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

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OPSOMMING STUDlELEIERS FAKULTEIT GRAAD 'N ONDERSOEKENDE ANAUSE OOR DIE SIELKUNDlGE KENMERKE EN POSSPESlFIKASlES VAN 'N KOoPERATlEWE ONDERWYSDOSENT Deur UESL SUSAN SMIT Prof. A Slabbert & Dr LV Engelbrecht Bestuurswetenskappe . Magister Technologiae Menstike Hulpbronbestuur Koiiperaliewe onderwys is 'n belangrike sub-sisteem van hoer onderwys wat 'n wesenlike ral in die ontwikkeling van studente se kritiese en krealiwe denkvaardighede speel. Die idee agter die kooperatiewe onderwys program is dat studente hul akademiese termyn met fases in die arbeidsmark afwissel met die oog daarop om hul teoretiese kennis in praktiese situasies toe te pas. Die Koiiperaliewe Onderwysdosent speel 'n integrale ral in die koiiperaliewe onderwys program. Hy is 'n onmisbare skakel in die interaksie tussen die student die werkgewer en die akademiese instelling. Die veranderende omstandighede in die Suid-Afrikaanse arbeids- en onderwyssektore regverdig navorsing aangaande metodes om die huidige opvoedingstelsels en prosesse te verbeter. 'n Beter begrip van presies waarvoor die Koiiperaliewe Onderwysdosent verantwoordelik is, kan net aanleiding gee tot 'n verbetering van die kooperaliewe onderwys proses. III
Voordat die navorser hierdie studie ondemeem het was daar geen wetenskaplik gevestigde model aangaande die proliel van 'n Kooperatiewe Onderwysdosent in Suid Afrika nie. As gevolg hiervan was daar geen gevestigde riglyne vir die effektiewe werwing, besoldiging, opleiding en evaluering van so 'n persoon nie. Die doelwit van hierdie studie was viervoudig: • Om die huidige rol, verantwoordelikhede, persoonlikheidskenmerke, verrnoens, karaktertrekke, lipes ervaring en kwalifikasies van 'n Kooperatiewe Onderwysdosent te delinieer. • Om 'n proliel van 'n Kooperatiewe Onderwysdosent daar te stel. • Om 'n posbeskrywing te skep wat as 'n riglyn vir die werwing, besoldiging, opleiding en evaluering van Kooperatiewe Onderwysdosente kan dien. • Om areas vir verdere navorsing te identiliseer. Die navorser het die rolle en verantwoordelikhede; persoonlikheidskenmerke; vermoens en karaktertrekke; tipes ervaring en kwalilikasies benodig, deur 'n Kooperatiewe Onderwysdosent om sy werk suksesvol te voltooi, in diepte ondersoel
Page 1 and 2: AN INVESTIGATIVE ANALYSIS OF THE PS
Page 3: DECLARATION I hereby declare that t
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 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
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Graharn and Bennet (1998:114) add t
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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
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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
Page 101 and 102:
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
Page 112 and 113:
4.2.3 Role and Responsibility Relat
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4.3 PERSONALITY TRAITS The responde
Page 118 and 119:
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
Page 127 and 128:
CHAPTERS CONCLUDING REMARKS AND ARE
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The research also indicated that th
Page 131 and 132:
REFERENCES Armstrong, M. 1996. A Ha
Page 133:
Cox, B. 1994. Practical Pointers fo
Page 137 and 138:
Meyer, M. 1999. Managing Human Reso
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Rose, D & Sullivan, O. 1993. Introd
Page 141:
APPENDIX A DENDOGRAM: PROPOSED PROF
Page 145 and 146:
I 22 RoleJResponsibility Relative t
Page 147 and 148:
I 2.4 Role/Responsibility Relative
Page 149 and 150:
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
Page 157 and 158:
Frequency Importance 1.2.11 Plans a
Page 159 and 160:
1.4 Role/Responsibility Relative to
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Please indicate what you think the
Page 163 and 164:
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
Page 192 and 193:
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
Page 204 and 205:
2.9 Diligent Group of Respondents I
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2.17 Flexible Group of Respondents
Page 208 and 209:
2.25 Patient Group of Respondents I
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2.33 Responsible Group of Responden
Page 212 and 213:
2.41 Tolerant Group of Respondents
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3.5 Agood sense of humour. Group of
Page 216 and 217:
3.13 Ability to plan effectively. G
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3.21 Ability to give praise. Group
Page 220 and 221:
4. MINIMUM QUAUFICATlONS Importance
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APPENDIX E TABLES: ARRANGEMENT FROM
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
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