an investigative analysis of the psychological characteristics and job ...
an investigative analysis of the psychological characteristics and job ... an investigative analysis of the psychological characteristics and job ...
A good sense of humour can only benefit a GEL He will often have to work under pressure because of time constraints and student numbers and a good sense of humour will be useful in relieving tension. Working with students also requires agood sense of humour. Ashared joke or laugh can go along way in building good relationships with his students. A sense of humour will also come in handy in the GEL's relationship with faculty members and . employers. 2.4.6 Ability to Relate Well in Interpersonal Situations The GEL must be approachable and friendly. He must have the ability to communicate with his students, student employers, faculty members and colleagues without effort 2.4.7 Ability to Work Independently It will often be expected from the GEL to be able to work independently. He will have to develop his own systems and processes to complete tasks effectively. Each GEL in a department will have to work independently from the other. Each one is responsible for his own workload and is not dependent on faculty members or colleagues for the completion of tasks. 2.4.8 Ability to Work Without Constant Supervision The GEL must have enough discipline to complete tasks without being supervised. He will more often than not have to complete tasks without the guidance of his supervisor. He will have to take responsibility for his position and make sure that the work gets done. 53
2.4.9 Ability to Work Well in aGroup The faculty members, colleagues of the CEl and CEl combine to make aworking group. Although they will not be in constant contact with one another. they must be able to work together as aunit The CEl must have the ability to work in a group. He must be able to contribute towards the group's efforts effectively and have respect for the rest of the group members' abilities and contributions. If the CEl is not the leader of the group, he must be able to follow the instructions of the leader. 2.4.10 Ability to Work Under Pressure BeCause of time constraints and high student numbers. the CEl must often work under pressure. He must be able to handle stressful situations and manage his workload effectively. 2.4.11 Ability to Communicate Effectively with All Role Players According to Newman and Hodgetts (1998:64) and Carrel. et al. (1997:256) communication is an interactive process of transmitting meanings from sender to receiver. Rue and Byars (1993:56) define it as the process by which information is transferred from one source to another source and is made meaningful to the individual sources. Graham and Bennet (1998:93) add to the above by stating that communication consists of all the processes by which information is transmitted and received. The subject matter may include facts, intentions. attitudes. etc., and the chief purpose of communication is to make the receiver of a communication understand what is in the mind of the sender. Gibson, et at. (1994:573) define communication as the transmission of information and understanding through the use of common symbols. 54
- Page 21 and 22: students). Models that emphasise a
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- Page 56 and 57: 2.3.13 Energetic The GEL should be
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2.4.9 Ability to Work Well in aGroup<br />
The faculty members, colleagues <strong>of</strong> <strong>the</strong> CEl <strong>an</strong>d CEl combine to make aworking group. Although<br />
<strong>the</strong>y will not be in const<strong>an</strong>t contact with one <strong>an</strong>o<strong>the</strong>r. <strong>the</strong>y must be able to work toge<strong>the</strong>r as aunit<br />
The CEl must have <strong>the</strong> ability to work in a group. He must be able to contribute towards <strong>the</strong><br />
group's efforts effectively <strong>an</strong>d have respect for <strong>the</strong> rest <strong>of</strong> <strong>the</strong> group members' abilities <strong>an</strong>d<br />
contributions. If <strong>the</strong> CEl is not <strong>the</strong> leader <strong>of</strong> <strong>the</strong> group, he must be able to follow <strong>the</strong> instructions <strong>of</strong><br />
<strong>the</strong> leader.<br />
2.4.10 Ability to Work Under Pressure<br />
BeCause <strong>of</strong> time constraints <strong>an</strong>d high student numbers. <strong>the</strong> CEl must <strong>of</strong>ten work under pressure.<br />
He must be able to h<strong>an</strong>dle stressful situations <strong>an</strong>d m<strong>an</strong>age his workload effectively.<br />
2.4.11 Ability to Communicate Effectively with All Role Players<br />
According to Newm<strong>an</strong> <strong>an</strong>d Hodgetts (1998:64) <strong>an</strong>d Carrel. et al. (1997:256) communication is <strong>an</strong><br />
interactive process <strong>of</strong> tr<strong>an</strong>smitting me<strong>an</strong>ings from sender to receiver. Rue <strong>an</strong>d Byars (1993:56)<br />
define it as <strong>the</strong> process by which information is tr<strong>an</strong>sferred from one source to <strong>an</strong>o<strong>the</strong>r source <strong>an</strong>d<br />
is made me<strong>an</strong>ingful to <strong>the</strong> individual sources.<br />
Graham <strong>an</strong>d Bennet (1998:93) add to <strong>the</strong> above by stating that communication consists <strong>of</strong> all <strong>the</strong><br />
processes by which information is tr<strong>an</strong>smitted <strong>an</strong>d received. The subject matter may include facts,<br />
intentions. attitudes. etc., <strong>an</strong>d <strong>the</strong> chief purpose <strong>of</strong> communication is to make <strong>the</strong> receiver <strong>of</strong> a<br />
communication underst<strong>an</strong>d what is in <strong>the</strong> mind <strong>of</strong> <strong>the</strong> sender.<br />
Gibson, et at. (1994:573) define communication as <strong>the</strong> tr<strong>an</strong>smission <strong>of</strong> information <strong>an</strong>d<br />
underst<strong>an</strong>ding through <strong>the</strong> use <strong>of</strong> common symbols.<br />
54