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2.2.1 Role and Responsibility Relative to Students One of the most important roles and responsibilities of a CEl is to create an environment in which the student can learn and develop new skills. Making learning concrete and relevant to the learner has been the goal of educationists over the ages (Ekpenyong, 1999: 453). Clark (1991:17) concurs with the above when he states that there is a requirement to establish some basic conditions to facilitate learning and personal change. The first set of conditions has to do with the individual - how he or she feels about self. The second set of conditions has to do with the environment - physical and emotional. According to Coli, Eames and Halsey (1997:32) the CEL is an academic member of staff and has three main duties. The first of these duties is to act as an academic consultant for the student and so provide advice to the student while on placement Consequenfiy the CEl is a staff member who has some expertise in the subject that the student is studying while on placement Each student is required to prepare a detailed report about the placement and the second role of the CEl is to offer support in the writing of the report The final role of the CEl is the assessment of the placement Furthermore, Porter (1981 :17) states that the co-ordinator must give his students proper guidelines within which to channel their thinking about career options for co-operative work assignments and for after graduation opportunities; encourage them to seek opportunities compatible with their interests and consistent with their skills, aptitudes and abilities; and counsel them with respect to their progress and adjustment on their work assignments. 23
From the above it is evident that student counselling plays an important role. On one hand Stone (1991: 86) argues that in counselling the objective is to have the subjects talk themselves towards their own solutions to their problems. On the other hand, Clark (1991 :65) concludes that counselling is not primarily concerned with solving problems or seeking particular answers, it is about helping people understand more clearly how they are managing a situation, how they make things easy or difficult for themselves and how they restrict their ability to solve problems. Graharn and Bennet (1998:236) agree by explaining that counselling is the process of helping people recognise their feelings about problems. define those problems accurately, find solutions, or learn to live with asituation. Davis and Davis (1998:390) add to the above by submitting that counselling, as opposed to mentoring, is generally a more formal relationship in which the counsellor often has a clearly defined role. Formal counselling focuses on personal growth and development of an individual seeking help voluntarily. They also state that facilitating experience-based learning is partly counselling and may draw on some of the abilities of a skilled helper. The focus is on the personal growth that is learned through particular experiences. Porter (1981:33) discusses the counselling role of the CEL. Porter also states that since many co ordinators are not professionally trained client counsellors, most of the counselling performed by them is in the form of sharing knowledge and advice regarding specific co-operative jobs and employers, career information and some academic or personal adjustment problems. The co ordinator must also be able to identify more serious problems and refer these cases to the appropriate services. Cherrington (1995:9) and Ashcroft and Foreman-Peck (1994:127) add to the above. They are of the opinion that in the counselling role the CEl is seen as an internal consultant who gathers information, diagnoses problems. prescribes solutions and offers assistance and guidance in solving problems. Counselling as a mode of interaction can be useful to help students overcome a deep-seated problem in their studies or to help them overcome a lack of responsibility. open mindedness or empathy with others. 24
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 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 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,
Page 76 and 77: Ashcroft and Foreman-Peck (1994:30)
Page 78 and 79: Carrel, et al. (1997:477) feel tha1
Page 80 and 81: 2.4.19 Ability to Criticise Tactful
Page 82 and 83: Robbins and Hunsaker (1989:34-35) a
Page 84 and 85: Carrel, et al. (1997:489) are of th
Page 86 and 87: The four levels of qualifications a
Page 88 and 89: The ideal CEl will have just the ri
Page 90 and 91: 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
Page 131 and 132:
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
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PERSONAUTY TRAITS IN ORDER OF IMPOR
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MINIMUM QUAUFlCATIONS OF AN IDEAL C
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