A professional recruiter works to fill job vacancies in organization and industries. As professional recruitment personnel, the graduate will rely on resumes in assessing candidates or actively target individuals with qualifications for the job. The job specifications of the graduate include reviewing the applicant’s job experience, negotiating salaries of the new employees and assigning the recruits to various job positions. Organizing and planning for meetings and interviews also describes the role of a professional employment agent. The graduate also requires various skills, knowledge and experience to be suitable for the position. An applicant requires a certain level of technology for application in several aspects of duties and responsibilities. The candidate needs to have effective communication abilities. The learning, creativity, and innovative aspects are also essential. Background knowledge and experience in the hiring process and policies may also be a determinant for the occupation.
A professional graduate recruiter participates in several responsibilities that are dependent on the clients’ specifications. The graduate will be responsible for establishing interview needs by analyzing business and company arrangements and goals. The task may also require the professional to meet company managers to discuss aspects of recruitment processes. The roles of the personnel may also include developing a source base of applicants (Ahsan &Khan 2013). The applicant database can be available through linking with colleges offering certain appropriate skills to the potential clients. The graduate can additionally search for candidates’ resource by contacting the media, websites and recruitment agencies. Moreover, the position requires the employee to evaluate appropriate job requirements of businesses through analyzing job specifications and conditions. The position also involves determining the qualification of job applicants by use of interviews (Brown and Swain 2012). During the interviewing process, the recruiter analyzes responses, approves references and compares the qualifications of various applicants to the jobs’ needs. Management skills for intern programs which include orientations, monitoring intern contributions and teaching interns are essential duties of a professional recruitment officer. As a recruiting specialist, the graduate needs to evaluate the candidates by meeting the managers of the respective companies and discussing the qualifications of the potential employees (Newell and Swain 2016). A recruiter shall also participate in managing new workers affairs such as relocations, arranging for housing and initiating introduction of the employees to the organization.
In general, a recruiter needs skills that relate to various aspects of management. In addition to the interviewing skills, the graduate needs to be conversant with employment laws. Project management skills and people related skills are also essential. Moreover, the recruiter needs to be result oriented and have effective communication skills especially phone skills.
A professional recruiter requires a certain level of academic understanding, knowledge, and skills for effective execution of the respective duties and responsibilities. The graduate shall be a potential recruiter upon graduation due to a background in human resource management. Having studied and graduated with a bias in bachelor’s degree (human resources), the graduate has an understanding of employment policies and preparation of personal files for employment candidates (Rosenberg, Heimler, and Morote, 2012). After graduating, the professional is effective in communication skills that are necessary for interacting with business executives who may need employees, employment candidates and the public in general. The graduate is effective in computer applications and as such, able to search for sources of employees from websites of potential organizations.
However, the graduate may possess various limitations in pursuit of the position of a recruiter. The applicant has no experience in the hiring and recruitment of personnel. Although the graduate may have knowledge in aspects of human resources through the internship programs before graduating, he may lack practical evaluation techniques to pick the right candidates. However, the graduate has an energetic mind and has the capacity to learn through experience over a certain period of time. Considering the young age and ambition for future success, the graduate recruiter may be significant in delivering competitive employees to organizations (Pegg, Waldock, Hendy-Isaac, and Lawton 2012). Recruitment of employees for organizations may pose a challenge to the graduate due to the pressure in meeting short time deadlines. The pressure may be unbearable since the graduate may have been working with a flexible schedule while at the university. The graduate may overcome the issues that reduce the proficiency as time and experience will enhance efficiency in delivery.
A graduate who may be new in the job market may be highly ambitious to acquire a job that suits a chosen career. The Individual may possess various skills and knowledge that is essential for the position of a professional recruiter in an organization. The graduate may, however, have limitations that may hinder the capacity for the position. The DOTS model be helpful to the graduate to promote the elements that are effective and provide solutions to the weak aspects.
There are several advantages of the employability model. The model is simple, such that, the graduate is able to formulate a career development into a convenient program. Considering the element of opportunity awareness, the graduate may utilize the model to increase the chances of securing a job position. The graduate may additionally identify the skills and academic qualifications to match the requirements of certain vacancies. A potential employer may utilize the aspect of self-awareness to assess the abilities and interests of the candidate (Pool and Sewell 2007). The model generally provides a clear description of what employability constitutes as a composition of skills and knowledge that qualifies an individual for certain occupations. The employability framework is also simple to apply both theoretically and to the practitioner as a professional recruiter.
Despite the usefulness of the model for employability portfolio, there are numerous shortcomings that one may encounter for relying on the representation. The reliance on personal abilities and experiences in search for a potential employee while neglecting the impacts and significance of social and political environment (Jackson 2013). Failure of a graduate to exhibit effective presentation skills and decision-making skills may render them incompetent for the job. There is a need to consider that the applicant has just completed studies and as such, requires time to develop certain expertise.
The graduate requires proficiency in various skills to qualify and perform effectively as a professional recruiter. The graduate may be ineffective in organizational planning and management as the candidate is inexperienced in holding discussions and meetings. Evaluating the operations and structure of companies may also be a challenge to the graduate. The incompetence in the analysis of companies’ goals and objectives may complicate the ability of the graduate to determine the occupational requirements of potential applicants (Fallow and Steven 2013). The graduate may lack the capacity to compare a candidate’s qualification with the job specifications and as such, recruit an incompetent employee for a business organization.
There are strategies that the graduate can adapt to achieve proficiency in the elements that present difficulties. Sampling and studying the minutes of other professional recruiters who may act as mentors to promote confidence. The graduate may additionally plan and attend employment agency forums and course to improve employment management analytical and evaluation knowledge and skills for business and organizations (Andrews and Russell 2012). Communication skills to engage in meetings with managers to discuss candidates’ occupational applications and qualification can improve through online platforms such as email. Favorable social environment, time and experience will enhance the proficiency of the graduate in the knowledge and skills relevant to the recruiter’s occupation.
Conclusion
The employability portfolio has been relevant and significant in helping the graduate to discover their employability ability after completing their studies. The graduate is able to assess the current skills and knowledge and then relate to the occupational requirements of a recruiting professional. The graduate was able to identify the academic qualifications as a key element for the career. Computer literacy is also a factor for the suitability of the graduate as the knowledge could promote accessibility to potential sources of employees. The graduate discovered the field of weaknesses that require improvement to enhance proficiency in occupational duties.
Developing the aspects that revealed incompetence would make the graduate qualifications to be more appealing in the employment market as a professional recruiter. The graduate noted communication and planning for recruitment programs as features that required an extension. Moreover, the confidence to face and discuss with managers is essential for the graduate. Creating a personal development arrangement improved the negotiation ability of the potential employment recruiting personnel. The determination to learn about aspects of a professional recruiter and the requirements for the position will promote effective results in the employing field. Having attended education to graduate level is an assurance of an individual with high learning abilities and as such, adapt effectively to the working conditions of a recruiter.
References
Ahsan, K., Ho, M. and Khan, S., 2013. Recruiting project managers: A comparative analysis of competencies and recruitment signals from job advertisements. Project Management Journal, 44(5), pp.36-54
Andrews, G. and Russell, M., 2012. Employability skills development: strategy, evaluation and impact. Higher Education, Skills and Work-Based Learning, 2(1), pp.33-44.
Brown, J.N. and Swain, A., 2012. The professional recruiter’s handbook: delivering excellence in recruitment practice. Kogan Page Publishers.
Fallows, S. and Steven, C., 2013. Integrating key skills in higher education: employability, transferable skills and learning for life. Routledge.
Jackson, D., 2013. Business graduate employability–where are we going wrong?. Higher Education Research & Development, 32(5), pp.776-790.
Newell-Brown, J. and Swain, A., 2016. The professional recruiter’s handbook. Kogan Page.
Pegg, A., Waldock, J., Hendy-Isaac, S. and Lawton, R., 2012. Pedagogy for employability.
Pool, L.D. and Sewell, P., 2007. The careerEDGE model of graduate employability. Retrieved from C: UsersInnocentDownloadsTWO63-Presentation-by-L-DacrePool. ppt.
Rosenberg, S., Heimler, R. and Morote, E.S., 2012. Basic employability skills: a triangular design approach. Education+ Training, 54(1), pp.7-20.
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