When students are in a class, they typically focus on the content. Understandable. “Yes, the content is going to be on the exam.” Still, there is more that students can learn from courses if they reflect on how the information is presented.
In many professions, you will teach a class, create a training, present a workshop, lead a discussion, and other activities that are similar to what happens in the classroom. Consequently, while the content is on the exam, reflecting on how the content was presented, discussed, and practiced can benefit you beyond the exam. As you reflect on these activities, you may see ways to perform similar activities in your future career. As an added benefit, you may notice ways to present the information differently or more effectively. You can use those ideas to improve how you study the material, which may help your performance in the course. Also, you could respectfully discuss those potential improvements with the professor, which could improve later class meetings. Learning can happen in many ways and many places. However, it requires attention and reflection. If you spend a few minutes at the end of each class reflecting on the content and how it was presented, you will see new connections, learn more effectively, and retain the information and your observations longer.
1 Comment
Job descriptions outline the tasks and responsibilities associated with a position. It is essential to learn how to connect your skills and experiences to this description by tailoring your application, resume, and interview. This process requires some creativity though, and if that is not your skill, it can be difficult. Here is an example to help.
Computer Literacy A story or example to support your skills in an area is invaluable. For computer literacy, you have likely worked on papers in Microsoft Word®, presentations in PowerPoint®, etc. However, telling five separate stories with little (or no) detail does not make for a memorable application or interview. Instead, consider your courses or work experience and think of an assignment or project that required multiple programs. Then, provide details about how you used a few of the functions within the programs. As an example: Familiarity with advanced functions and features in a variety of programs is essential to XX position, which requires computer literacy. In experimental methods, we learned an area of literature, designed a series of studies, collected and analyzed data, wrote a research manuscript, and presented the research in a multimedia format. This process involved using EBSCO databases, government resources from the Center for Disease Control and Prevention, Google Scholar, and other online sources to learn the literature. Then, I wrote an introduction to the literature in Microsoft Word® and provided and received peer feedback using the comments and track changes features. I also collected, analyzed, and visualized data using an online survey, Microsoft Excel®, and the Statistics Package for the Social Sciences (IBM® SPSS®). Finally, I combined all of this information into a concise PowerPoint® (or Prezi) presentation that briefly introduced the literature and my findings. I recorded and edited this presentation using Camtasia and hosted the presentation on my personal website ([INSERT]). Why this Works This project uses a number of programs, and you can potentially build on this project as needed when they ask about other skills (e.g., information-seeking, research, collaboration, problem-solving). If the interviewer wants to know about your experience with collaboration for instance, you can refer back to this example and discuss more about how you provided and received peer feedback. Perhaps you used Dropbox or Google docs, you can discuss how these skills will allow you to work with a national or international company that requires collaboration across several states. In contrast, if you picked a more simplistic project, you may struggle to hit several programs they may use, and you may not be able to reinforce their memory of your skills and experiences by referring to the same project on a few occasions. You should have a few stories to highlight your abilities and competencies, and returning to each story two or three time reinforces their memory of you so they recall more information about you when they evaluate the possible candidates. Conclusion Employment with a bachelor’s degree is relatively easy… if you learn to market your skills. Throughout your time in college, you have cultivated a number of proficiencies. Employers are looking for these skills, and you need to highlight and substantiate the competencies that fit with a potential employer. This involves finding relevant jobs, reading the job ads closely, and tailoring your documents. Return to syllabi from your courses. Think about your projects and assignments. You will gradually find a number of opportunities to highlight your experiences and how they match particular positions. Read more on this topic: https://doi.org/10.24839/2164-9812.Eye24.2.38 Job interviews are often stressful. Everyone wants to make the “right” decision. Job applicants want to say the right thing, and companies want to hire the right person. To reduce your stress and stand out as a candidate, take advantage of the situation. Initiate a conversation with each person you meet about the “right” person for the job. This information will allow you to determine if you are a good fit, demonstrate how you meet their expectations if you do, learn more about the company and interpersonal dynamics, and establish yourself as a personable and responsive candidate.
Start with a few general questions: What skills will the right person possess? What type of demeanor is a good fit for this team and company? You can use this information to help decide if you are a good match for the job, and if you are a good match, you can provide examples to support your qualifications. You will notice that each person’s answer is somewhat unique. These differences can stem from several possibilities (e.g., the position encompasses several roles, there is a lack of agreement). As you note the differences, you can explore more to decide what explanation is most likely. This information is useful in understanding the role, expectations, team dynamics, and other factors that can help you make a more informed decision if (when) you receive an offer. This shift away from a traditional interview and use of open-ended questions can help the exchange feel more like a conversation. This approach also shifts the attention away from you. This accomplishes several important goals as you develop rapport with the people you meet and create opportunities to display warmth and competence. People appreciate feeling heard. As you ask about their perspectives and expectations and connect your skills and experiences to those expectations, you create a chance to acknowledge their perspectives in a personable and meaningful way. Overall, it is tempting in an interview to fill the time with information about your skills and experiences. Nervousness, imposter syndrome, and other elements contribute to this tendency, which can result in a rushed, frantic, and self-centered presentation. Taking a moment to consider the person sitting across from you helps the interview become a discussion about the company’s needs and how you can address them. This change in focus improves the interview experience for all involved, and it increases the odds they decide you are the right fit for the job. Students often meet individuals, shake their hand, and potentially exchange business cards or connect on LinkedIn only to never see them again. This series of events does not count as networking. You met someone. You did not develop a relationship or connection with the person, and networks are about connections, ideally quality connections. Fostering and deepening these connections requires an investment of time and thought. You only have 168 hours each week, and many of those hours are consumed by class, homework, family, sleep, and other important activities. Still, you should invest a couple of hours each week growing and developing your network, and because the remaining time is limited, you should consider what types of growth and areas of development are most advantageous for your current career stage. Once you identify useful contacts, consider how your interests, skills, and expertise fit with the individual and his or her company. Relationships are a two-way street. If you think people are valuable and meaningful professional connections, it is important to show how you are valuable and meaningful to them too. It may be that you contribute to a weekly discussion about an ongoing project, or you could volunteer a few hours per week for an internship. There are many ways to strengthen your connections, but they each require some form of investment. By being deliberate in how you initiate professional relationships and investing time in the connections that are most meaningful to you and your career, you manage your time and career in an effective way. You can find other people's thoughts on this topic here: https://doi.org/10.24839/1092-0803.eye21.2.10 https://www.usnews.com/education/best-colleges/articles/2011/09/28/6-ways-to-network-while-youre-in-college https://as.cornell.edu/networking-making-career-connections |
AuthorDr. Rasco is a social psychologist with a passion for students and their success. Archives
October 2020
Categories |