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

Fumharn (1992:90) defines the CEl's counselling role as obvious and qui1e straightforward. It is to
help students make appropriate vocational choices and adjustments. Fumharn (1994:5) elaborates
on his previous statement by stating that vocational and career counselling examines the nature of
rewarding and satisfying career paths in the context of individuals' different pattems of interests
and abilities.
The CEl should also discuss the learning situation with his students. According to Peters
(1973:49) there is a strong case for getting together with students in order to discuss how learning
situations could be improved. For apart from that fruitful suggestions may develop from such
discussions, there is at least one thing that is known about learning, which is that it tends to
improve ifthe learners begin to feel involved in and responsible for their learning situation.
Blunden (1999:174) feels the same about this relationship between the student and the CEL. The
relationship between teachers and trainers and their students is irreducible. They exist of course,
as individuals, but as related individuals. The character and nature of this relationship is critical for
developing competence or skill in the student
Because the CEL is involved in teaching students in lectures and laboratory classes Chapman, et
al. (1999:27) are of the opinion that the CEl get to know the students well. This will help in
identifying students' practical and academic ability.
The CEL must also ensure that the students have the relevant skills to manage themselves in the
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