job analysis part 2

Work Behavior 1: Manages the University Career Services (UCS) career fairs in both the fall and spring semesters – using word processing and editing software, social media platforms, and planning templates to ensure students and alumni are offered full time job and internship opportunities that are fit for each of their majors.

Associated Task Statements:

1. Plans career fairs for students and alumni to ensure job positions and internships are offered to them by connecting with employers from corporations and non-profit organizations.

2. Creates posters and flyers for career fairs to inform students and alumni about the events occurring by using graphic design software such as Canva, Publisher, and PowerPoint.

3. Promotes career fair posters and flyers to gain participants for the events by using social media platforms such as Instagram, Twitter, Facebook, and LinkedIn.

4. Prepares for career fairs to ensure each employer has a designated area by taking inventory of signs, tables, and chairs.

5. Creates layout for career fairs to ensure there is an efficient set up by using the graphic design software, Publisher.

Work Behavior 2: Develops student outreach strategies – using data from students, the Internet, business experts’ feedback, social media, and input from employer development and relations team (EDR) and career fair liaisons (CFL) to maximize student engagement with UCS and ensure there are opportunities available for everyone.

Associated Task Statements:

1. Reviews data to gauge how many people are using UCS resources by viewing attendance reports.

2. Collaborates with EDR and CFL to understand how to bring more students and alumni in by hosting meetings and one on ones.

3. Conducts research on how to maximize student involvement by using the Internet, marketing strategies, and business tactics.

4. Attends trainings and events to learn new student outreach tips by getting input from other employers and recruiters.

5. Keeps up with trends to relate to students and alumni by using social media and learning about pop culture.

Work Behavior 3: Manages Employer University (Employer U) event – using employer invitation, agenda creating, panelist recruiting, data obtainment, and event hosting strategies to ensure that employers are provided the opportunity to learn about how to engage with students, be relatable, maximize their student outreach, and polish their recruiting strategies.

Associated Task Statements:

1. Invites employers to Employer U event to provide them with student recruiting strategies by contacting them via phone call and email.

2. Creates agenda for Employer U to ensure a smooth event with appropriate transitions by collaborating with EDR team and using event planning skills.

3. Recruits panel guests to provide a Q&A session for all employers attending by interviewing students and selecting the best candidates.

4. Obtains data to understand college students’ interests by surveying and interviewing current students.

5. Hosts Employer U event and teaches employers skills to maximize their student engagement by leading conversations.

Work Behavior 4: Connects with employers from corporate and non-profit organizations – by scheduling consultations, creating and sending mass emails, conducting research, attending events, managing social media pages, and reviewing data to ensure employers attend UCS events and post job and internship positions into website for students to apply to.

Associated Task Statements:

1. Schedules consultations with employers to inform them about UCS events and student recruiting skills by using the scheduling application, Calendly.

2. Creates and sends mass emails to employers to convince them to post jobs and internship opportunities on website by writing emails and designing attachments.

3. Conducts research on companies to ensure they attend career fairs and post job and internship positions by using the Internet and reading newspapers and magazines.

4. Attends events to connect with employers and build relationships by staying connected and informed on when events occur.

5. Manages LinkedIn page to develop new relationships with employers by writing posts, uploading pictures, and showcasing UCS events.

Work Behavior 5: Manages CFL (student employees) – by developing projects, providing personal development opportunities, software training, approving hours, and hosting meetings to ensure that the team works together to achieve goals and prepare for successful career fairs for both the fall and spring semester.

Associated Task Statements:

1. Develops projects for CFL to ensure the team is working towards their goals by determining tasks that need to be completed.

2. Provides CFL with personal development opportunities to promote their personal brand by having one on ones with each of them.

3. Teaches CFL how to use software to ensure projects are completed as expected by having them attend trainings to get certified.

4. Approves CFL hours to ensure they get paid for the hours they work by viewing and reporting time stamps.

5. Hosts meetings with CFL to ensure project deadlines are being met and the team is working together by leading discussions and creating agenda.

Part 2: Person-Oriented Job Analysis

Knowledge:

1. University framework– Knowledge of concept, structure, culture, and majors within a public or private university.

2. Planning – Knowledge of how to plan events. This includes creating agendas, taking inventory, purchasing caterers, and ordering necessary equipment.

3. Business and marketing – Knowledge of how to design and create graphics, promote media, engage with employers, and the hiring process.

4. Mathematics – Knowledge of arithmetic and statistics, and how to apply it to real life situations.

5. English language – Knowledge of the structure of the English language and how to produce oral and written content.

6. Customer service – Knowledge of how to communicate and interact with customers. This includes assessing customer needs, receiving customer feedback, and evaluating customer satisfaction.

7. Social media – Knowledge of structure of social media and how it works. This includes posting online content, engaging with followers, and promoting your page.

8. Technology – Knowledge of video conferencing software, editing software, and word processing software, such as Zoom, Microsoft Teams, Skype, Microsoft Word, Publisher, and PowerPoint.

9. Education and training – Knowledge of teaching strategies, training design, and implementation of technology.

10. Administration and management – Knowledge of management strategies such as leading individuals, human resource framework, and strategic planning.

Skills:

1. Collaboration – Working with other individuals to accomplish goals and complete tasks.

2. Problem solving – Discovering issues and developing plans to find solutions and resolve issues.

3. Time management – Using your time to be effective and productive.

4. Public speaking – Speaking comfortably before a crowd of people to spread a message either in person or virtually.

5. Written skills – Using the English language to write content using proper grammar and good vocabulary.

6. Learning strategies – Using appropriate and unique strategies to teach others and being open to learning new things.

7. Computer – Understanding technology and incorporating online skills to complete tasks.

8. Critical thinking – Using logic and reasoning to work through issues and find solutions.

9. Decision making – Choosing the most appropriate, beneficial, or relevant choices for yourself, your team, or your company.

10. Instructing – Effectively informing and teaching others new tasks and skills.

Abilities:

1. Selective attention – Ability to focus on a task without being distracted by outside influences.

2. Written comprehension – Reading and understanding written information and documents.

3. Visualization – Being able to mentally picture how an object or situation will look before it is constructed or completed.

4. Problem sensitivity – Ability to recognize and identify problems when they arise.

5. Analytical reasoning – Understanding data and discovering patterns within them.

6. Idea fluency – Ability to come up with ideas that are associated with a specific subject or topic.

7. Oral comprehension – Understanding ideas and information presented through verbal communication.

8. Goal identification – Establishing goals and you wish to accomplish and implementing a plan of action to achieve them.

9. Originality – Coming up with original ideas that can be implemented when working on projects and tasks.

10. Speech intelligibility – Ability to speak clearly in a way that others can understand you.

Other Personal Characteristics:

1. Passion for education – Enjoying helping students throughout their schooling and hoping for their success.

2. Teamwork – Ability to work with other individuals to complete tasks and projects.

3. Professionalism – Presenting oneself in an appropriate manner that adheres to professional standards.

4. Creativity – Coming up with unique and original ideas or using your imagination to solve problems and complete projects.

5. Leadership – Ability to be head of a group and guide a team to success.

6. Openness to feedback – Readiness to receive constructive criticism and implement changes without being offended.

7. Respect – Being polite to others and treating them fairly.

8. Motivation – Ability to be determined and inspired by performing goal-oriented actions and behaviors.

9. Positive attitude – Being optimistic about situations and interactions.

10. Flexibility – Adapting to unprecedented circumstances and the willingness to continue learning through any situation.

Part 3: Discussion of Job Analysis

According to Drake Van Egdom (2021), job analysis is defined as the process of gathering information about significant work-related details of a specific job. The work-related aspects of a job analysis include equipment and tools required on the job, work environment, work-related characteristics (WRC), and work activities (Van Egdom, 2021). Gatewood et al. (2015) suggests that the purpose for conducting a job analysis is to find WRCs for job success, come up with selection procedures which assess WRC, establish standards of job performance, and even to protect against legal issues. It is also important to note that job analysis is usually the first step to building a successful selection system.

Job analysis helps to identify work-related characteristics, which consist of the skills, knowledge, personal characteristics, and abilities that are needed to properly perform a specific job (Gatewood et al., 2015). WRCs are also an important factor when it comes to being successful within a job because they are often the primary factor that will be measured for job success. Selection procedures that assess WRCs are also developed through job analysis. This is important because it helps employers to predict which employees can and cannot perform a certain job, and it also keeps things fair (Gatewood et al., 2015). Job analysis also helps to establish standards of job performance, which allows you to predict future work behaviors and performance of employees. In addition, job analysis serves to protect a company or employer from legal issues that may arise later. By explaining all the aspects of a job in detail on a typed or written document, all parties understand the purpose of a job position. Job analysis in selection is so important that the Uniform Guidelines on Employee Selection Procedure was adopted and legal action about discrimination was acknowledged by the federal government of the United States (Gatewood et al., 2015).

I conducted my job analysis on [interviewee name], who is the Senior Recruitment Manager for Employer Development and Relations at University Career Services. I have known [interviewee name] since my freshman year of college, so it was exciting to get to conduct my analysis on her. I enjoyed many things about conducting this job analysis; however, the thing that I enjoyed the most was understanding the many work behaviors and tasks a person can do within their job. It was exciting to get to know all the intricate details about [interviewee name’s] role because when you think about her position, it is easy to just look at the big picture. Conducting her interview was extremely exciting because I was able to ask her unique, in-depth questions about all that she does for our students and alumni. By conducting this job analysis, I realized how much I have learned all about what [interviewee name] does and will continue to do for our university for many years to come.

Although most of the job analysis was fun, one thing that was difficult about conducting it was the writing portion. Since I already had a general idea of what [interviewee name] did, I did not expect that I would have to spend so much time thinking about how to write it all down on a piece of paper. Having to break down each work-related characteristic, work behavior, and task and then have to explain what they mean regarding her career was very tedious. Additionally, since her job title is so unique, I was not able to find her exact career on O*NET, so I was forced to used multiple, similar jobs and pull pieces from each of them for my analysis. This process was difficult, and I often wanted to give up and interview another person with a more common career to compare my analysis to O*NET; however, I stuck it out anyway. This job analysis also made me realize how difficult it must be to work in human resources or become an employer because it is their responsibility to conduct job analyses, interview participants, and select candidates for job positions.

As stated earlier, since [interviewee name’s] job title is unique, so I was forced to use information from multiple, similar careers on O*NET to compare my job analysis to. The two positions that I found that were most similar to a senior recruitment manager for employer development and relations were search marketing strategists and marketing managers. Just like [interviewee name’s] role, many aspects of the two occupations that I found on O*NET were similar. For example, as a manager for employer development and relations, [interviewee name’s] job consists of collecting and analyzing Web metrics, participating in online marketing, creating content strategies, and utilizing many similar technology skills, which are all found within the search marketing strategist occupation (National Center for O*NET Development, 2021a). Additionally, [interviewee name’s] role is similar to a marketing manager because they both direct the hiring and training for all marketing staff, identify and develop marketing strategies, and analyze numerical data (National Center for O*NET Development, 2021b). One way that search marketing strategists and marketing managers are different are [interviewee name’s] occupation is that those jobs typically promote products, whereas [interviewee name’s] promotes career fairs.

There were a few things that surprised me about [interviewee name’s] job. For example, one thing that I found surprising was the number of hours she works a week. During her interview, she disclosed that aside from working eight hour shifts during the weekdays, she still works at least one day during the weekend because she has many projects and a lot of career fair planning to do. Another thing that I found interesting about her occupation is the knowledge required to obtain the position. While I interviewed her, she shared that only a bachelor’s degree and at least three years of work experience is required. This surprised me because the work that she conducts and the knowledge and expertise that she has is master’s degree level. Finally, the size of her team was another surprising aspect. I learned that the employer development and relations team only consist of three people. This means that the employers that attend the career fairs at the [organization] are recruited by three people.

References