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

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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 wor1
The CEl should systematically develop and implement learning activities to enhance students' knowledge, skills and competencies and to prepare them to perform a wider or more demanding range of tasks now and in the future. Their knowledge, values and understanding required in all aspects of life should be developed, rather than developing knowledge and skills relating to particular areas of activity (Armstrong, 1996:29, 508). From the above it is clear that the CEl is responsible for developing and guiding the student He must facilitate the learning process during the studenfs experiential learning experience and give counselfing and support where it is needed. 2.2.2 Role and Responsibility Relative to Employers The relationship between the CEl and the student employers is of great importance. Without a good relationship between the CEL and the employers, the co-operative education process will be a failure. Since the co-operative plan is dependent upon a mutual agreement between the educational institution and the employing organisation to provide a meaningful educational programme for the student, it is essential that the CEl establishes and maintains good rapport with his co-operative employers (Porter, 1981:18) The CEL should keep the needs of his employers in mind when placing students at workstations. The employers will not repeat the co-operative education placement if it was not beneficial to the student supervisor or the company. Therefore the CEL must make sure that the student will fit in with the culture and company policy of the employer and that the student will make a positive contribl1ion towards the production of the company. The CEL should also train or advise new employers on the implementation of an experiential training programme at their company. New employers should be informed of what is expected of them as training facirrtators. The CEL should act as an interpreter of the academic institution's goals, policies, procedures and services. 26
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 42 and 43: 2.2.1 Role and Responsibility Relat
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
Page 92 and 93: Therefore the objective of this stu
Page 94 and 95:
3.3.2.4 Replication The replication
Page 96 and 97:
3.3.2.13Validity Validity in quanti
Page 98:
• The Role and Responsibility of
Page 101 and 102:
Neuman (2003:183) identifies eight
Page 103:
Table 3.3: Examples of Coding relat
Page 106 and 107:
was decided to use bivariate percen
Page 108 and 109:
31% of the local respondents and 26
Page 112 and 113:
4.2.3 Role and Responsibility Relat
Page 114:
4.3 PERSONALITY TRAITS The responde
Page 118 and 119:
4.6 EXPERIENCE Figure 4.7: Qualific
Page 120:
systematic way to gather and analys
Page 123 and 124:
4.8 GUIDELINES 0 Qualifications and
Page 125 and 126:
4.8.3 Training Comprehensive job in
Page 127 and 128:
CHAPTERS CONCLUDING REMARKS AND ARE
Page 129 and 130:
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
Page 139 and 140:
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
Page 152 and 153:
PROFILE OF AN IDEAL CO·OPERATIVE E
Page 154:
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
Page 161 and 162:
Please indicate what you think the
Page 163 and 164:
Importance 2.24 Optimistic [Tendenc
Page 165 and 166:
Please indicate what you think the
Page 167 and 168:
Please indicate the minimum qualiii
Page 169 and 170:
1.1 ROlEJRESPONS1BIUTY RELATIVE TO
Page 171 and 172:
1.1.5 Develops material to orientat
Page 173 and 174:
1.1.9 Verifies that students' place
Page 175 and 176:
1.1.13 Prepares students for placem
Page 177 and 178:
1.1.17 Prepares students for co-ope
Page 179 and 180:
1.1.21 Makes periodic visits to eac
Page 181 and 182:
1.2 ROLElRESPONSIBIUTY RELATIVE TO
Page 183:
1.2.5 Shows student employers how t
Page 186 and 187:
1.2.11 Plans and executes publicity
Page 189:
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
Page 202 and 203:
2. PERSONAUTY TRAITS 2.1 Accurate G
Page 204 and 205:
2.9 Diligent Group of Respondents I
Page 206 and 207:
2.17 Flexible Group of Respondents
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2.25 Patient Group of Respondents I
Page 210 and 211:
2.33 Responsible Group of Responden
Page 212 and 213:
2.41 Tolerant Group of Respondents
Page 214 and 215:
3.5 Agood sense of humour. Group of
Page 216 and 217:
3.13 Ability to plan effectively. G
Page 218 and 219:
3.21 Ability to give praise. Group
Page 220 and 221:
4. MINIMUM QUAUFICATlONS Importance
Page 222 and 223:
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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