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

2.3.16 Fair
Simoncelli (2003:46) agrees with the above when he states that ethics stem from values. Avalue in
itself is a belief and a feeling of goodwill. He further explains that values become principles that
guide us along in an acceptable normative system.
Macleod (2001:9) is of the opinion that most people aspire to conduct their personal and
professional affairs with ethical integrity. The CEl must conduct himself in an ethical way at all
times. He has a responsibility towards the students, the employers and the academic institution to
act in amoral way.
Carrel, et al. (1997:100) state that faimess is doing what is fair and being impartial in all activities.
The eEL should treat all role players in the co-operative education process fairly and without
prejudice. All students should be treated in the same manner and the rules and processes set out
by the CEl and the academic institution should be applicable to everyone. The CEl must be
impartial in all problem and conflict situations.
2.3.17 Flexible
Rncham and Rhodes (1999:110) define flexibility as acting to adapt to and work effectively with a
variety of situations, individuals or groups. This pertains to the ability to understand and appreciate
different and opposing perspectives on an issue, to adapt one's approach as the requirements of a
situation change, and to change or easily accept changes in one's own organisation or job
requirements.
CELs should be flexible in the management of their tasks. Nadler, et al. (1999: 262) conclude that
CEls who practise flexible management are not constrained by arigid set of previous experiences.
They are able to adapt their management style to the situation or problem at hand and approach it
with an open mind. Chapman, et al. (1999:27) mention that it is possible that employers needs may
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