 8
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: • Skills development "Interviewin
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,
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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
Page 227 and 228:
PERSONAUTY TRAITS IN ORDER OF IMPOR
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MINIMUM QUAUFlCATIONS OF AN IDEAL C
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