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Thanks to Jennifer Nisbet who wrote the publications, Career and Life Planning Workbook and Job
Search Guide, on which this workbook is based.
Our thanks go also to Christine Adams, Anna Alston, Mary Guthrie, Anne Milne, Clare Riding,
Ian Tawse and Jo Ward for their additional material and work on the book, and to other colleagues
for comments, editorial suggestions and other production help.
While every effort has been made to ensure that the information in this book is up to date at the time
of going to press, the material in it may be altered or amended.
All rights reserved. No part of this work may be reproduced, stored in a retrieval system or
transmitted, in any form or by any means, without permission in writing from the publisher.
ISBN 978-0-7492-1258-2
Contents
This book consists of six sections that take you in a
progressive series of steps through the process of career
review and choice, and applying for jobs:
Knowing yourself
In this section
1.1 What am I like? 8
1.2 What work would suit me? 13
Remember that you This section will help you to • What have I learnt in my spare
develop your self-awareness, take time?
may have potential that a clear view of your career and • How big a part of my life is
has yet to be developed. life, and consider the questions work?
‘What am I like?’ and ‘What can
Try to keep an open I do?’ It will help you to review
• What work experience have I
mind when considering had?
your life and work experience and
• What roles do I play at work?
future possibilities, and the skills and qualities that have
grown out of them. This is the first • What sort of person am I to
reject them only if, after step in the career-review process. work with?
exploring them, there’s The section starts by asking • What am I good at, as far as
good reason to. you to look back. Your past work is concerned?
has shaped you through • What do I really want from
You may find that your family background, your work?
education, training, work and • How well does my present (or
some seemingly leisure activities. You’ve gained last) job meet my needs?
unchangeable things knowledge and skills from your
• What kind of work would I like
experiences, and learnt how you
can be changed. You cope with things and respond to
to do?
might be able to reduce different tasks and challenges. You may like to try out some of
your mortgage by This kind of self-knowledge is these activities in writing using
the soundest basis for making this section. Note, however, that
moving to a smaller decisions about your future. some of the activities (and others)
house or a cheaper The activities in this section ask
are also available online on the
Careers Advisory Service website
area, for example, so you to think about a series of
at:
questions as a beginning to your
that you can learn new career review. They offer different www.open.ac.uk/careers
skills or take up more ways of considering what you’re
Here you will find links to lots of
enjoyable, less well-paid like and what you can do. At
different activities and resources
intervals you’ll be asked to ‘pause
work. for thought’ and note down your
to assist in career planning and
job seeking. Some of these
responses. The questions are:
resources and links are provided
• Who am I? What were my early by The Open University and some
influences and decisions? by external agencies such as
• What are my main Graduate Prospects
achievements? www.prospects.ac.uk
• What roles do I play in life?
Activity 1.1
Activity 1.2
Activity 1.3
Looking back at your lifeline, note the achievements you’re most proud of and
what they say about you. Set them out in the table below. They could be work-
related or to do with relationships, things you do in your spare time, recent or a
long time ago. For example, passing all your exams first time may say that you’re
an excellent student; passing your driving test on the fifth attempt may say a lot
about your staying power and determination.
My achievements
1
Activity 1.4
Now complete the table below. You may be a parent (cook, gardener and
household manager). You may take part in voluntary work (counsellor, listener
or organiser). You may be an employee (team leader, working group member,
project manager). Again, this is a particularly useful exercise if you have little
work experience to draw on, as many skills are learnt outside paid work.
My main roles
1
Activity 1.5
Review
Think about what you’ve done so far in this section. What have you learnt
about yourself? Bringing some of your answers together, what would you now
say are your main strengths and weaknesses? They can be skills, abilities,
personal characteristics or interests. Remember that strengths can be built on
for the future and weaknesses can be reduced by your efforts; they need not be
barriers to the future.
2 2
3 3
4 4
5 5
6 6
Activity 1.6
6 Being a success in life isn’t If you have a more central score You keep a
too important to me balance between work and leisure. You have
some concern about doing well and making
7 I like being seen as progress, but you don’t let work rule your life.
dedicated to my job
Pause for thought
8 I don’t like to aim too high
Think about the way you
9 Work always comes before scored in this activity.
pleasure How does this feel? Is it
right for you or would you
10 People wouldn’t describe me like to change this aspect of
as very ambitious your life?
Activity 1.7
1 List the jobs you’ve had, with dates. 4 Did you have to deal with any difficulties?
If you have limited or no experience of 5 Which tasks or activities did you find
paid employment, make a similar list most appealing, enjoyable or rewarding?
of unpaid or voluntary experience for Why?
example, helping readers at school,
delivering ‘Meals on Wheels’, fundraising 6 What were your particular achievements?
for a charity or involvement in a
conservation project. 7 How did you get on with the other
people?
2 For each job, note how it came about.
Did you volunteer or were you directed 8 What was your style of working?
into it? If you had some choice, what
factors seemed important in deciding to 9 Were you known for particular things?
take it up?
10 What were you most proud of?
3 For each job, note the range of tasks or
activities you had to do. 11 What were the things you disliked or
found frustrating?
Activity 1.8
Some work roles and areas of competence are listed below. Work through each
role in the list. Does it sound like you? If it comes to you easily, put a tick beside
it; if it isn’t a usual role for you, cross it out. If you’re not sure or if it’s only partly
true, leave it blank.
Activity 1.9
Work through the following descriptions, deciding how you compare with other
people. Try to use the full range of ratings from 5 (much more so than most)
to 1 (much less so than most), circling your position on the scale.
Pessimistic (f) 5 4 3 2 1
Energetic (f) 5 4 3 2 1
Solitary (s) 5 4 3 2 1
Determined (f) 5 4 3 2 1
Now look over your ratings. You can group them While one is reserved, another is very chatty
into those to do with relating to people and and communicative; one is a stickler for detail
social situations (s), to do with your approach while another is not too concerned about fine
to work tasks (t), and to do with your drives and accuracy.
emotions (f). Where did you score the most
There’s no right or wrong personality, but you
highly? Or did you score evenly across the three
do need to take your own traits into account.
categories?
A work situation that suits a very sociable
For instance, some people are at ease giving person won’t suit someone who prefers to work
a presentation while others find it very nerve- alone. The better you know yourself, the more
racking. If you think about your colleagues opportunities you create for finding a situation
you’ll be aware how they differ from each other. that will suit you.
1.2.5 What am I good at as far as connection between what we can do well and what
work is concerned? we enjoy doing, but it’s not a necessary connection.
You can be good at something without particularly
This section should help you to think about your enjoying it. You should also remember that you’ll go
aptitudes – what you can do and how well you can on developing as you cope with different demands,
do it. Some people have a creative imagination, as you learn through your own study, by going on
others a photographic memory, others are skilful with training courses, by trial and error, by observing
statistics. Some people have been taught or have others, by reading and so on.
learnt particular skills for themselves – competence
in a computer language, for example. Others have You can learn about your aptitudes from other
specialist knowledge, such as accounting standards people’s comments, through taking psychometric
or employment law. tests (which are discussed in more detail in Section
4) or from your own perceptions of how well you
This question is of particular interest to employers. cope with different tasks. The next activities are
It’s also important for you to know what you’re good based on your own knowledge, but do use any other
at, as it affects the work or the parts of a particular job information you can get.
that you can perform best. There’s generally some
Activity 1.10
Look back at your list of achievements and the knowledge and abilities you needed to apply
what they say about you. Now list some of in order to achieve the result. Perhaps you had
your work/voluntary/domestic achievements, to learn a new technique, or perhaps you used or
projects you’ve tackled successfully, initiatives developed a skill you already had.
you’ve put into practice, etc. Then think about
What I achieved Knowledge/abilities used
1 1
2 2
3 3
4 4
5 5
Activity 1.11
This activity will help you to assess your skills in more detail. The activity is grouped into skills which are
of particular importance to employers, often referred to as ‘employability’ or ‘transferable skills’. Consider
how well you can carry out each one in comparison with other people. Be as honest as you can both in
admitting lack of skill and in acknowledging your competence. Try to use the full range of ratings.
Communication
Rating
1 Listening, taking in what others say and checking your understanding
of the information
Total score
Total score
1 Understanding book-keeping
2 Preparing a budget
3 Using a spreadsheet
10 Operating PAYE
Total score
2 Using statistics
7 Flow-charting
8 Rational decision-making
Total score
Technical/practical Rating
11 Understanding engineering
Creative/innovative Rating
Administrative/organisational Rating
2 Planning systematically
6 Meeting deadlines
Total score
Summary
Now add up all your total scores. Look at the skills you scored most highly in
and those you most enjoy. Write them in this space:
Communication Technical/practical
Circle the skills that you’d most like to use in the future.
Now look through the original ratings to see whether there are skills you’re not
yet very competent in, but would like to develop. List those here:
Activity 1.12
Rate the values below for importance. Try to use the full range of scores.
4 Very important 3 Important 2 Less important 1 Not important
1.2.7 How well does my present (or last) job meet my needs?
Activity 1.13
To complete your examination of job satisfaction Variety Individuals differ in the amount of variety
or dissatisfaction, consider the following. Circle they prefer, but it’s stimulating to have some
the level that applies to your present or most change and variation in the work environment.
recent job. Too little About right Too much
Money Clearly, inadequate income causes Clear boundaries A work situation where
many problems and dissatisfactions. boundaries aren’t clear can cause uncertainty
Too little Adequate Well paid and conflict. Equally, being in a tightly defined
job can feel restricting.
Opportunity for control Simple, repetitive,
Too little About right Too much
closely controlled work is generally far from
satisfying, but on the other hand having a Social contact Everyone’s need for contact
high level of responsibility (being a managing is different, but most of us get satisfaction
director, for example) can be stressful. from being with others, chatting over coffee or
Too little About right Too much working in a team.
Too little About right Too much
Opportunity to use skills Most of us
enjoy using and developing our skills and Respect Most of us like to be thought well of
competence. But having very high-level, and respected by others. For work satisfaction
complicated demands repeatedly made on us it’s important to feel that there’s some match
can be stressful. between your contribution and the position you
Too little About right Too much hold.
Too little About right Too much
Goals People function best when there are
demands to be met, targets to be achieved,
challenges to rise to. We all have our own
preferred level of demand.
Too little About right Too much
Activity 1.14
Review
You’ve now considered the reasons why you work (other than financial necessity) and which things you
most enjoy doing. If your occupation is to ‘feel right’, it’s important that it should be fulfilling, agree with
your beliefs in general and allow you to express your personality. Any significant mismatch is likely to leave
you feeling dissatisfied or stressed or becoming cynical about your job. Take time to reflect on the results
of the activities in this section, perhaps discuss them with a confidant and if necessary modify them. Note
your thoughts here.
Activity 1.15
Look through these kinds of work and consider whether you would like to carry
each one out. You will have had experience of some of them. Try to imagine
whether you’d like doing the others or not. It’s not a question of your ability or
qualifications, but only of your own preferences. Assume that you could do the
activity if you wanted to.
Tick Yes, Not sure or No according to how you feel about each activity.
Scoring
Give 4 points for each ‘Yes’ response
Give 2 points for each ‘Not sure’ response
Give 0 points for each ‘No’ response
Now add up the scores for the groups of questions shown here:
Total
Score
A Administrative/legal/secretarial e.g. charity officer, health service manager
The result may be no surprise. It might be that you work or have worked in your highest-scoring area and
enjoyed it. If so, this is a reassuring confirmation and suggests that you should consider continuing in that
or related work, even if in a different kind of organisation. Alternatively, the pattern may suggest a move to
a different area of work.
The list of interests we’ve considered in this activity reflects common graduate and managerial areas of
work. It doesn’t include artistic, creative, craft and natural environment areas, nor those that depend on
performance skills such as acting, dancing, playing a musical instrument. If you have interests outside this
‘managerial scheme’, do take account of them in considering your future. Before carrying on, you might
find it helpful to look again at the section on the roles you play in your life and any possibilities you noted
there.
Activity 1.16
You may also find it useful to work through Prospects Planner. This is an online career-planning tool
that will help you explore your skills, interests, and motivations. It will then match your profile with an
occupational database to produce a list of job suggestions for you to consider. Prospects Planner, like
similar programs, doesn’t tell you what you should do, but it will give you a starting point to explore
areas of work that may interest you.
Access Prospects Planner via the Prospects website by logging on to:
www.prospects.ac.uk/links/Pplanner
First, you’ll need to register. Simply click on Login/Register in the My Prospects account box on the
home page and go from there.
Use Section 2 of this workbook to help you research the results you have got in the above activities.
Summary chart
Further resources
Try these resources for developing self-awareness.
You could take a look at the Windmills website. This
is a virtual career coach which teaches individual
career-management skills. It will help if you’re feeling
uncertain about where your career is heading and
is very useful if you have some work experience but
feel as if you are currently under-employed. Windmills
consists of seven stages or ‘tactics’. The tactics you
will find most relevant at this stage are:
• Tactic 1: Focusing your skills – self-reliance,
people, general and specialist skills analyses
• Tactic 2: Finding your ideal job – includes a
motivation assessment
You can access the website at:
www.windmillsprogramme.com
Learndirect Futures is another career interest-
assessment website that generates job suggestions.
It covers job roles at all levels of responsibility rather
than those just at graduate level as covered by
Prospects Planner. You need to register (free) to use
it at:
www.learndirect-futures.co.uk
Exploring possibilities
In this section
2.1 Planning your strategy 35
2.2 Graduate-level jobs 36
2.3 Creative job search 38
2.4 Finding vacancies 38
2.5 Building a network of contacts 43
3 New graduate occupations These reflect 2.2.2 New and expanding opportunities
changes in technology and organisational for graduates
structures and priorities. Some are relatively new
occupations whereas the nature of others has Structured graduate programmes still exist with large
changed so that an increasingly common route ‘blue chip’ companies but competition is fierce and
into them is via a graduate level qualification (for fewer graduates now enter through these schemes.
instance, marketing, engineering, environmental According to the Graduate Experience 2002 Report
health). The ability to access and use specialist (DTI, Barclays) only 14 per cent of respondents had a
information is an additional skill for these areas. place on a graduate training scheme with a blue chip
4 Niche graduate occupations This is an employer. In fact, a growing proportion of graduates
expanding area. Most jobs in this category don’t find their first jobs in small and medium-sized
usually ask for a degree but have some areas enterprises (SMEs). At the beginning of 2002, there
that are deemed as ‘specialist’ and increasingly were 3.8 million SMEs in the UK and it is predicted
ask for a degree at entry – for example, retail that they will create a further 2 million jobs by 2010.
management, nursing, graphic design. For more information on SMEs go to:
5 Non-graduate occupations Increasing www.prospects.ac.uk/links/SectorBs
numbers of graduates don’t immediately enter
the ‘graduate labour market’. Many are in non- Destination of Leavers in Higher Education in
graduate jobs but using the skills that they the UK
have developed as a result of their studies.
There are many instances of graduates in these Each year universities in the UK are required to ask
occupations demonstrating their potential and their graduates about what they are doing and how
developing their initial role to fit their skills. studying has changed or developed their careers.
This data is published annually and can be seen
at www.prospects.ac.uk/links/wdgd and on the
Teaching Quality website at www.tqi.ac.uk
In 2004 unemployment among all students was
6.1 per cent six months after leaving. Although we
know that OU students start from a different point as
many are working while they study, the data shows
the unemployment figure for OU students from the
2003/4 survey to be 2.5 per cent.
• Local • National
To find the kind of company that can use your skills 2.4.3 To make an effective speculative
and satisfy your needs: contact
• Look at the resources suggested in this section. • Pick out likely targets Be discriminating and
• Look at company websites and find out more about choose worthwhile prospects. You’re not sending
them. out a mail drop or a circular letter. Each approach
• Consult the main directories in your local reference must be tailor made and will take time to prepare.
library. Which organisations have the sort of position
that attracts you? Who is recruiting, reorganising,
To get started try: relocating? Use all your information sources and
• General trade directories e.g. Yellow Pages, network contacts (which we will discuss in more
Thompson Directory, KOMPASS (www.kompass. detail below) to select a portfolio of companies,
com) and concentrate on those.
• Specialist trade directories for different • Contact a named individual Approach only the
occupational areas, for example, The Writers’ and person who can take the decision to employ or
Artists’ Year Book. Does the profession you’re help you (you might be asking for information
interested in produce one? Use www.prospects. rather than a job). Check with the organisation to
ac.uk/links/occupations to see if there are any. make sure that names, job titles and addresses
are correct. Your letter, telephone call or email
Remember, even open jobs are hidden during the must reach the right person.
early stages, while decisions are being made about
internal versus external recruitment campaigns, • Get a meeting No one ever got a job merely by
selection dates, advertising space and so on. writing a letter. You want a meeting: say so clearly
when you write. Be prepared to fit in with the
employer’s availability. Prepare for the meeting as
2.4.2 Making speculative approaches you would for a job interview.
• Give a specific reason for contact Have a peg
Please note that making speculative to hang your letter on. You’re not asking for a job
or hoping there might be a vacancy. You’re making
approaches to companies is not a business proposition, showing how your abilities
permitted in Northern Ireland. can contribute to the success of the enterprise.
You must prepare a thoroughly argued case to
It isn’t enough just to wait for jobs to be advertised prove that the cost of employing you is more
in the media. The effective job-seeker must tap the than outweighed by the benefits. Research the
hidden market by making speculative approaches organisation. Familiarise yourself with its problems
to prospective employers. Turnover, promotion and and needs, show where you can fit in, and how
retirement continually create new job opportunities. you would improve, develop or help it become
Economic, technological and organisational change more effective. And be sure you can deliver the
always affect employment patterns. Marketing goods!
yourself means keeping ahead of the competition. • When you meet Be businesslike and professional
This approach gives you the initiative. You decide in making your proposals. Ask questions about
which organisations, sectors, jobs and areas most the employer’s needs. Treat the employer as a
appeal to you. Speculative approaches can even client, explaining what you offer and what you can
create new jobs. Convince employers that you have do. Be flexible. Be prepared to negotiate. If a full-
exactly the skills they need to solve their business time appointment isn’t practical, there may be a
problems. Prove that they need your abilities and possibility of employing you for a particular short-
would benefit from your expertise. Demonstrate that term project. Get any agreements – proposals or
they can’t afford not to employ you. contracts – in writing as soon as you can.
This approach isn’t comfortable for some people for • Always follow up If you hear nothing within two
example, a very nervous jobhunter, nor appropriate weeks of writing, follow up by telephone, perhaps
in some areas of employment, for instance, teaching. to arrange a meeting through a secretary. Offer
Consider what’s right for you and your ‘target’ area. dates and times.
To find out about recruitment agencies: Consultants often don’t share information with one
another, so if you apply to a large firm operating in
• Making the Most of Your Recruitment
many locations you need to send your CV to all of
Consultancy A guide obtainable from Badenoch
them.
and Clark recruitment consultancy at:
www.badenochandclark.com You can find addresses of search firms in The Daily
Telegraph’s Recruitment Handbook, edited by Patricia
• The Recruitment and Employment Confederation Leighton, published annually by Kogan Page.
is the national association for the recruitment and
staffing industry. You can search for agencies by
geographical location and by type of work from 2.4.11 The internet
their website at: Most jobs are now advertised on the internet through
www.rec.uk.com national websites directly associated with particular
careers. There are also opportunities to ‘post’ your
2.4.10 Executive search firms CV on the web, entering it into the database of an
organisation (usually recruitment organisations) that
There are more than 200 executive search firms in will either try to find a suitable match for you or allow
the UK. While they are important in the market place, an employer to search the information and perhaps
their role is limited by the high fees they charge to select you for interview.
employers (typically 30–35 per cent of annual salary).
They tend to be used for jobs that are at a high Bear in mind that not all sites offer confidentiality,
level or require scarce specialist skills for example, and your personal details may become public
specialist IT skills, or when commercial confidentiality property. You could find yourself treated like a trading
is essential. They are of two main kinds: commodity, if the website’s main interest is simply
to capture personal details and sell on a CV. Try to
• Fee/assignment firms are given sole charge make sure you use vetted or recommended websites
of a particular search. They get most of their fee only to post your CV.
whether the employer hires their candidates or not.
Most graduate recruiters now recruit online as well as
• Contingency firms are paid only when the
using other methods.
company hires someone they have presented.
Some employers let more than one contingency Remember that:
firm work on a particular job. Sometimes
• Websites may not always deliver what they
contingency firms will distribute your CV widely in
promise. Many sites change rapidly and there
the hope of generating new business. They may
are no guarantees about the accuracy of the
interview you and construct a pen picture to go
information displayed. Always try to cross-check
with your CV.
information.
As noted above, search firms may deal with a limited
• Websites sometimes go online while still under
type of vacancy. As a result, they prefer to receive a
development.
CV to judge whether you fit what they have on their
books at that moment, or are marketable enough to • It’s sometimes difficult to see the wood for the
fit something that might turn up in the future. They trees – not everyone has a brilliant web designer.
receive enormous numbers of CVs and often don’t
bother to acknowledge them. Further resources
The average search firm has only three or four Look at the following website developed by
consultants. Most consultants limit interviews and Strathclyde University Careers Service which directs
initially are likely to carry out a telephone screening job seekers to vetted job websites. You can find this
with you. They seldom divulge information about their at:
clients. If they send you to an interview they’ll want to www.careers.strath.ac.uk/graduatejobsearch/
know how things went; similarly, they can be a useful index.html
source of information about how you were received
by the client. You can also register free on My Prospects, the
online news and CV-matching service that brings
Although some firms deal only with positions above tailored information about jobs and career events to
£50,000, they’re worth considering if you have skills your email address and lets employers search your
that are in short supply – accountancy is a particular electronic CV. You can also receive the Prospects
example. If you decide to use a search firm, send a Graduate Digital magazine. You can access this at:
CV and covering letter, and always include details of
your former salary and the range you’re looking for. www.prospects.ac.uk/links/MyProspects
Draw up a list of everyone who might be able Make a note in your career file of your list of
to help you – friends, family, former colleagues, contacts. As you work towards developing and
tutors, any business contacts you have, all extending your network, keep a record of each
potential sources of information or advice. Think letter, telephone call, conversation and so on,
what they can do for you: so that you don’t get confused over important
details.
• keep you informed
• comment on your strategy and approach, the
impression you make
• get you noticed.
• If they have a secretary, get their full name if you 2.5.4 Career Links
can.
As an OU student, you can register with Career Links.
• Introduce yourself succinctly. This could be a vital step in your networking – it
• Use the name of the referral source discreetly. allows you to link up with others in the OU community
• State the objectives of your call. who have work experience in the area you are aiming
• Get to the point quickly – treat it like a mini- for. Whilst this person won’t necessarily be familiar
commercial for yourself. with a specific company, they are likely to have
general knowledge about making contacts. You can
• Get the contact interested straight away – make access career links at:
notes beforehand of what you want to say.
• Try to avoid being interviewed over the phone www.open.ac.uk/careers/links
unless this is pre-arranged.
• Suggest times and dates for an appointment.
Pause for thought
• Clarify the exact place of the appointment. Building a network of contacts
• Offer your telephone number or email in case of a plays a key part in creative job
change in arrangements. search. Before reading on, you
might find it helpful to look again
2.5.3 Making an approach in person at the advice in Section 2-3
‘Creative job search’, considering
Making an approach in person can be an opportunity what further preparation you need at this point,
to test your interview skills and make a good and and to read the following example. It was produced
lasting impression. For a productive meeting, you by one of the students who tried out this pack
need a carefully planned agenda. It might cover: before publication and was preparing to approach
• Why you’re thinking of leaving your present job (or a particular company.
why you left your last one)
• Your job goals and some alternatives
• Your strategy for getting there Example
• A discussion about the industries you’re interested One of my network contacts led to an
in and the companies you’ve picked out introduction to the head of a department in a
• Questions about names and referrals to key company I was targeting.
people, preferably decision-makers for your kind I set up an appointment with her, and
of job who you can ask about opportunities in the decided on further preparation, as follows:
industry.
> Carry out more research on the company
• Advice and comment on your job-search strategy (e.g. journal and newspaper stories), to get
a ‘feel’ for the culture, trading problems/
Pause for thought opportunities (for me); exposure to risk,
political battles, etc.
Meetings need to be well planned
and purposeful. Other people > Talk again to contacts. (A discussion with an
have their own agendas, and ex-employee could be particularly revealing.)
there’s a lot to cover in twenty
– Put myself in the shoes of my prospective
minutes. Make sure that you’ve
boss. (Think about what sort of help the
done your research thoroughly,
company may need.)
using published sources, before you talk to your
contacts. They will respect you more and be more > How do my strengths match the needs?
prepared to help if they have evidence of your
> Plan which of my strengths/
professional approach.
accomplishments I am going to mention,
and how I am going to present myself.
> List which issues I want to investigate
(e.g. possible openings, prospects for
development/training/promotion).
> Re-read the advice in Section 4 about job
applications and interviews.
Note in your career file what preparation you want to On the Prospects site you can register free and have
make at this point. information about jobs emailed to you. Go to
www.prospects.ac.uk/links/MyProspects
2.5.5 Drawing up your letter Here’s a selection of other sites that you might like to
When it comes to drawing up a letter, keep in mind look at:
that there are three main reasons why someone Vacancies in higher education and related
might want to employ you: organisations www.jobs.ac.uk
1 To increase sales (or the employer’s equivalent Search facility with links to regional, national and
– service volume, membership, etc.) international newspapers
2 To decrease expenses www.thepaperboy.com/uk/
3 To obtain specialist expertise that leads to an Local Government Jobs at www.lgjobs.com allows
increase of sales or a decrease in expenses you to search by occupation and location.
Your letter must list accomplishments that correspond Includes non graduate jobs on this site
to these reasons. A speculative letter will need many www.connexions-direct.com
drafts in order to polish it.
Job Centre vacancies are online at
• You should include www.jobcentreplus.gov.uk along with links to
Key achievements and relevant experience information about New Deal initiatives.
Only the last five to ten years
A maximum of two uncrowded pages 2.5.6 Voluntary work
• Exclude Voluntary work can be a fantastic way of getting
experience and building networks as well as showing
Personal data (marital status, hobbies, etc.)
commitment to an area you are interested in. Local
Dates centres seek to place people into suitable voluntary
Salary work – meals on wheels, etc.
Copies of references In addition, you may find the following websites
• The first paragraph is crucial. Use it to mention an helpful for exploring opportunities to work with
achievement related to the job you’re seeking and charities and voluntary organisations:
strike a chord of need in the reader. For example, Charity Job www.charityjob.co.uk
describe a relevant problem, outline how you
tackled it and state what results you got. Charity People www.charitypeople.co.uk
• Get someone else to check your spelling, grammar CR Search and Selection www.crsearch.co.uk
and layout. Be critical over matters of style, and
Citizens Advice www.citizensadvice.org.uk
prune ruthlessly.
Community Service Volunteers www.csv.org.uk
Section 4 ‘Getting the job’ offers advice to help
you with the practical side of drawing up a letter to Do-it-: search this database for a wide range of
accompany a CV. volunteering opportunities in the UK. From here you
can link to the various volunteer bureaus for your
Further resources areas of the UK www.do-it.org.uk
Making decisions
and taking action
In this section
3.1 Making decisions about your life 47
3.2 Goals, restrictions and resources 48
3.3 Plan of action 52
3.2.1 Goals
What is a goal?
• Goals are what you want to get out of life.
• You may use other words to describe your goals
– results, outcomes, aims and ambitions.
• Unlike dreams, hopes, fantasies and wishes, goals
are specific and expect the outcome to arrive.
• While short or long term, goals should be realistic
but challenging.
• Remember: your goals may change over time.
Activity 3.1
Activity 3.2
Resources Restrictions
Money
Financial resources Responsibilities
Health
Good points Bad points
Beliefs, outlooks
Positives Negatives
Activity 3.3
Look first at the example below. It was produced by someone who wanted to
apply for promotion. Each restriction is set against a helping resource, giving a
balanced picture of the situation.
Example
Goal – Promotion
Resources Restrictions
Line manager’s support Colleagues’ reactions
Personal ambition/determined Limited mobility
Prepared to take responsibility Little experience of managing people
Project management experience No experience of managing budgets
Minimise restrictions
Now look at the restrictions you underlined. What actions would help you to
reduce their effects?
You’ve now listed actions you can take towards your goals, but there’s more to do.
Actions Resources
Attend course on finance for non-managers Internal training courses
Attend outside course in the evenings Local college has course
Find out about the budget process Line manager’s support
Family support
Actions Resources
Actions Resources
Actions Resources
Look at the worked example below, then fill in your own plan on the following page.
My long-term goal Short and medium Actions required Constraints Resources- who or Target date
term goals to what can help me? for actions
achieving long-term
goal
To become a Postgraduate course Find out about Difficulty of funding Explore educational Next week
journalist in journalism courses or career
development loans
Gain relevant Write to local Afraid of rejection Friend will provide Within two months
voluntary/paid newspapers support and
experience encouragement
Write freelance
articles and submit
Take an evening class Find out where Cost? Motivation to Check if special Tomorrow
in shorthand or classes are complete? arrangements are
word-processing offered locally possible for payment
e.g. weekly
My long-term goal Short and medium Actions required Constraints Resources- who or Target date
term goals to what can help me? for actions
achieving long-term
goal
Career Planning and Job Seeking Workbook
Career Planning and Job Seeking Workbook
Notes
Table 4.1. Skills that employers want and how they can be developed
Type of skill “Buzz” words Examples of how the skills can be
developed through interests, work
and education
Self-reliance skills Self-awareness – purposeful, focused, OU study,
self-belief, realistic
Roles within your working situation,
Involvement in community groups,
Roles within the home – planning,
coordinating others
Proactivity – resourceful, drive, self-reliant
Willingness to learn – inquisitive, motivated,
enthusiastic
Self-promotion – positive, persistent,
ambitious
Networking – initiator, relationship-builder,
resourceful
Planning action – decision-maker, planner,
able to prioritise
General employment Problem-solving – practical, logical, results Roles within the home – budgeting,
skills orientated roles within work e.g. use of IT, work
experience
Flexibility – versatile, willing, multi-skilled
Business acumen – entrepreneurial,
competitive, risk taker
IT/computer literacy – office skills, keyboard
skills, software packages
Numeracy – accurate, quick-thinker,
methodical
Commitment – dedicated, trustworthy,
conscientious
Specialist skills Specific occupational skills – specialist OU study, European Computer Driving
relevant knowledge, e.g. languages, IT Licence (ECDL); language skills;
web design skills; first aid at work
qualification; NVQ qualification.
Technical skills – e.g. journalism,
engineering, accounting, sales
The requirements an employer sets out in a job • Experience Is it preferred or essential – will you
advertisement are likely to be much more specific, but be ruled out? What experience can you offer from
it’s worth bearing in mind that candidates who apply any aspect of your life that demonstrates close or
for ‘graduate’ jobs are also expected to demonstrate transferable skills?
at least some if not all of these skills. • Qualities Note the language used to describe the
Many OU graduates have lots of evidence with which ideal applicant. Analyse each noun and adjective
they can demonstrate these skills: for its implications. For example, ‘committed self
starter’ could imply that there’ll be little supervision,
• experience of the world of work and working but may also mean that no training is provided.
environments both paid and unpaid You may have to motivate yourself with little
• commitment to their own personal development support or encouragement, or even in the face of
demonstrated by undertaking OU study resistance. Find out what this will mean in practice,
• time management and organisational skills and be honest about whether your personality and
required to successfully combine OU study and needs match what the employer wants.
other responsibilities. • Location and geographical mobility How far
would you travel each day? Would you consider
Remember to use this evidence when you apply for
moving house? If you need to travel around, how
jobs! If you don’t shout about it, nobody will do it for
much of a problem would this be for you?
you!
• Age Are there any obvious age implications? It’s
important not to lose sight of the positive aspects
Example
Vacancy: Fundraiser for Scottish Wildlife Preservation Society
Analysis of
key requirements My evidence
Experience
Numeracy e.g. Treasurer of Residents’ Association:
> Draw up budget bids or plans within agreed guidelines and procedures for
submission to internal and external bodies.
> Responsible for assessing potential expenditure in terms of value for
money and taking appropriate action to ensure this is achieved.
Keyboard skills ������������������������������������������������������������������������
> ����������������������������������������������������������������������
Self-taught packages in order to produce a dissertation for my degree.
> Worked in Windows based environment for numerous holiday jobs
– secretarial role.
Marketing knowledge > Temporary job (with full induction and training) over two summer holidays
as a market research interviewer.
> Marketing module completed as part of my degree studies (12 months)
– identifying, anticipating and satisfying customer requirements profitably.
Ability to work on own e.g. From recent employment, current part-time study.
> As a part-time student I have worked within a thirty-two week study
calendar and managed a weekly workload of reading, assignments,
tutorials and revision alongside a part-time job and voluntary work.
> I have worked unsupervised as a treasurer for a local Residents
Association for two years and have always met deadlines for reports.
Interest in wildlife e.g. Active member of RSPB
> I have organised several meetings between the RSPB and the local branch
of the Campaign for the Protection of Rural England to look at the decline
of the bluetit in Cheshire and preventive measures.
> I am a regional fundraiser for BTCV and the PDSA.
> I work alternate Sundays at the local animal hospital as a volunteer.
> I am an avid reader and subscriber of the Warbler and make regular
contributions to this national magazine.
Presentation skills > I have used Power Point to present information on the decline of local bird
populations to a community group and to councillors.
> I have also organised and facilitated presentations to local schools and
governors using a variety of media.
Activity 4.1
Begin by looking at an advert or job description for a position that interests you.
If you don’t have a specific one in mind you might look in a careers publication
or website such as www.jobs.ac.uk. Alternatively, look at the occupational
information on the Prospects website:
www.prospects.ac.uk/links/occupations
Vacancy/job description:
Analysis of key requirements My evidence
What you’re going to say (understanding the and Course Guides for the courses that you have
purpose of the question) studied and pick out the kinds of skills that the
Who you’re saying it to (someone who doesn’t course aimed to develop. These may have been
know you but will make decisions about your expressed as learning outcomes. Learning outcomes
future) will give you some help in mapping out the skills and
achievements that you gained during OU study. They
How you’re going to say it (presenting an accurate
can help you identify the subject-specific knowledge
picture of yourself)
and transferable skills you have acquired during each
Why you’re saying it (showing that you have course.
the qualities, interests and skills the employer is
looking for) Some jobs may require subject-specific knowledge
(e.g. to be a teacher) while some put emphasis on
• Make your points relevant, interesting and
transferable skills (which you dealt with in Section
personal (say ‘I’, not ‘we’). Give evidence and
1.2.5 above) and some look for a mixture of both.
avoid bland generalities (e.g. ‘I worked as a
You will find that by studying with the OU – whatever
volunteer classroom assistant for three years’
the subject area – you will have developed a range
rather than ‘I love children’). The skills you’ve
of both subject knowledge and transferable skills
developed in one context may well be transferable
that many employers will value. It is up to you to pick
to another and employers will look for evidence
these out from your own experience so that you can
that you recognise them: e.g. dealing with
present this on an application form. If you want to do
members of the public, working under pressure,
this in a more structured way, there are a number of
handling money, working odd hours.
resources in the Careers Advisory Service website at
• Use positive language. www.open.ac.uk/careers. If you are a student, go to
• Leave no unexplained gaps in your employment the sections on ‘Personal and Career development’
record. If you’ve been unemployed, say so; but and ‘Moving on’.
mention any part-time or voluntary work you did
during that period. Look at Section 6 if you are or 4.3.4 When you’ve completed the form
have been an offender.
• Check it thoroughly for spelling and grammatical
• Tailor your responses to the post you’re applying
errors; ideally get someone else to check rather
for. If you’re applying for a job related to your
than relying on a spell checker. Make sure you’ve
degree subject, give fuller details of your course
been consistent in style (e.g. in your use of
than you would if it’s not particularly relevant.
personal pronouns).
• Use the ‘any other information’ section to draw
• Look over the presentation. If possible, ask
attention to activities and qualities not covered
someone else to look over your application before
elsewhere on the form.
you send it.
• Be convincing. Be positive and honest. Inaccuracy
• Make a note of the job you’ve applied for, the
in one section can raise doubts about other areas
name and address of the person you sent the form
of the form. Generalised waffle convinces no one.
to, and the date you sent it.
• Get your referees’ agreement before giving their
• Use an envelope of suitable size so that the form
names, and keep them well briefed so that they
isn’t folded, or not more than once. Always send it
can write supportive references. Usually, one
by first class post.
should be an academic referee; another someone
you’ve worked for who can write about you as • Make a copy of your completed form so that you
an employee. If appropriate, give their full titles can re-read it before the interview. It’ll also take
and status. Your regional centre can provide you some of the tedium out of tackling other forms.
with a confidential reference – name the Regional You can often use the same material, with a little
Director as the referee. editing, for several applications.
You’ll rarely find the perfect application form that
4.3.3 Skills you have attained as an exactly suits your background and experience. You’ll
OU student need to adapt your answers to the questions you find.
Practise answering the typical questions in the next
As an Open University student, you can stress the
activity.
personal qualities and skills that OU study demands.
Every employer values determination, self-discipline,
flexibility and time management skills. Make the most
of these skills as well as your academic success. You
may be able to look back at the course descriptions
Activity 4.2
The chronological CV
Malcolm Lewis
16 London Road
Portsmouth
PO9 6AL
Tel./fax 01903 562366
email mcrlewis@wizard.com
Profile
An experienced, highly motivated CIMA professional with in-depth knowledge of the financial services and
strong team-working skills, looking for an opportunity to take on wider responsibilities within the industry.
Employment
Current position:
1996 – Deputy Finance Manager
Ace Holdings Plc Portsmouth
Main responsibilities: • Preparing financial reports
• Supervising office of 25 staff
Key achievements: • Planned and co-ordinated computerisation of management accounts
system
• Trained staff in use of new system
• Strengthened and simplified reporting of financial information
• Reduced staff costs by 11% in 1999/2000
• Researched a detailed marketing study leading to refocused annual
marketing plan
• Negotiated £2m loan for major construction project
• Handled credit analyses and made credit recommendations
Previous experience:
1988–96 Management Accountant
Southern Finance Plc Portsmouth Organised and prepared accounts
for District Manager
Planned and managed the introduction of new financial information
system
Supervised office of nine staff
1986–8 Accounts clerk
Southern Finance Plc Assisted with ledger accounts and budget preparation, interviewed
Southampton clients, handled cash
Education
2001–2005
The Open University Masters in Business Administration (MBA)
1995–2000
The Open University Professional Diploma in Management, by part-time study
Courses:
B784 The effective manager
B785 Accounting for managers
B786 Managing customer and client relations
B751 Managing development and change
B752 Managing resources for the market
1981–1986
Hampshire High School O-levels: Maths, English, Physics, Chemistry, History, French
Training
1990–95 Passed all stages of Chartered Institute of Management
Accountants examinations
Various short professional courses
In-house interviewing, staff appraisal course
Additional skills
IT skills: competent in the use of Microsoft Office and SAGE financial
management software.
Languages: conversational Spanish and French
Interests
Keen member of local amateur dramatics society and have
been stage manager for the last four years
Currently treasurer of my children’s primary school PTA
Regular swimming to keep fit
The Functional CV
Sandra Simpson
5 Malvern Road
Cherry Hinton
Cambridge CB1 4LX
Tel. 01788 529445
email: Sandra@hotmail.com
Skill profile
A graduate biologist with strong food industry experience in quality assurance, research and development
and creation of new products. Career orientated, analytic, highly organised and energetic. Capable of
achieving personal objectives, as demonstrated by successful completion of my degree by part-time study
while employed full time. Goal orientated, with a clear and concise vision of future objectives. Keen to find
a challenging position that offers long-term potential in quality assurance and/or new product development.
Achievements
• Analysed the quality assurance system at Continental Kitchens Ltd, making recommendations for new
procedures which led to an entirely new quality control system. This facilitated a faster, more accurate
means of inspection, saving £200K annually.
• Developed and instituted a statistical quality control programme to cover all critical control points in
the manufacturing process. The system alerts operators when to change the process parameters
without disturbing production flow.
• Created computer applications for environmental microbiological trends for control of plant cleanliness,
resulting in significant improvement in overall sanitation.
• Formulated new and improved existing food products. Contributed to the development of a new line of
Polish foods for wholesale distribution.
Experience
CONTINENTAL KITCHENS LTD,
Cambridge 1999 to present
Quality Assurance Coordinator (2000)
Quality Assurance Auditor (1999)
Responsible for – all quality control, sanitation and pest-control programmes
– creation of statistical programmes to help with the transition of
quality assurance responsibility to individual operators
Education
The Open University 1994–2000 Courses studied:
S101 Science: A Foundation Course
BSc (Hons), Upper Second Class S203 Biology: form and function
U205 Health and disease
U206 Environment
S324 Animal physiology
S327 Living processes
S328 Ecology
S365 Evolution
Grove Comprehensive School
Leicester 1986–1992 2 ‘A’ levels: Biology (C), Mathematics (D) 8 GCSEs
Additional information
After ‘A’ levels, I took a ‘year out’ to travel the world and consider my future. On return to Britain, I gained
employment as a research technician and applied to study part time with The Open University. I served
as a Regional representative on the OU Students Association for three years and contributed to student
feedback on two courses in their first year of presentation. I have been interested in watersports since
school, particularly scuba diving. My other interests include cycling and mountaineering.
From 1995–99, I took time out of work to raise a family.
Full driving licence
Referees
Mrs Joan Whitaker
Director of Quality Assurance
Continental Kitchens Ltd
12–16 London Road
Cambridge, CB10 3QY
Tel. 01223 599886
Regional Director
The Open University in the East of England
12 Hills Road
Cambridge, CB2 1PF
Tel. 01233 364721
The Targeted CV
Vigla Kozlowski
ADDRESS: 45 Longhurst Avenue, London, N10 8EP
TELEPHONE: 020 8887 5131 EMAIL: Vkozlowski@wizard.net
Career aim
Building on my previous experience of working in a large organisation at a time of change to train and work
as a professional personnel manager.
Skill profile
A Coordinator: As a project manager currently working simultaneously on a range of
demanding projects, I have been responsible for cultivating a spirit of teamwork
and cooperation. I have to be able to prioritise work within both strict financial and
time constraints and ensure that others do too. Sound judgement, combined with
organisational sensitivity and a high level of accuracy and attention to detail, have
been essential to the success of my section.
A Participant: I am a member of a small steering group set up within the bank as a result of
the recent major changes in working practices. The work involves planning,
implementation and evaluation of new systems and their effect on staff at all
levels. This experience has shown me the importance of good interpersonal and
communication skills. I have become used to seeking and learning from criticism,
and to resolving potentially disruptive differences of opinion. No less important has
been my ability to express myself clearly and effectively both face-to-face and on
paper, in projects and reports.
An Individual: Both my work as a nurse and in banking has demanded a high level of personal
responsibility, autonomy and judgement, whilst working in a team.
An Enthusiast: I am hardworking and have always put considerable energy and enthusiasm into
all of my activities, believing that this is the key to achieving worthwhile results. I
thrive on the challenge of change, making sure that I always fulfil my function and
deliver to deadlines.
Education
1987–1994 The Open University. BSc. Hons, 2.1
Courses chosen to obtain recognition by the British Psychological Society.
Distinctions obtained in Social and Cognitive Psychology, in Biology: Brain
and Behaviour, and in Principles of Social and Educational Research. My main
research topic involved interviewing a wide cross-section of both adults and
children in small groups and on an individual basis, devising questionnaires and
analysing data.
Training
1992 IPM Certificate in Personnel Practice
1987 Lloyds Bank short in-house course in Personnel Management.
Work experience
1992 to date. Lloyds Bank, Business Loans Section
Responsible for assessing loan applications and making loan decisions. This
involves initial discussions with individuals and, frequently for larger loans,
working with the personnel of companies and other institutions with a financial
interest in the company’s future. Section leader with responsibility for the work of
six staff who report directly to me.
Banking attracted me because it offered a structured training and a wide range of
opportunities within each department. I would now like to broaden my experience
into personnel in a large retail organisation.
1989–1992 Lloyds Bank. Recruitment Officer – Recruitment interviewing, in charge of four
staff.
1987–1989 Lloyds Bank. Personnel Assistant – Personnel administration, pay and pensions,
record keeping, three staff.
1986–1987 Lloyds Bank. Counter Clerk – Responsible for serving customers, handling cash.
1983–1986 North London Hospital, Student Nurse
Although I could have gone to university when I left school I had always wanted to
be a nurse, so I decided to train at the local hospital. However, during my training I
realised that this career was not for me. As I had enjoyed the studying and wanted
to further my academic studies in a related subject, I decided to apply for a job
and combine this with part-time study with The Open University.
Additional skills
• Sound working knowledge of Excel and Lotus 1-2-3 spreadsheets, Dbase IV and Q&A databases and
word-processing using Word 2000 and Word NT
• Interviewing
• Psychological test administration and interpretation
• Car owner. Full, clean driving licence.
Referees
Names available on request.
4.4.7 The academic CV Because of this, academic CVs are often longer than
other types of CV. You should also include three
For academic jobs in universities, it is expected referees rather than two.
that candidates (for academic jobs such as lecturer
and postdoctoral research posts) will produce an • Remember to include examples of the skills that
academic CV. These CVs place more emphasis on you have developed through your research.
the subject matter of the degree and/or research and • If you are a postgraduate or research student
on the knowledge and achievements gained. They who is applying for a job outside academia, you
are likely to include information on some or all of the should consider a chronological, skills or targeted
following: CV, depending on what you are applying for. In
• The title of your PhD and the names of your presenting your research, you should do this
supervisors without using any subject-specific jargon so that it
is understandable to the employer. Ask someone
• Teaching/administrative experience who knows nothing about your research subject
• Professional memberships (if relevant) to read through what you’ve written and check
• Fellowships and awards it makes sense to the lay reader. Remember to
• Conferences attended/presentations given emphasise the transferable skills that you have
developed in undertaking higher level study,
• a detailed abstract of research should be such as communication, analysis and working to
appended to the end of the CV deadlines.
• full details of publications.
The Academic CV
EDUCATION
The Open University - PhD in Medicine 2002–2005
Thesis Title: The regulation of leukocyte migration away from the subendothelial compartment.
Supervisors: Professor R. Jordan and Dr. D. James
Project synopsis: Adapted, validated and implemented a “novel” assay to investigate leukocyte migration
and survival.
Systematically investigated the role of soluble mediators and adhesive interactions in the survival of
neutrophils following transendothelial migration.
Identified phenotypic alterations in T-cell subpopulations following migration through an endothelial-
fibroblast bilayer.
University of Manchester - MSc in Immunology (distinction) 2001– 2002
Dissertation project: ‘Neutrophil spontaneous apoptosis is mediated through the acid sphingomyelinase
dependent generation of ceramide.’
Modules studied included: tolerance and autoimmunity; transplantation biology and cell adhesion;
haemopoietic cell differentiation and malignancies.
University of Salford - BSc (Hons) in Biochemistry (first class) 1998– 2001
Dissertation project: ‘Autoimmunity: A genetic perspective.’
Modules studied included: cell biology; genetics; immunology; microbiology; oncology; and physiology.
This was a broad-based degree in biochemistry with the second year spent studying at Oregon State
University, USA.
COMPUTER SKILLS
Extensive experience of Microsoft Word, Excel, PowerPoint and Prism, and a working knowledge of
WinMDI and Image Pro.
PUBLICATIONS
Bennett, A., Jones, J. and McArthur, H.M., Transmigration prolongs neutrophil survival through a beta-2-
integrin-dependent adhesion signal. (Paper submitted to the UK Medical Biology Journal)
Bennett, A., Layerton, S. and McArthur, H.M., Identification of a phenotypically and functionally distinct
population of neutrophils in a model of reverse endothelial migration. American Journal of Medicine,
January 2006
ACHIEVEMENTS
Received awards for best overall academic achievement and best dissertation project
at the end of my MSc (2002).
Received award for best overall academic achievement at the end of my BSc (2001).
REFEREES
Professor Rebecca Jordan
r.g.jordan2@open.ac.uk
Dr David James
d.d.james1@open.ac.uk
Dr Steven Mayes
s.r.f.mayes@open.ac.uk
All referees can be contacted via
The Open University
Davis Medical Building
Milton Keynes
MK7 6AA
Or by phone on 01908 456 789
The above example of an academic cv has been published with the permission of the
Association of Graduate Careers Advisory Services (AGCAS).
4.4.8 What to include (and not to Address Be sure to give a full address with postcode,
since invitations to interview are often sent at short
include) in your CV notice and speedy delivery is in your interest. Include
Your CV is uniquely yours in style, content and layout, an email address if you have one.
but you may find the following ‘do’s’ and ‘don’ts’
Telephone It’s important to give a telephone number
helpful.
where you can be reached or where a message can
CVs usually contain: be left. Include your mobile number if you have one.
If you’re employed and prospective employers can
• personal data
contact you during office hours, give your number and
• employment, experience say that it’s a work number, so that the caller will be
• education discreet. Always give the full area code, number and
• training extension, so that you can be reached as easily as
possible. At home, consider investing in an answering
• interests, activities
service or machine.
• additional skills
Other personal details There’s no need to include
• career aims, personal profile (optional)
such details as date of birth, nationality, gender,
• references. marital status, number of children. These are
irrelevant on a CV, where your aim is to get yourself
Personal data
invited for interview. You can discuss them at the
Name Give the name you want to be known by if interview if appropriate, when you have more
you’re called for interview or appointed. However, you opportunity to negotiate any difficulties.
don’t need to give initials or middle names; they’re
unnecessary at this stage and may confuse matters. Employment experience
It’s acceptable practice these days to put your name
Your aim here is to stress your achievements at work.
in the centre in larger bold font instead of giving the
Include the nature and place of your employer’s
document the title Curriculum vitae. It should be quite
business if it isn’t obvious from the name, but don’t
obvious what it is.
give the address or the name of your manager at
this stage. For more recent jobs, say during the
last ten years, give more detail about particular
responsibilities, projects, assignments and results qualifications you could list secondary school
achieved, preferably in quantitative terms. A one- educational history in chronological order
sentence description of the scope of your job, – that can be easier to digest than in reverse
with figures such as staff, budget etc., should be chronological order – but use the same order you
followed by a statement of achievements. Avoid used in ‘Experience’. If you’ve worked your way
specialised language unless you’re sure the reader up from the bottom and lack formal qualifications
will understand it. altogether, you could expand your work
achievements and contract the education section.
There are different opinions about whether you
set your experience out in forward or reverse • If you’re offering professional qualifications it might
chronological order. So much depends on the nature be worth specifying not only the qualification (with
and relevance of your previous employment to the the S/NVQ level, if appropriate) and the awarding
job you’re applying for. But everyone agrees that the institution, but also how you obtained it, e.g. full-
most relevant job should appear at the top of the list, time course, day-release. For a technical post or
so that the reader is encouraged to read on. Some one that requires special knowledge, consider
possible sequences are: giving additional information to show that you
have the relevant work experience, knowledge or
• Put your present or most recent job at the head training.
of the list, with appropriate detail; then the rest of
• Be specific about what you studied in your Open
the employment history in backward or forward
University courses, and highlight in a covering
chronological order.
letter or skill section the personal qualities and
• Start with the most relevant work experience, even skills that this kind of study requires. You might find
if it’s not the most recent, then work backwards or the course descriptions and Course Guides for the
forwards chronologically. courses that you have studied very useful: pick out
• Divide your experience under the headings the kinds of skills that the course aimed to develop,
Related and Other. This allows you to highlight which are often listed as learning outcomes.
the experience the employer is likely to be most Learning outcomes can assist you in mapping out
interested in, and play down other, less important the skills and achievements that you gained during
jobs. OU study. They can also help you identify the
• If you had a series of short-lived jobs and you want subject-specific knowledge and transferable skills
to abbreviate the list, you could say something like you have acquired during each course. Of course,
‘In the five years 1995-2000 I worked in various some jobs do require subject-specific knowledge
temporary positions in the catering industry’. (e.g. to be a teacher) while others place more
emphasis on transferable skills (see Section 1.2.5
Whichever system you use, make sure it’s clear and of this workbook). Some look for a mixture of both.
that the way you present starting and leaving dates By studying with the OU – whatever the subjects
is consistent. Don’t leave any unexplained gaps. are – you will find that you will have developed a
For example, if you’ve had time out of paid work to range of both subject knowledge and transferable
bring up a family, state this. If you have served time skills that many employers will value. It is up to you
in prison, please refer to Section 6 below for tips on to identify them from your own experience so that
dealing with this. you can present this on a CV.
• If your qualifications were awarded overseas,
Education
mention the British equivalent so that the employer
How far back should you go? School or young knows what level you’ve reached.
college-leavers should be quite explicit about their
education since age 11, but it’s more appropriate for Training
senior managers to include a brief résumé of schools Don’t give an exhaustive list of all the training
attended and exams passed. There’s no need to courses and seminars you’ve attended. Include
include the full address of each school or college – useful information about training and development
condense the information to dates, names and towns. – courses of a week or more, or training in relevant
Present your qualifications in the way that makes the specialist skills.
most of them:
Interests, activities
• If the job requires a degree or diploma it’s best
This section has various uses. It can show that
to start with that, enabling the employer to see at
you have a well-rounded life and don’t live for work
once that you meet the requirement.
alone; that you’re a sociable person who gets on
• If you have no higher-level educational with others; that you keep yourself fit. Your hobbies
may have given you opportunities to tackle roles • Don’t cram the page, and don’t clutter it up with
and develop skills that you haven’t had scope for unnecessary punctuation. Space makes text easier
at work – perhaps you’ve been a school governor, to read and more attractive.
run a computer club, done voluntary work that • Put the most important information on the first
demonstrates organisational and management skills. page and as near the top as possible. The
An unusual hobby such as sky-diving or genealogical employer may not bother to read on if there’s
research can be worth mentioning, even though it has nothing of interest to begin with.
no obvious relevance to the job. It gives your CV an
• The space you give to each section should reflect
interesting feature and makes it memorable.
its importance. Concentrate on the aspects that
are most important for the employer to know.
Additional skills
• Avoid long, complicated sentences. Don’t use
The diversity of individual careers sometimes
clichés, jargon and abbreviations the reader may
makes extra sections desirable: you can make up
be unfamiliar with. Write the words out in full the
your own subheadings. Include details you think a
first time you use them and put the abbreviation in
prospective employer really ought to know – driving
brackets; after that you can use it on its own.
licence; additional skills such as foreign languages
(if possible, give an indication of your level of • Seek other people’s views on your draft, and
competence), first aid training, and so on. It is also proofread the final version carefully.
important to outline your level of IT and keyboard • Your CV should be produced to a high standard,
skills, including software you are familiar with e.g. word-processed and printed or copied on good-
Word and Excel. quality white or cream paper. Make sure the copies
are sharp and clear. If you need to demonstrate an
Career aims, personal profile interest in design (e.g. for some media jobs) more
Including career aims and a skill profile can be elaborate graphics and perhaps coloured paper
particularly effective if you’re seeking a career might be appropriate.
change, you’re a mature graduate, you have an • Make sure that your CV arrives looking like a
unconventional record, or you’re applying for a job for quality document. Don’t fold it. Use an A4 envelope
which the competition is particularly keen. with cardboard reinforcement.
• If you send your CV by email, follow it up by
References sending a hard copy straight away.
You’ll usually need two referees, one your present Keep a copy of your CV (and disk) in a safe place.
or last employer. Give their names, addresses and You’ll need it again, to adapt for other employers.
telephone numbers, and their status or relationship
to you (e.g. line manager, course tutor). If you don’t
want your employer approached at this stage, say so
4.4.10 Analysing a job description
in your CV or covering letter. You might prefer to omit In order to construct a CV that’s effectively related
referees on the CV and put ‘Available on request’. to the job you’re seeking, particularly if you want to
offer a targeted CV, you’ll need to analyse the job
4.4.9 Presentation of your CV itself. One way to do this is from the job description.
To illustrate this, we’ve chosen a description for
To produce an effective CV , pay attention to its human resource management. It might be helpful to
appearance as well as its content. read it alongside CV Example 3, which is designed
• Make it easy to read and follow. Yours will be one for this area of work. Some of the key words in the
of many that the employer has to read. Use an description have been emphasised, and the notes
‘easy-to-read’ font, such as Arial 11 point. that follow it suggest some inferences that can be
drawn from them about the nature of the work of
• Be consistent in how you present the information,
personnel management, and in particular the skills it
(e.g. chronological order) and in your layout. Have
calls for.
headings in the same style (capital letters, bold,
underlining). Use bullet points to make reading
quicker.
• Two sides of A4 is usually the right length (unless
it is a CV for an academic position which is usually
longer as it includes listings of published work and/
or research). Consider using an appendix for very
detailed information such as a list of publications.
Example
The examples of the CVs above illustrated some of the points you should consider
when designing your own CV. The examples (all fictitious by the way) illustrated
each of the four main CV formats in turn – chronological, functional, targeted and
academic. None was perfect. (Indeed, the academic CV showed that the applicant
studied medicine which you can’t do with the OU, but the style is standard for
academic CVs in general.) You may well decide that a quite different layout and
format are more appropriate for your individual circumstances. And bear in mind that
covering letters, the subject of the next section, would accompany these CVs.
Activity 4.3
Take some time to reflect again on the CV • Think about the general style of your CV in
guidelines and examples. relation to the person who’s going to read it.
• If you already have a CV, ask yourself • Make sure that you’ve:
whether it presents the information you want analysed the requirements of the job
to give in the way you want it to be seen. listed your skills
• If you think that your CV looks feeble, composed your examples of key
uninteresting, wordy, messy …, it probably is. achievements
It’s time to redesign it.
Then go ahead and construct or redesign your
• Look again at the example CVs to see own CV.
whether any of the three formats would be
particularly appropriate to convey what you
want.
Example 1
Speculative letter
Joginder Singh
123 Warwick Road
Kenilworth
Warwickshire
CV8 1EJ
01926 850973
Mr George Black
Export Sales Director
Blank Distribution Company
5 Blank Street
Royal Leamington Spa
Warwickshire
CV35 8EE
10 February 2006
Dear Mr Black,
I noted in yesterday’s Financial Times that your company received an export award from the
Department of Trade and Industry, and I wish to congratulate you. Your success in selling
computer components to Asian countries has been something few companies have achieved in
the last few years. With your knowledge of exporting, I should appreciate your advice concerning
the development of my career.
Having had over ten years’ experience in export sales, including experience of exporting
electronic, and computer based control equipment, I am now seeking a career change that will
build on this experience.
Some of my key achievements have been:
• Locating new lines of products and developing international sales for them.
• Selecting and working with local distributors throughout the world.
• Increasing sales by 26 per cent in one year when the pound was at its
highest exchange rate.
Although I would like to work for your company, your advice and suggestions would also
be helpful and influential in helping me research my options to develop my career. I should
appreciate a personal meeting with you and will contact you in the next week to discuss this.
Yours sincerely
Joginder Singh
Example 2
Response to an advertisement
Margaret Minty
8 Milton Avenue
Edinburgh
EH10 3PQ
0131 668 1394
Mrs Shirley Barrett
Personnel Manager
Fairplay Industries Ltd
123 Evergreen Way
Milton Keynes
Buckinghamshire
MK10 8VS
6 March 2006
Yours sincerely
Margaret Minty
4.6 The interview • Always try to be positive in what you say and never
be critical of a previous employer.
Interviews remain the most common method of filling • Guard against being too open.
vacancies. • When asked whether you have any questions,
Here are some initial tips for interviews: it can be useful to ask about future business
plans. If the interview has already covered that,
• Interviewers want you to do yourself justice. use the opportunity to add relevant information
They’re hoping that you’ll be an excellent about yourself that you haven’t had an adequate
candidate and that the interviewing time and effort opportunity to express.
will be well spent.
• Interviewers too may be inexperienced or nervous. From the vast amount of research into interviews
It’s up to you to help them out and make them feel as a selection method, some important insights for
comfortable. candidates emerge:
• When faced with a panel of interviewers you • Some interviewers make up their minds about
should address the majority of your response to candidates within the first four minutes of an
the interviewer who has asked you a question interview, and aren’t easily swayed by factual
whilst ensuring that you still have some eye information thereafter. First impressions count;
contact with the rest of the panel. initial answers are critical.
• Show acceptance of the interviewer as a person. • Interviewers are more likely to be swayed by
Remember that interviewers want to be liked and negative information or behaviour on the part of
hope to be supported in their day-to-day work and the candidate than positive. Interviews tend to
career by your appointment. They’ll be asking exclude rather than to include.
themselves ‘Could we get on?’ ‘Would this person • Interviewers may be poor at assessing the
be supportive?’ personality characteristics of individual candidates
• Balance the initiative-taking. The ideal interview with any validity, but they make very consistent
should flow like a conversation, reaching greater judgements and assessments between
depths as the rapport develops between the two candidates. This suggests that a good interview
parties. Neither should psychologically dominate performance is likely to impress.
the discussion, although as the candidate • A candidate’s body language (for example, not
you should do most of the talking – in effect maintaining eye contact) in an interview can be
determining the content, while the interviewer sets more important in determining its outcome than
the format. experience or qualifications.
• A few seconds silence in an interview can seem • Interviewers’ judgements about a candidate are
an eternity. Don’t be panicked into responding too always made in relation to judgements about
quickly, perhaps in an illogical way. Fill a thinking earlier candidates, so the sequence of interviews
gap with comments such as ‘That’s an interesting assumes an importance of its own. If you’re given
question, I need a moment or two to think about it.’ a choice, go first. You can set a standard against
which the others will be judged.
• Plan travel and arrival times, and if possible do a 4.6.4 How you sound
dummy run.
• Sound as if you have confidence in yourself.
• Decide what to wear. Show that you know the
interview ‘rules’ by wearing smart clothes, polishing • Speak clearly. Don’t drop your voice towards the
your shoes and so on. Conservative dress is more end of sentences.
likely to pay off than flamboyance. Try the whole • Use plain language that doesn’t confuse or divert.
outfit some days before, so that if it doesn’t feel A lucid style is a transparent window on the
right you’ve got time to change your plans. Dress content. Avoid jargon, clichés.
appropriately for the culture. If you’re very unsure • Speak concisely, and judge when you’ve said
about this, look at company literature to get an enough. Watch the interviewer’s behaviour, which
idea of how people dress. If there’s no suitable will give you clues to whether you are answering
literature you could telephone and ask the person the questions and timing your replies appropriately.
on the switchboard or the secretary of the person If in doubt ask ‘Would you like me to go on?’
interviewing you. • Show through your answers that you’ve done your
• Prepare some questions that you would like to ask. research into the company.
• Convey the right amount of enthusiasm, warmth,
4.6.3 On the day . . . friendliness and sincerity. Smile!
• Don’t smoke anywhere on the premises. • Avoid negative statements.
• Don’t be overburdened with bags, papers,
umbrellas. 4.6.5 Body language
• Arrive in good time, allow yourself time to relax. • Walk and sit with good posture.
• If delayed, telephone. • Shake hands firmly and briefly. Some people need
• Remember the need for a poised, confident first to practise this.
impression. • Use your natural gestures – there’s no need to
• Listen attentively to the questions; ask for look frozen!
repetition or clarification. • Avoid fidgeting, and keep your hands away from
• Remember to take a copy of your application your mouth.
with you. • Don’t fold your arms.
• Don’t forget to turn off your mobile phone. • Maintain good eye-contact with the person you’re
speaking to.
You need to also be prepared to adapt your designed to establish whether or not you have the
responses to the different kinds of question: required skills for the job.
• Specific questions invite factual replies, often • Screening: you’re questioned on various aspects
with a technical content, e.g. ‘What problems did of your CV to decide whether you’ll be invited to a
you encounter in the early planning stage of the personal interview.
building extension?’ • A sales exercise: you’re given an opportunity to
• Open questions used by skilled interviewers sell a product over the phone. This technique is
encourage expansive replies incorporating both used for recruiting sales, marketing or telesales
facts and attitudes or feelings, e.g. ‘Tell me about staff.
the three years you spent studying with The Open The advice that follows about personal interviews
University.’ below applies just as much to telephone interviews,
• Hypothetical questions test speed and quality but some things are especially important:
of thought, e.g. ‘What if the policy changed
• Do you speak loudly enough?
to carrying more freight by rail?’ In reply be
methodical, state assumptions you’re making, • Is your voice clear or do you have a tendency to
and say where you’d need more information, mumble?
e.g. ‘Would this just be in the UK or the whole of • Do you sound confident and interested, or
Europe?’ monotonous or tentative?
• Don’t forget to smile when you’re talking on the
Pause for thought telephone, as you would when talking to someone
face to face. The smile won’t be seen but it can be
If you fail to plan, you plan to fail.
heard.
• Standing up while talking can make you sound
more confident.
• Some candidates dress in the clothes they would
wear to an interview to put themselves in the right
frame of mind.
4.6.7 After the interview There’s some general advice about using the
telephone effectively in Section 2.
• Think about the questions and your answers. Did
you do yourself justice? Did you allow negative
information or negative expressions of feelings to 4.6.9 Tough questions
creep in? Everyone has a different perception of what
• Send the employer an informal thank-you note constitutes a tough question. Here are some tips to
soon afterwards. This reinforces recollections of help you through them followed by some examples
you. Even if you’re unsuccessful this time, there and how to approach them.
may be other positions coming up. In general:
• If you’re rejected, write a letter asking for some
constructive comment by telephone, at the • If you feel yourself under pressure, you’ll tend
employer’s convenience. not to listen so acutely. Ask for the question to be
repeated, take time and keep to the point. When
4.6.8 Interviews by telephone you’ve answered, stop and leave it at that.
• Try to show that you understand why the
Increasing numbers of companies are using the interviewers have asked you the question. If you
telephone in the first stage of the interviewing can show that you know what they’re getting at,
process. They do this in several ways: you’re half way to giving an appropriate answer.
• Fully automated: you receive a letter giving a • In response to embarrassing – rather than simply
freephone telephone number to ring. You hear tough – questions, keep your answer simple and
a list of statements and press a number on the short.
telephone keypad to indicate your response. A wide range of questions is covered in Great
• Structured: a mutually convenient time is fixed in Answers to Tough Interview Questions by Martin Yate
advance for the interview. You’re taken through a (see the end of this section for further details). Look
series of questions that are recorded and analysed through the next examples – you’re bound to come
by trained interviewers. The questions are up against some of them in one form or another.
Q How have you tried to stay up to date? A A strong company needs highly
competent people with appropriate
(Age is commonly associated with
experience to deal with current problems.
obsolescence of skills or knowledge and
Uncertainties in the business environment
ineffectiveness. There’s no research
will probably lead to growth opportunities
evidence to support this assumption.)
for the company and you. Emphasise
A Quote samples of your own recent that you are adaptable and respond
learning, either at work or at leisure. positively to circumstances and would not
If possible, relate this to the job you necessarily expect to use all of your skills
are applying for. It is also important to in the first instance.
emphasise IT skills and keeping up with
Q What were the circumstances of your
professional journals/research in the area.
leaving your last employer?
Q How would you describe your
A Keep your reply short and don’t touch
management style?
on any conflict or bitterness. Create a
A Have a well thought-out answer ready. favourable impression based on the
You might start by briefly describing how things you’ve done to help yourself.
your style has developed as you’ve grown Emphasise your desire to develop your
in experience and social expectations skills by moving to a more demanding job.
have changed. Concentrate on flexibility,
Q Why has it taken you so long to find a
your variations in style according to
new job?
different people and different tasks.
Relate your answer in the final stages to A Finding any sort of job is easy; finding an
the job you’re applying for. appropriate job takes time. Mention steps
you’ve taken to keep up to date, mentally
Q Why do you want to work for us?
sharp and so on.
A Your research will pay off here. Be honest.
Q If you had complete freedom of choice
A trite or bland answer will seriously
of jobs and employers, what would you
undermine your application. Include a
choose?
reference to how important work is to you,
and your hope that some of these needs A Talk about the kind of work you’re being
will be met. interviewed for and why this company
interests you.
Q What are your ambitions?
Q What interests you least about this
A Concentrate on your desire to do the
job?
job well and to develop your skills
and confidence. Statements about A Choose a routine activity (filing, filling in
far-reaching ambitions should sound expense claim forms), but be careful that
realistic. Make clear statements about it isn’t a core function of the job. Plead
your willingness to shoulder responsibility ignorance about other potentially boring
and say that you would consider career duties.
progression within the company at an
Q What sort of relationship did you have
appropriate time.
with your last manager?
Q Do you not feel that you might be over-
A Concentrate on understanding your
qualified (or too experienced) for the
manager’s expectations and objectives.
position we are filling?
Include examples of support and how you
kept your manager informed.
Activity 4.4
Here are some more examples of interviewers’ • How do you react to criticism?
questions to think through yourself. • How do you feel about the progress you
• Why did you decide to study with The Open made in your present/last position?
University? • In your present/last job, what do/did you
• The classic three-part question: spend most time on, and why?
What kind of people do you like to work with? • Do/did you have any frustrations in your
present/last job?
What kind of people do you find it difficult to
work with? • What did you learn from (e.g. your last job)?
How have you worked successfully with this • What is the most difficult decision you have
difficult type of person? faced?
• What are your short, medium and long-term • What kind of decisions are most difficult for
goals? you?
• Why have you decided to change careers? • What area of your skills or professional
development would you like to improve?
• What are the main challenges facing (e.g. the
Health Service, education, this company…) • Describe your ideal job.
today? • Why should we appoint you?
Do you feel well equipped to meet those • Have you any questions?
challenges?
For academic jobs:
• None of your experience is at managerial
level. How would you cope with the • What publication are you most proud of and
transition? why?
• How long would you expect to stay here? • What do you see as the main benefits of your
research?
• How would you describe yourself?
• Tell me about your PhD research assuming
• In your present/last job, what do/did you like
that I have no background knowledge.
most/least? Why?
• What would you find easy about teaching
What was your greatest success?
undergraduates and what would be
What has been your biggest failure? challenging?
• What do you see as the most difficult aspect
of (e.g. this job, being a manager…)? Don’t forget that you can ask
a careers adviser for help in
preparing for interviews.
For further information and resources on assessment • Read the instructions carefully and follow them
centres go to: precisely
• Some ability tests have tight time limits and too
www.prospects.ac.uk/links/AssessmentCntrs
many questions to do in the time allowed
www.open.ac.uk/careers and look for ‘Assessment • Others, such as personality and interest
Centres’ in the ‘A- Z’. questionnaires, have no time limits
• Ask during the practice session if you don’t
understand.
Personality tests are easy to fake, but there are 4.7.4 Presentations
dangers in trying to do this. For one thing, most tests
contain ‘lie scales’, for another you’ll have to guess These are often used as part of an assessment
what sort of personality the company is looking for. exercise. They’re easy to set up and provide a useful
Some selection procedures include a discussion sample of logical thinking, communication skills and
about the test results with a psychologist, and faking persuasiveness. Sometimes you’re told the topic
then becomes very difficult to sustain. Honesty is the before the day, sometimes during the assessment
best policy. centre, but you’re always given time to prepare,
and you may have access to audio-visual materials.
If you have a disability that you believe may affect You may need to make your presentation just to the
your ability to do these tests, it is advisable to talk selectors, or sometimes to the other candidates as
to the employer about this beforehand to discuss well. There could be questions afterwards.
whether there are any alternative arrangements that
would be appropriate for your situation. Keep the presentation simple. Remember the rubric:
Further resources
For giving presentations, ask for the OU Toolkit on
Presentations from your regional centre or look under
Study Strategies for the link to Student Toolkits at:
www.open.ac.uk/learning
M. Parkinson (2004) How to master Psychometric
Tests, Kogan Page.
M. Byron (2003) How to pass the Civil Service
Qualifying Tests, Kogan Page.
M. Yate (2005) Great Answers to Tough Interview
Questions, Kogan Page.
The OU careers website at:
www.open.ac.uk/careers
If you are an OU student look at the ‘Moving on’
section on the Prospects website at:
www.prospects.ac.uk/links/AppsInterviews
Activity 5.1
Note here any issues that could affect you at work, which you might like to
discuss with a careers adviser.
If you have additional requirements that may lead Having a degree is not enough to secure a job.
to difficulties accessing any of our services, we will Employers are looking for more than a qualification.
be happy to take reasonable steps to accommodate They are saying, ‘Yes, you have a degree and...’. This
your needs. For example, if you need any information is where you are able, as a mature graduate, to offer
in an alternative format such as an audio recording, a range of transferable skills and experience to an
Braille or large print, please contact your regional employer. So, you need to present your experience
centre who will arrange this. You may need to allow and skills positively and highlight your ‘added value’.
some time for appropriate arrangements to be made.
5.1.2 How to help yourself in the job
market
5.1 Age Take a look at Section 4 on applying for jobs. Then
Are you concerned that, having completed your contact the Careers Advisory Service in your region
degree, your age will count against you in the job to get help with your marketing plan. Remember,
market? hone your CV to highlight that ‘extra’ you can offer
to enhance your application. This should also help
5.1.1 Your rights you to feel confident about what you can offer to the
workplace.
By October 2006, there will be legislation in force in
the UK that will ensure that anti-age-discrimination If you haven’t had any recent work experience (paid
will become as much an offence as discrimination or voluntary), then you could consider exploring
against race, gender, disability, sexual orientation and your local options. For instance, look at the Careers
religion. Advisory Service website for contacts for volunteering
opportunities, or contact your local OU Careers
The Employers Forum on Age states that ‘being an Advisory Service. It’s not enough to think that
employer of choice in an environment with an ageing because you have completed a part-time degree,
population means ensuring that employment policies juggling study and home responsibilities, and paid
and practices are attractive to all age groups’. work, that you are automatically going to be offered
Employers vary a great deal in their attitudes towards a job. This may feel unfair, especially when you have
age and recruitment and with the increasing numbers of used all your spare time to get the degree in the first
mature and overseas applicants offering a wide range place. So, plan ahead and make use of the study
of qualifications and experience, selection procedures breaks and any contacts you have to find out all you
in large organisations are being reviewed. can about the area of work you are interested in.
Many OU graduates have changed careers in mid- • Highlight your time management, organisational
life; some have started new careers in their 50s. You and self-motivational skills; you have just spent a
do need to be clear about what you want and what number of years improving these through part-time
you can offer. And you must be determined and study.
active in your approach. Don’t be put off by negative • Demonstrate your flexibility and experience of
reactions if at first you don’t succeed! One graduate studying and working in mixed-age environments.
wrote:
• Convey your reliability, loyalty and confidence to
manage change.
My method worked because of
planning, research, investment Further resources
of time and 143 stamps and For the latest information on age legislation 2006, go
envelopes, good targeting and to Employers Forum on Age at:
impressed by your commitment and Mature students – the way forward (AGCAS
publication) is available at:
motivation! www.prospects.ac.uk/links/Mature
Indeed, some areas of work look for maturity, AdvantAGE – A magazine published by ‘realworld’ to
and view life experience as an advantage e.g. help ‘mature’ students to take control of their future.
counselling, psychotherapy, social work, occupational Available for reference in your regional centre or at:
therapy, teaching, and archive work. Nonetheless, it’s www.realworldmagazine.com/mat_home.asp
vital – whatever your aims – to research your chosen
area thoroughly and market yourself effectively. Age diversity at work – A practical guide for business.
Published by Age Positive at:
Here are some tips from the Association of Graduate
www.agepositive.gov.uk
Recruiters (AGR) and the Association of Graduate
Careers Advisory Services (AGCAS) to help you A level playing field – A job-hunting guide for
maximise your potential for job seeking: students and graduates on how to challenge unfair
discrimination, including a section for mature
• Produce a concise CV and match your experience
students. Published by AGCAS and available online
to the job requirements. Be prepared to produce
at:
more than one CV.
www.prospects.ac.uk/links/Discrimination
• Fully research each employer, starting by using the
company website (if there is one available).
• Be confident if you are offered an interview as this
means your CV/application form has obviously 5.2 Criminal record
been successful. If you have a criminal record, you may be confused
• Use positive language in applications and about its implications for working in the future. Some
interviews and never apologise for your age. of your concerns may include:
• Create your own network using contacts from • Whether you must declare any convictions.
previous jobs/friends/family.
• What impact a criminal record will have on your
• Identify the skills you developed in previous work, gaining and keeping employment.
studies and general life experience e.g. teamwork,
• How, when and if to disclose a conviction to a
communication, adaptability.
prospective employer.
• Stress your ability to hit the ground running – you
know all about working for a living. 5.2.1 Your rights
• Demonstrate your experience when making
Do note that there are legal requirements regarding
effective business decisions and give examples.
disclosure of certain convictions. For some areas
5.3.2 How to help yourself in the job Here are some reasons why it might be a good a idea
market to not disclose your disability
You may need to decide whether or not to tell an • You may believe that your disability has no effect
employer that you have a disability. If you do decide on your ability to do the job.
to disclose your disability, you will need to consider • You might feel that you will be discriminated
the method and timing. Do you tell them on your against and rejected straight away.
application form? In a covering letter? Before or after • You may think that an employer will automatically
an interview? There are no clear-cut answers to these see you as a potential expense.
questions. You must make your own judgement, • Perhaps you prefer not to discuss your disability
though you may find it helpful to talk it over with a with a stranger.
careers adviser at your regional centre.
When you apply for jobs and you are considering 5.3.3 Resources for employment and
whether to disclose your disability: training
• Always focus on what you can do, not what you
can’t. Jobcentre Plus
• Don’t assume that an employer will view your Jobcentre Plus is a network of jobcentres provided
disability in a negative way. There are now over by the government to offer information to all adults
400 member companies in the Employers’ Forum on jobs, training and self-employment. To find your
on Disability www.employers-forum.co.uk nearest Jobcentre Plus office, look at the website:
Each is committed to creating and developing www.jobcentreplus.gov.uk
opportunities for people with disabilities.
or look up Jobcentre Plus in the Yellow Pages.
• Don’t restrict your applications only to employers
who are keen to recruit disabled people. The majority of disabled jobseekers who find work
Here are some reasons why it might be a good idea through Jobcentre Plus are assisted by a disability
to disclose your disability employment adviser (DEA). Specialist DEAs can
discuss your current employment situation with you
• Some employers are keen to employ to plan the best way into work. If you’re concerned
people with disabilities and use the about losing the job you’re already in for a reason
disability symbol – this shows they associated with disability, the DEA can provide advice
are positive about employing disabled to you and your employer and explore practical ways
staff. However, many employers do not use the to help you keep your job.
symbol but there may be practical evidence that
they are positive about disability – such as offering Services the DEAs can offer include:
information in alternative formats and alternative • An employment assessment to identify what work
ways of contacting them. So, look for employers or training suits you best.
who make these kinds of positive statements even • Referral where appropriate to a work preparation
if they don’t use the disability symbol. programme.
• You will be able to describe things in a positive • Referral if needed to an occupational psychologist.
light – your strengths, your coping strategies.
• A job matching and referral service.
• Many employers have equal opportunities policies.
• Information on employers in your area who are
• Access to Work – a Jobcentre Plus programme Disability Symbol users.
(see below) can provide support for you in a job.
For instance, it may fund specialist equipment or • Referral where appropriate to specialist Jobcentre
transport costs. You should always point this out to Plus programmes for disabled people including:
employers. Job Introduction Scheme (JIS) – To help you and
• Many application forms ask about disability an employer with employment costs for the first
and health. If you give false information and an few weeks if you or your employer is not sure
employer finds out the truth later, you risk losing whether a job may be suitable.
your job. Access to Work – Can help you make the most of
• If you declare your disability and believe that your opportunities in work by helping you to tackle
you have been discriminated against during the some of the practical obstacles you may meet at
application process, the Disability Discrimination work if you have a disability.
Act 1995 entitles you to take your case to a
tribunal.
Victimisation because someone has tried to exercise 5.4.5 How to help yourself in the job
their rights under the SDA or Equal Pay Act is also market
prohibited.
So, how can you help prevent discrimination against
The SDA applies to women and men of any age, yourself – whether you are female or male – in the
including children and prohibits direct and indirect job market? Here are a few suggestions:
sex discrimination. There are special provisions
about discrimination on the grounds of gender • Plan your application effectively in order to
reassignment. Part I of the SDA describes the forms minimise the possibility of unfair discrimination.
of discrimination to which the SDA applies. This is especially important if you are looking to
enter a field of employment that is traditionally
The EPA has been interpreted to cover indirect sex dominated by the opposite sex.
discrimination as well as direct discrimination. Indirect
discrimination is where the pay difference is due to a • Provide clear evidence of your ability to do the
condition or practice that applies to men and women job, and this will help to counter any negative
but which adversely affects a considerably larger stereotypes that may exist.
proportion of one sex than the other and it is not • Concentrate on your strengths.
justifiable, irrespective of sex, to apply that condition • Discuss your application with a careers adviser in
or practice. your regional centre.
Employment-related claims are brought in an A level playing field – A job-hunting guide for
employment tribunal. Strict time limits apply. students and graduates on how to challenge unfair
Three months (less one day) from the act of the discrimination, including a section on gender.
discrimination for employment tribunal cases. Published by AGCAS and available online at:
www.prospects.ac.uk/links/Discrimination
5.5 Race The Race Relations Act identifies three main types of
racial discrimination:
According to research by the Higher Education • direct racial discrimination
Statistics Agency, in 2004, ‘white graduates were
more likely than those from minority ethnic groups • indirect racial discrimination
to be in full-time paid work and less likely to be • victimisation.
unemployed six months following graduation’. So,
despite legislation, discrimination continues to exist 5.5.2 Direct racial discrimination
for students from minority ethnic groups who do meet Direct racial discrimination occurs when a person
barriers to getting work, or work at an appropriate is treated less favourably on racial grounds than
level to their qualifications. This is recognised by the others in similar circumstances. If you think this has
UK government: happened to you, and you want to prove it, it will
help if you can give an example of someone from a
Some ethnic minority groups have different racial group who, in similar circumstances,
done well in the education system has been treated more favourably than you. Racist
abuse and harassment are also forms of direct
and in the labour market. But too discrimination.
many members of ethnic minority
communities are being left behind. 5.5.3 Indirect racial discrimination
And even those individuals who Indirect racial discrimination occurs when a person
achieve academic success do not from a particular racial group is less likely to be able
to comply with a requirement or condition that applies
necessarily reap the rewards in the to everyone but which cannot be justified.
workplace that their qualifications
merit. 5.5.4 Victimisation
Tony Blair, March 2003 Victimisation has a special legal meaning in the Race
Relations Act. This happens when a person is treated
In March 2003, the UK government launched a less favourably because they have complained about
new strategy to remove the barriers to employment racial discrimination or supported someone else who
success for job-seekers from minority ethnic has.
backgrounds.
If you think you have been discriminated against at
The report proposes a fresh approach to address the work, or when applying for work, you have the right
many barriers that can get in the way of success in under the amended Act to take your complaint before
jobs and careers. Government initiatives take time to an employment tribunal. If you are thinking of bringing
implement however, and you need to plan your own a case of racial discrimination, you can apply to the
job-seeking strategies to maximise your opportunities. Commission for Racial Equality (CRE), or to one of a
number of other organisations such as trade unions,
5.5.1 Your rights racial equality councils, law centres, citizens advice
bureaux and other advice agencies, for help.
The Race Relations Act 1976 (which was amended
in 2000) makes it illegal to treat a person less
favourably than others on racial grounds. These 5.5.5 Time limits
cover grounds of race, colour, nationality (including Keep in mind that there are strict time limits for filing
citizenship), and national or ethnic origin. In practice, your case at an employment tribunal or court, so
most racial discrimination in Britain is against don’t delay. In general, you have three months to file
people from minority ethnic groups, but people of an employment case and six months to file a case in
every background, race, colour and nationality are the county court or sheriff court.
protected by the law.
If you think you have been discriminated against on 5.5.6 How to help yourself in the job
racial grounds, the amended Act gives you the right market
to take your complaint before an employment tribunal
or a county court (or sheriff court in Scotland). So what can and should you do to market yourself,
to target employers, and to challenge unfair
discrimination? Here are some suggestions:
• Consider joining a trade union where you will Press for Change
receive support and legal advice. If you encounter Press for Change is a political lobbying and
discrimination, the support of a trade union can educational organisation, which campaigns to
protect you where the legislation doesn’t. A number achieve equal civil rights and liberties for all
of motions passed at TUC conferences have made transgender people in the UK, through legislation and
it clear that all affiliated unions should adhere to social change
equal opportunities for lesbians and gay men.
www.pfc.org.uk
• If your employer recognises more than one union,
contact their headquarters to check which is the
most progressive on lesbian and gay issues: some Further resources
produce specific material and some have lesbian Equal Opportunities Commission
and gay groups.
www.eoc.org.uk
• Find out about employers who belong to the
Diversity Champions group set up by Stonewall in Gay Business Association
2001.
www.gba.org.uk
5.6.4 Resources for employment and Regard – the national organisation of disabled
training lesbians, gay men, bisexuals and transgender
people.
Stonewall www.regard.dircon.co.uk
Stonewall works to achieve legal equality and social
A level playing field – A job-hunting guide for
justice for lesbians, gay men and bisexual people
students and graduates on how to challenge unfair
and launched Diversity Champions in 2001. This is
discrimination, including a section on sexuality
a forum in which employers work with Stonewall to
and sexual orientation. Published by AGCAS and
encourage diversity in the workplace. Usually, these
available online at
employers are at the cutting edge of innovation
in business and public service, and Diversity www.prospects.ac.uk/links/Discrimination
Champions allows employers to focus on the new
challenges and opportunities for addressing issues
of diversity in the workplace. Larry Hirst, General
Manager, IBM (UK and Ireland) says:
5.7 Religion or belief
In December 2003, The Employment Equality
I greatly value IBM’s participation in Regulations 2003 (Religion or Belief) were
introduced to protect against discrimination in
the Diversity Champions Scheme. employment and vocational training in England,
At IBM we employ the best people Scotland and Wales and similar regulations were also
irrespective of religion, gender, introduced in Northern Ireland.
sexual orientation, race, age or Under the new regulations it is unlawful, on the
grounds of religion or belief, to discriminate directly
disability. Working with Stonewall or indirectly against anyone, unless the employer can
enables us to share and learn best show that there is a legitimate business need. It is
practice from others and to ensure also unlawful to harass or bully someone because of
their religion or belief.
IBM is an inclusive and positive
company in our dealings with The most usual ways in which employers may
discriminate might be around the way in which they
employees and customers alike. recruit new staff, where they advertise, days when
they choose to interview, staff development or training
www.stonewall.org.uk/stonewall days clashing with days of worship or festivals and
promotion.
You should be aware that many organisations now
do take proactive measures to promote flexible
and integrated working through surveys and staff
development and training to promote inclusion and
raise awareness.
5.7.1 Disclosure
The Employment Equality Regulations 2003
(Religion or Belief) do not impose a duty on
individuals to tell an employer or prospective
employer about their religion or belief. Disclosure is a
personal decision that will be influenced by a number
of factors (you may want some reassurance before
you apply or before you accept a job) and you may
want to discuss in more detail with a careers adviser
before you decide what to do. It is unlikely that you
will find questions relating to religion or belief on an
application form (other than for equal opportunity
monitoring) or that you would come across it in
an interview, unless it is a genuine occupational
requirement (GOR).
In the meantime, if this is a concern for you, keep up
to date on the law and your rights. As it is recent
legislation, there is very little case law at present
– greater understanding of how the legislation is
interpreted and practised will come with time.
Further resources
The Employment Equality Regulations 2003
www.lowpay.gov.uk/er/equality/eeregs
Managing the New Legislation on Religion and Belief
www.bitc.org.uk/docs/RFO_Religion.pdf
OU study and your career – Looking at the career Your regional centre may also be able to provide or
benefits of OU study and how your choice of course suggest other sources of information.
may affect your career plans. You can ask your
regional centre for a copy or download it from the
careers website. 6.2 Open University
Recognition leaflets – Information about external
recognition of some OU qualifications, transferring study materials
credit, membership of UK professional bodies,
funding and sources of support. See: 6.2.1 Y154 Open to change
www.open.ac.uk/recognition The Openings programme of short introductory
courses has been specially designed to give you a
You can also look at and/or download careers chance to ‘test the water’ before committing yourself
information written by members of the Association of to full undergraduate study. Y154 Open to change
Graduate Careers Advisory Services (AGCAS) on the can help you to assess your skills and explore
Prospects website at: possibilities for further learning. The course is for
www.prospects.ac.uk people who are thinking about returning to education
or training as well as those who are unemployed or
This includes information such as: hoping to get back into employment. The cost of the
Opportunities linked to your degree: course is £85 (£99 from September 2006). Some
www.prospects.ac.uk/links/options financial assistance is available for students receiving
state benefits.
Information about specific jobs:
You will find more information about Open University
www.prospects.ac.uk/links/occupations courses on our website at
An overview of job sectors (for example, education, www.open.ac.uk/courses
information technology, legal and social care):
www.prospects.ac.uk/links/SectorBs
You will also find information on special interest
topics, for example:
Mature students:
www.prospects.ac.uk/links/Mature
Further resources
A list of further resources is given at the end of each
section of this book. Look in larger libraries for other
publications mentioned in this book. Some may be
available for reference at your regional centre.
To find out about services offered by the Open
University library at Walton Hall, go to:
www.open.ac.uk/library
Finally
You may have to cope with setbacks and frustrations,
but remember that you’re setting out on an exciting
journey, taking the first steps towards a new or
resumed working life, with all its potential for
improvement and advancement.
Notes
Notes
Notes
Notes
Notes