www.le.ac.uk/studentdevelopment Student Development Successful applications, an interactive session Victoria Howard Information & Advice Specialist
www.le.ac.uk/studentdevelopment
Student Development
Successful applications, an interactive session
Victoria Howard
Information & Advice Specialist
www.le.ac.uk/studentdevelopment
What do you want to get out of the session?
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Objectives
By the end of this session you should:
• Understand who uses application forms & why they use them
• Understand what employers are looking for
• Be able to structure responses
• Understand why applications sometimes fail
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Why application forms?
45 applications
per job (2010)
60% workfo
rce
0.4% of organisations
• Graduate recruiters:
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Why are we here?
“64% of recruiters said recent graduates employability skills were more important to them than the specific occupational, technical or academic knowledge associated with the graduates degree.”
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Prepare!
1. Time
2. Make a photocopy
3. Read the instructions
4. Research
• The job (job spec, description)
• The employer
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Mandatory info & personal details
• Give contact numbers and email addresses that you check regularly
• Follow the instructions and answer all the questions
• Do not leave boxes blank
• If not applicable, write N/A
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Qualifications
• Work in reverse chronological order unless told otherwise
• If little space, summarise information
• If studied outside of the UK, state what the qualification is equivalent to (see NARIC)
• Could refer to a separate sheet if necessary
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Work history
• Work in chronological order unless stated
• If you didn’t have an official job title, think of one that fully describes your position
• Keep duties & responsibilities relevant to the skills/qualities that the employer is looking for
• Explain gaps in history positively
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Structuring your answers - CAR
• Context• Action • Result
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Motivation questions
• ‘What appeals to you about working for…’ or ‘Outline your reasons for applying …’
• Show you have done your research
• Include facts about the employer, parts of the training that appeal to you or what you could bring to their organisation
• Avoid being too general
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Motivation Questions
• Read the question and responses in handout 1.1
• In groups, discuss what you think of the response
• Try using the marking system to score the answer
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Marking system Question addressed in depth with
relevant, specific examples pointed out3
Solid answer with some good detail, providing some relevant examples
2
Beginning to address questions, but very little evidence or examples
1
Question not addressed or misinterpreted 0
Now see handout 1.2 for comments on the responses and possible marks. Do you agree?
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Competency based questions
• ‘Describe a time you have had to take the role of leader…’
• Consider the question; what is the employer trying to find out?
• Answer the actual question!
• Use various examples for different questions
• Refer to a range of different scenarios
• http://www.youtube.com/watch?v=dxvE_bNjkrM&feature=related
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Competency based questions• Read the question and responses in handout 2.1
• Again, small groups, discuss what you think of the responses
• Now see 2.2 for comments on the responses and possible marks. Do you agree?
Question addressed in depth with relevant, specific examples pointed out
3
Solid answer with some good detail, providing some relevant examples
2
Beginning to address questions, but very little evidence or examples
1
Question not addressed or misinterpreted 0
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Action wordsAssessed Analysed
Created Coordinated
Delegated Researched
Developed Encouraged
Evaluated Implemented
Initiated Organised
Managed Motivated
Produced Supervised
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Have a go! “Describe a time when you worked successfully as part
of a team” (300 words)
• Swap responses with someone and give them some feedback
• You can always bring answer into Student Development for feedback
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Common mistakes
• Spelling and grammar
• Not answering the questions
• Not giving examples
• Underselling yourself
• Motivation
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Final tips• Stay within the word count• Follow the instructions• Check deadlines and leave ample time • Make a copy of the final version • Give examples• Proof read • Seek feedbackDo
• Don’t just copy/paste for multiple applications• Leaving blank spaces• Repeating yourself• ‘Negative’ phrases such as ‘I had to’
Avoid
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Further help?
Bookable 1-1 appointments, email & telephone guidance
0116 252 2004
Student Development, University of Leicester
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