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Related Self-analysis and It’s Relation to Functional Self-Analysis

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Why I use the term-"related" self-analysis? Each year more than a million people all over the United States seek their first jobs. Many of them do not have direct experience in a particular function; where they do have, that's fine. But where they do not have experience, let us say, in selling, how are they to prove that they probably have sales talent?

The way to do it is to use "related" experiences. For instance, a sales job requires persuasiveness, and ability to meet and talk to people-among other things. A high school graduate who was on the debating team, and who had been elected president of his class, could use these experiences to prove his ability to meet and talk with people, and his ability to speak persuasively. This technique of using "related" experiences is particularly valuable to the adult who wants to change his or her career, the widow who needs to find a job, the man who is too active for "retirement" and needs to continue working.

It is important to know this principle of "related experiences," because it will help you if your kind of work is automated, or otherwise becomes out of date. It will help you when you need to adapt your talents to meet changed conditions. It will give you added flexibility. When you know this, you will be better able to accept changes, take advantage of them, and even welcome them.



The example of "related self-analysis" that follows reveals how seemingly inconsequential experiences can become useful. When you do your own Functional Self-Analysis, the attitude you should have is this: "My experiences themselves do not tell what I have learned from them; what I really have to offer is the sum of what I have learned from all my experiences. What I have learned is most clearly revealed by how I act when I am doing my best. The results that follow such action are achievements or successes. Consequently, I should associate parts of my achievements to parts of the kind of job I want, if I am to truly show what I have learned and what I can do best.

Two steps in F.S.A. have been demonstrated-first, the job description; second, the breakdown into six or more functions. For the third step, you need six or more blank sheets of paper. One function is written at the top of each page. Below it, write two or more experiences which show your highest level of effectiveness in relation to the function.
 
Here is how the "secretary" did it, without work experience; it is easier when you have work experience.

1. WRITING-SPEAKING-WORD POWER

A. Always did like to talk to people; member of the debating society at high school.

B. Successful as leading lady in a two-act church play.

C. Won Spelling bee junior year in high school.

D. Won statewide American Legion essay contest, age 16.

E. As student government leader, frequently required to act as go-between for teachers and students. It was necessary to listen, understand and make myself understood, and also to get ideas across tact fully.

These examples leave no room for doubt about this applicant's ability to speak, write and spell. The first item, "A", flashes a red light; does she talk so much that she would interfere with others? When this is recognized, there is better possibility that it will be controlled-if there is need to control it. Item "B" also shows good memory. And item "E" indicates the possibility of tact and poise.

2. FILING

A. I'm the lost and found department in my family of five. Everyone comes to me when they lose anything, and somehow I seem to find what has been lost.

B. The last half of my junior year I was, a file clerk in the principal's office, and she complimented me on the orderliness of the files.

3. ORGANIZATION

A. As co-chairman of the senior prom, it was my job to make all the arrangements and follow them through to completion. I was told that it was the smoothest-running prom we ever had.

B. Can't think of anything else.

4. SHORTHAND-TYPING QUALIFICATIONS

By test, I type fifty words a minute, and take shorthand at 110 words a minute. I am known to be particularly accurate, and make very few mistakes in typing or transcription. With practice, I feel sure my speed will pick up.

Please note the attempt at an apology here, in the previous sentence. Functional Self-Analysis is concerned with results, not excuses. Apologies are not helpful at this time, especially ones which can lead to self-confusion.

A. My accuracy in typing, and my good spelling, help to insure neatness. I had top marks for accuracy during my last three terms.

B. My main hobby is sewing, and I have been complimented on two dresses I made and wear. This shows that I give attention to arrangement or de sign of things.

C. My report on the senior prom won third prize in the State for appearance and arrangement.

5. POISE

A. Student government leader: This job requires me to be able to get along with all kinds of students, as well as with teachers and some V.I.P. visitors.

B. Senior prom co-chairman: Many times I wanted to blow my top when things went wrong, but I realized that wouldn't do any good. So I just went ahead and did the best I could, and it worked out all right. I believe that needed poise.

This example has shown how experiences that many people would think have little importance can be used to help determine one's qualifications for a particular job. You will notice that one achievement may be used to support two or even more functions. It may also be obvious that a bit of weakness shows up under No. 3, Organization. If weaknesses were shown in several functions, this paperwork "experience" would disclose whether it would be necessary to think of a different type of job, or modify the job description to exclude the weak areas.

You will need to know how to play office politics constructively (please don't shudder). You will need to know how to overcome lapses in your self-confidence. And you may need to know how to change jobs. All of these can be done more effectively, now that you have come to know your best talents and other qualifications.
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