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Die posbeskrywing wat ontwikkel is as 'n produk van die navorsing kan aangewend word as 'n instrument in die effektiewe werwing, besoldiging, opleiding en evaiuering van Kooperatiewe Onderwysdosente inSuid-Afrika v
ABSTRACT SUPERVISORS FACULTY DEGREE AN INVESTlGA11VE ANALYSIS OF THE PSYCHOLOGICAL CHARACTERlSTlCS AND JOB SPECIACATlONS OF A CO-OPERA11VE EDUCATION LECTURER By UESL SUSAN SMlT Prof. A Slabbert &Or LV Engelbrecht Management Magister Technologiae Human Resource Management Co-operative education is an important sub-system of education that plays an essential role in the development of students' critical and creative thinking skills. The idea behind any co-operative education programme is that students alternate their academic periods at the academic institution with periods in the world of work, with the aim of implementing their theoretical knowledge in practical situations. The Co-operative Education lecturer plays an integral role in the co-operative education programme. He is an indispensable link in the interaction between the student the employer and the academic institution. rThe changing circumstances in South Africa's labour and education sectors warrant research into methods of improving current education systems and processes. A better understanding of what exacUy a Co-operative Education lecturer is responsible for can lead to an improvement of the co-operative education process,;] Before the researcher undertook this study, there was no specific scientifically established model pertaining to the profile of a Co-operative Education lecturer in South Africa. VI
Page 1 and 2: AN INVESTIGATIVE ANALYSIS OF THE PS
Page 3 and 4: DECLARATION I hereby declare that t
Page 5: Voordat die navorser hierdie studie
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
Page 60 and 61:
Graharn and Bennet (1998:114) add t
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The GEL must have the ability to pe
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2.3.33 Responsible According to Rue
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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,
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Ashcroft and Foreman-Peck (1994:30)
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Carrel, et al. (1997:477) feel tha1
Page 80 and 81:
2.4.19 Ability to Criticise Tactful
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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
Page 96 and 97:
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
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
Page 192 and 193:
1.3.9 Attends conferences relevant
Page 194 and 195:
1.4.3 Establishes s1udent records f
Page 196 and 197:
1.4.5 Develops a database of studen
Page 198 and 199:
1.4.9 Develops administrative suppo
Page 200 and 201:
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
Page 208 and 209:
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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