Career planning-and-job-seeking-workbook

Career planning and
job seeking workbook

Career planning and
job seeking workbook
Careers and Employability Services
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Acknowledgements and thanks
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.
Credits for images
Cover image: Matrix/The Open University. Page 7: Matrix/The Open University.
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Page 26: Peter Dazeley/The Open University; Matrix/The Open University. Kreci/iStockphoto.com.
Page 29: Matrix/The Open University.
Page 39: Richard Learoyd/The Open University. Nyul/iStockphoto.com.
Page 40: Imageshop/Alamy. Page 56: North/The Open University.
Page 66: Stocksy/The Open University. Page 80: North/The Open University.
Page 112: Kelly Cooper/The Open University. Page 134: Kelly Cooper/The Open University.
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Contents
This workbook 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.
Introduction 6
How to use this workbook 9
01 Knowing yourself 11
1.1 What am I like? 12
1.2 What work would suit me? 17
Information and activities which help you build up
a file of your skills and experience, interests and
achievements, weaknesses and strengths. This will
help you to discover career opportunities that are
likely to match your strengths and circumstances.
02 Exploring possibilities 41
2.1 Planning your strategy 41
2.2 Graduate-level jobs 42
2.3 Creative job search 45
2.4 Finding vacancies 46
2.5 Building a network of contacts 50
This section suggests how and where you might find
information to help in the process.
03 Making decisions and 57
taking action
3.1 Making decisions about your life 57
3.2 Goals, restrictions and resources 58
3.3 Plan of action 62
How to move forward – this section gives you an
opportunity to look at your ‘framework of choice’,
consider the restrictions and resources in your life,
and create a ‘plan of action’ for managing change
and making things happen.
04 Getting the job 67
4.1 What do employers look for
in graduates? 67
4.2 Matching vacancies 69
4.3 Application forms 73
4.4 The curriculum vitae (CV) 76
4.5 The covering letter 94
4.6 The interview 99
4.7 Other selection techniques 106
4.8 What to do if you are not successful 110
This will guide you through some important areas.
It discusses what employers look for and how to
tell exactly what skills vacancy adverts are seeking.
This section also shows you how to produce high-
quality application forms, CVs and covering letters,
and discusses how to perform to the best of your
ability in interviews and other selection procedures.
05 Equality and Diversity Issues 113
5.1 Age 115
5.2 Criminal record 116
5.3 Disability or additional requirements 122
5.4 Gender 127
5.5 Race 129
5.6 Religion or belief 131
5.7 Sexuality and sexual orientation 132
Explores a range of issues related to equality
of opportunity.
06 The next steps 135
6.1 Open University Careers and
Employability Services 135
6.2 Other sources of help 137
Further sources of help – useful organisations,
websites and resources.

6 Career planning and job-seeking workbook
To find out more, visit our website at www.open.ac.uk/careers
Introduction
This workbook consists of six sections that take you in a progressive
series of steps through the process of a personal and career review,
career planning and job seeking.
Our advice if you’re job seeking in
uncertain times
Job seeking at the best of times can be challenging,
but in a time of economic uncertainty it can be that
bit harder. There are things that you can do to help
overcome any difficulties:
1. Stay positive
It can be very difficult to stay positive if you are
getting lots of rejections and/or finding very little for
which you can apply, but you do need to try. The first
thing to remember is not to blame yourself. Assuming
your applications are getting you interviews, and
the interview feedback is positive, then you are
performing well and it is the circumstances that are
against you. There is also an element of luck, and if
you persevere you will be successful. If you are not
getting interviews, or you are concerned about your
interview performance, see the sections on application
forms (Section 4.3), the interview (Section 4.6) and
what to do if you are not successful (Section 4.8).
You need to stay positive for your own mental
wellbeing, and also because it is likely that any
negativity will come through in your application or
at your interview. Even though employers probably
know rationally that any applicant is applying for a
range of jobs, they still like to believe that what they
are offering is special to any applicant, so you need
to be enthusiastic.
Most employers have a very positive attitude to Open
University students and graduates, recognising
the commitment and motivation that independent
study requires, the high standards set by The Open
University, and the time management and deadline
meeting required to achieve your qualification.
2. Network (see also Section 2.5)
This is the time to use any contacts you have. Make
sure family and friends (and families of friends) know
that you are looking for work, and have some idea of
what you want. Stay in touch with any ex-colleagues
who may hear of opportunities arising.
You will find advice on networking on our careers
website at www.open.ac.uk/careers.
Set up a profile on professional networking sites such
as LinkedIn (www.linkedin.com). You may also want
to try other social media websites. See the advice on
‘Job hunting and social media’ on Prospects website
at www.prospects.ac.uk/careers-advice/getting-a-
job/job-hunting-and-social-media. This includes top
tips for using Facebook, Twitter and LinkedIn.
Don’t forget your fellow students. Some that you may
be in contact with through forums or tutorials may be
able to help.
3. Be open to flexible working
You may not be able to get exactly what you want
immediately, but could you consider starting off part-
time? Maybe you could apply for more than one part-
time role and then hope for more hours? If you want
to work in a particular industry, it may be worth trying
to get in a different, possibly more junior role than the
one you ultimately want. This could help you build up
a network of contacts as well as prove your worth.
4. Do your research
Yes, you need to research careers and jobs,
especially if you are changing direction – but you
also need to investigate the local labour market
where you hope to work. Your local council may have
a business section or a register of developments. As
well as displaying local job adverts a local paper can
have articles about businesses that are expanding
or moving into the area. It helps both to know what
is available and have an idea of what organisations
may be developing.
5. Keep trying
It is all too easy to get disheartened, but you must
keep trying. As an Open University student you
have already proved that you can do this
– there must have been times
when you were tired or over
stretched, but you still
got the work done in
time, so you can do it.
Perseverance
works!

7Introduction
Our advice if you’re changing careers or
are facing redundancy
If your reason for using this workbook is either due
to your intention to change careers or as the result
of redundancy see the additional advice below.
Once you have done some research and explored
the resources in this workbook you may also want to
contact a Careers Adviser.
1. Career change
Many people who study with The Open University
wish to use their qualification as a way of changing
career. This may be because they feel that they have
skills to offer in a different area or their interests have
developed in a new direction.
Some students may be looking for a new challenge
and see OU study as a way of achieving this. In
terms of your career planning it is important that
you choose the right qualifications to give you
the best chance of achieving your goal. You can
research qualifications required for specific careers
via the job profiles on Prospects website at
www.prospects.ac.uk/job-profiles.
Remember that if you are making a radical career
change, you may have to accept a lower position or
grade at first and then work your way up to where
you want to be. Accepting a part-time position
initially is also a useful strategy as you can gain
confidence in your new work area one step at a time.
2. Redundancy
The prospect of being made redundant can be
terrifying, but there are things you can do to help
prepare yourself to deal with it.
First of all, make sure you know your rights. Check
your contract of employment for any details there.
Are you a member of a trades union? If so, consult
them. You need to know the length of notice that you
are entitled to and – provided you have worked for
the employer for more than two years – what pay you
are entitled to.
Employers should try to find you alternative work
within the organisation, and should consult you
about the redundancy process, which should be
clear, objective and fair. This means that it should be
based on evidence, as opposed to your employer
just deciding who they want to make redundant.
Normally your job must have disappeared for you to
be made redundant.
For more information about your employment rights,
what pay you may be entitled to and sources of
help, visit the Gov.uk website (www.gov.uk/browse/
working) and see the section ‘Redundancies,
dismissals and disciplinaries.’
Once you know your rights, the next step is probably
to give some thought to the future. While redundancy
isn’t usually welcome, it is not necessarily a negative
situation to be in. Many people have used it as an
opportunity to change their lives and careers.
What is important, though, is how you react to the
situation. As an Open University student you may
already be in the process of career change, and
redundancy may be an opportunity to study faster
and achieve your goals more quickly.
If you have received a large lump sum, it may be
wise to get some financial advice about how best to
use it to tide you over until you get a new job.
This may take longer in the current economic climate,
so it’s probably wise to invest in some objective
financial planning. If there is a chance you may want
to start your own business you may need the money
as capital.
Although redundancy often comes as a shock, and
an unwelcome one, try to see it as an opportunity to
review your current position. Think about your skills
and abilities, and about any career goals that have
got lost along the way. This may be the time to revive
those goals.
Anecdotally, many people look back on redundancy
favourably, and as the prompt they needed to change
direction and/or improve their work/life balance.

9How to use this workbook
How to use this workbook
Use this workbook to help you to:
• Take stock
• Review your career and life
• Evaluate your aptitudes, skills, interests,
values and personal needs
• Decide what you want to achieve
• Begin to plan how you might achieve it.
The workbook outlines the practical steps needed
for looking for a job, planning a strategy, completing
application forms, designing a curriculum vitae (CV)
and presenting yourself at interviews.
This is a reference source that can stand on its own,
but it also complements information on our careers
website: www.open.ac.uk/careers
We recommend working through the workbook
sections in order, but you might want to dip into
different areas at different stages of your career
planning and job seeking.
This book focuses on you because although
organisations, agencies, people and materials are
all useful resources, they can’t make things happen
for you.
It is you who will be in the work situation, so the
clearer you are about your own characteristics,
the more precisely you can specify what you want
and communicate it to employers. This book invites
you to recognise your own qualities and abilities,
and to define what you’re really looking for.
Remember, the most important influence on your
career and life planning is you.
Activities
We encourage you to take time over the activities
suggested in this book, so that you can build a
sound foundation for later steps in reviewing your
career. You may find some of them particularly time
consuming, and you might well need to return to
them as your ideas develop.
Working through the activities should be challenging
but rewarding. The more open-minded, positive and
constructive you are, and the more time and effort
you put into them, the more productive they’ll be.
Keep your activities as you work through them.
They’re likely to be helpful when you reach the stage
of completing application forms, putting your CV
together or preparing for an interview.
Ways of working
Give some thought now to how you might work with
these materials before you begin. Working through
the activities at your own pace gives you scope for
quiet reflection, but you could become distracted
by the mechanics of the process. You might find it
useful to link up with another person or a small group.
Working with others can give you ideas, support and
encouragement; they can act as a sounding board
and suggest different ways of looking at things.
You could take a relatively informal approach,
working with a partner or friend, or set up a more
formal relationship, with a careers adviser or perhaps
through your appraiser at work or your line manager.
Whatever approach you decide on, make sure it’s
one you’re comfortable with. You’ll certainly find it
helpful to get comments and opinions from people
who know you well.
Time
It’s difficult to foresee exactly how much time you’ll
need. Career planning has to be a recurring process
– you can’t do it once and for all, then settle back
secure in the knowledge that you won’t have to do it
again. As we make changes and as circumstances
change around us, the basis of our original plans
inevitably shifts. To begin with, you might prefer to
tackle the process in stages, perhaps when you’re
not in the midst of your studies.
Challenges you may be facing
If you recognise concerns of your own – you may
find more than one – in this list, make a note of the
recommended sections:
• I don’t know where to begin.
Look particularly at Section 1.
• Will my age be a problem in changing career?
Look at Sections 2, 4 and 5.
• How should I update my CV?
Look at Section 4.
• I know what I want to do but don’t know how to
achieve it.
Look at Sections 2, 3, 4 and 6.
• How should I use the internet in looking for jobs?
Look at Section 2.
• I need to find a job in a particular
geographical area.
Look at Section 2.

11Knowing yourself
01 Knowing yourself
1.1 What am I like? 12
1.2 What work would suit me? 17
Remember that you may have potential that has yet to be developed. Try to
keep an open mind when considering future possibilities, and reject them
only if, after exploring them, there’s good reason to.
You may find that some seemingly unchangeable things can be changed.
For example, re-evaluating your finances, geographical location or range of
commitments may enable you to free up resources to enable you to learn
new skills or take up more enjoyable, less well-paid work.
This section will help you to develop your self-
awareness, take a clear view of your career and life,
and consider the questions ‘What am I like?’ and
‘What can I do?’ It will help you to review your life and
work experience and the skills and qualities that have
grown out of them. This is the first step in the career-
review process.
The section starts by asking you to look back. Your
past has shaped you through your family background,
your education, training, work and leisure activities.
You’ve gained knowledge and skills from your
experiences, and learnt how you cope with and
respond to, different tasks and challenges. This kind
of self-knowledge is the soundest basis for making
decisions about your future.
The activities in this section ask you to think about
a series of questions as a beginning to your career
review. They offer different ways of considering what
you’re like and what you can do. At intervals you’ll
be asked to ‘pause for thought’ and note down your
responses. The questions are:
• Who am I? What were my early influences
and decisions?
• What are my main achievements?
• What roles do I play in life?
• What have I learnt in my spare time?
• How big a part of my life is work?
• What work experience have I had?
• What different roles do I take on at work?
• What sort of person am I to work with?
• What am I good at, as far as work is concerned?
• What do I really want from work?
• How well does my present (or last) job meet my
wants and needs?
• What kind of work would I like to do?
You may like to try out some of the activities from
this section on paper. You can also access career
planning activities online on our careers website at:
http://www2.open.ac.uk/students/help/career-self-
assessment
Here you will find links to lots of different activities
and resources to assist in career planning and job
seeking. Some of these resources and links are
provided by The Open University and some by
external organisations such as Graduate Prospects:
www.prospects.ac.uk

Activity 1.1
Secondary
school
Moved
house
Father died
Qualified
(production
engineer)
Marriage
Son
Daughter
Bought flat
(improvement
grant)
Bought house –
garden and
mortgage!
Promotion
problems due
to lack of
experience
Became management
trainee (part-time
study, diploma)
Changes in company
policy (new job,
project engineering)
NOW
Hospital
(appendix
removed)
Moved sideways (into
sales and marketing)
Left school
(apprenticeship)
HIGH POINT
LOW POINT
Company
hit hard time
(redundancy)
1.1 What am I like?
1.1.1 Who am I? What were my early influences and decisions?
The two activities in this section will help you to develop an overview of your career so far, and to consider how
your early history contributed to it.
In this activity you’re going
to draw a ‘lifeline’, to help
you reflect on the pattern
of your life. You’ll be asked
to refer back to your lifeline
later on.
This activity can help you to
gather insights that could
influence your future choices,
and to discover aspects
of yourself that you might
want to develop or change.
Note down key events, such
as education, marriage,
children, starting work and
so on. Put them in the form
of a diagram like the one
on the right showing high
and low points at different
times of your life.
The lifeline exercise can
result in a lot of emotions coming to the surface as
you review your experiences. You may find it useful
to talk through any difficult emotions with someone
you trust.
Example
When you’ve drawn a lifeline that records your
experiences, reflect on it as a whole. Think about
the feelings aroused by each experience and
answer these questions, noting any thoughts or
ideas that occur to you:
• What does the lifeline say about you and how
you’ve lived your life?
• Are there recognisable themes that have run
through your life?
• Is the pattern generally up or down? Is it
steady or changeable? What sort of incidents
were associated with the highs and lows?
Are the highs generally associated with your
own choices or actions and the lows with the
unexpected or things outside your control?
Are there some experiences you feel you cope
with easily and others that really throw you?
Would someone who knows you
well have drawn your lifeline
differently? What would that
person have said?
You may find it useful to reflect
on this with a trusted
friend or family member.
Pause for thought
• Are there any lessons to be learnt? For
instance, this activity revealed to one person
that all her high points were associated with
praise from others and her low points with
geographical moves. Another noted that all his
positive job changes followed disappointments
in his private life, and he saw that each
disappointment motivated him towards a
change and offered opportunities. For a third,
it helped them recognise the positive influence
and benefit of someone in their life acting as
a consistent and unobtrusive mentor.

13Knowing yourself
Activity 1.2
This activity brings out some of the early
themes from your lifeline, concentrating on your
childhood and school life. Make notes under
the headings below. The activity may take some
time, and you might want to return to it later to
change or add points. Some of this information
will be useful when you put your CV together or
update your LinkedIn profile (see Section 4).
1 Family influences
If applicable, write down any occupational
influences on you. For instance, was one of
your parents a mechanic or another a teacher?
2 What do you remember about your
early childhood?
For example, the area and house you lived
in, family lifestyle, activities you participated
in, experiences you had, what your parents
expected of you, your role in the family.
3 Schooling
List the schools you went to, with dates, the
subjects you were good at and enjoyed, how
you got on with other children, how your
teachers saw you, how you saw your teachers,
school sports or other activities you took part in.
4 Teenage years
What activities were you good at or did you
enjoy? How did your friends see you?
What were you like as a teenager? What
ambitions did you have (career or otherwise)?
5 Any further education or training
What did you do? How did you choose it?
How did you get on? What prompted you to
begin studying with the OU?
Pause for thought
Now spend some time considering what your
notes say about you – what you’re like, why and
how you arrived at where you are today. You may
see themes appearing, such as strong aspects
of your personality or talents. Maybe you
had various abilities but developed
one rather than another – sporting
ability rather than artistic talent,
perhaps. Looking back, could you
have made different choices?
Make a note of any insights
you’ve gained through
remembering and reflecting.

1.1.2 What are my main achievements?
The activity in this section can help you to recognise skills and qualities that you might not always be
conscious of. It can be a particularly useful approach if you haven’t had much formal experience like
paid work – it’s sometimes easy to assume that skills gained outside work somehow don’t count.
Looking back at your lifeline (Activity 1.1), note the achievements you are 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
2
3
4
5
What they say about me
1
2
3
4
5
Activity 1.3
Pause for thought
Which of the skills or qualities you’ve listed
could be used in a work situation?
What kind of work? The chances are
that you’ve highlighted ‘transferable
skills’ and qualities that would be
welcome in many kinds of
career role.

15Knowing yourself
1.1.3 What roles do I play in life?
Another way of looking at your skills is to consider the roles you’ve played in your life.
Each role demands different skills. As a student, you need skills of learning, time management,
communication and keeping to schedules. If you enjoy DIY, you’ve developed not only practical skills
but planning and organising skills as well. If you are a parent, you have needed to develop skills of budgeting,
time management, delegating, cooking, and so on. By chairing meetings of a club, you develop skills of
briefing and dealing with people as well as organisational and management skills.
Activity 1.4
Now complete the table below. As a parent you may also be a cook, gardener, household manager.
You may take part in voluntary work (taking on roles such as counsellor, listener or organiser). You may be
an employee (team leader, working group member, project manager). You may find 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

2

3

4

5

Pause for thought
Looking at all your roles, are you surprised at the
number of things you do and take for
granted every day? Look at the skills
you’ve listed. Circle the ones that
are particular strengths. How do
you feel about them? Which do
you most enjoy using? How could
you use them in work?

Activity 1.5
My main weaknesses
1
2
3
4
5
6
My main activities outside work are (or have been)
1
2
3
4
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 to address these; they need not be barriers to the future.
My main strengths
1
2
3
4
5
6
Pause for thought
What are the possibilities in your interests? Have you
held positions of responsibility in any of them? Can
you see any interests or hobbies that might be
helpful to future work plans? For example, although
you may not have financial responsibilities at work,
you might be treasurer to your local
darts team or do the audit for the
youth club funds.
1.1.4 What have I learnt in my spare time?
What hobbies do you have or have you had in the past? You may not turn your hobby into a career, but your
spare-time activities could help you to demonstrate skills and qualities. lt’s easy to forget that leisure activities
can give us as many skills and abilities as those gained through work.

17Knowing yourself
Activity 1.6
1.2 What work would suit me?
Now that you’ve spent some time considering the skills and qualities you’ve developed
through experience, it’s time to think about work.
1.2.1 How big a part of my life is work?
Before considering what you want to do, you need to be clear about how important work is to you. This is
something that varies from person to person. You might be highly ambitious, even a workaholic, or you might
avoid positions that regularly eat into your leisure time. You may have found yourself in a post that takes over
and leaves little time for family life, and may prefer something that can give you a better balance between work
and home life. The next activity can help you to think about this. If you don’t have much experience of paid
work, think about your approach to other activities or projects you take part in.
Rate each of the following statements
Use this scale – try to avoid choosing
option 3 unless you feel this is the only
appropriate response:
5 Always true
4 Usually true
3 Neither true nor untrue
2 Usually untrue
1 Always untrue
1 I always aim high in my work
2 My ambition isn’t necessarily
to get to the top
3 I set myself difficult goals
to achieve
4 I don’t like to let work disturb
my social life
5 I want to do well at whatever
I’m doing
6 Being a success in life isn’t
too important to me
7 I like being seen as
dedicated to my job
8 I don’t like to aim too high
9 Work always comes before
pleasure
10 People wouldn’t describe me
as very ambitious
Pause for thought
Think about the way you scored
in this activity. How does
this feel? Is it right for you
or would you like to change
this aspect of your life?
Add up your scores
From the odd-numbered questions
From the even-numbered questions
Take the ‘even’ score away
from the ‘odd’ score
(even if it produces a minus score)
What did you score?
If you have a plus (+) score, the higher your
score, the stronger your ambition. If you scored
+20, for example, you would always put work
first and aim high in your achievements.
You might even be seen as a ‘workaholic’!
If you have a minus (–) score, you don’t see
work as the most important aspect of your life.
At the lower end of the scale, for example if
you scored –20, you would put your social life
before work, have little concern about getting on
in your career, and might be seen as ‘laid back’.
If you have a more central score, you keep
a balance between work and leisure. You have
some concern about doing well and making
progress, but you don’t let work rule your life.

Activity 1.7
1.2.2 What work experience have I had?
Most people would agree that work experience is very important when considering future directions, but it’s
easy to take yourself for granted and not recognise the wide range and high level of skills and abilities you
have. Many will be ‘transferable skills’ that you can use in other situations.
You will have learnt a huge amount through work (whether paid or voluntary) by noticing how you feel about
different tasks and respond to work situations, or how well you perform particular activities compared to other
people. You may also have learnt from others, either through formal appraisal or from informal comments and
reactions.
The next activity helps you to explore your experience, and will be useful when preparing for interviews
(see Section 4). The activity may take some time, and you might want to come back to it later.
1 List the jobs you’ve had, with dates.
If you have limited or no experience of
paid employment, make a list of unpaid
or voluntary experience for example,
helping readers at school, delivering ‘Meals
on Wheels’, fundraising for a charity or
involvement in a conservation project.
2 For each job, note how it came about.
Did you apply formally through an advert,
or did you make a speculative approach to
a company? Did you volunteer or were you
encouraged into it? If you had some choice,
what factors seemed important in deciding to
take it up?
3 For each job, note the range of tasks or
activities you had to do.
Having an OU degree was useful for
getting my current post which is based
at home as it demonstrated that I could
work from home successfully.
BSc Hons Environmental Studies graduate
Pause for thought
Look back at what you’ve written.
Do you see any patterns?
Can you see particular strengths
or areas of difficulty? Do you enjoy
some things more than others?
Do others turn to you for help
with particular things?
4 Did you have to deal with any difficulties?
5 Which tasks or activities did you find most
appealing, enjoyable or rewarding, and why?
6 What were your particular achievements?
7 How did you get on with the other people?
8 What was your style of working?
9 Were you known for particular things?
10 What were you most proud of?
11 What were the things you disliked or
found frustrating?

19Knowing yourself
Activity 1.8
1.2.3 What different roles do I take on at work or elsewhere?
This activity should help you to become aware of the skills and experience you’ve developed through the
typical roles you play at work. If work hasn’t been a major part of your life, apply this to whatever activity
has taken up a lot of your time.
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.
INITIATE SEEK COMMUNICATE
IMPLEMENT ORGANISE HARMONISE
MONITOR SOLVE CHECK
MAINTAIN DECIDE CAMPAIGN
IMPROVE LIAISE PERSUADE
CONTROL COORDINATE MEASURE
ALLOCATE EXPLORE SUPERVISE
SELECT INVESTIGATE CHOOSE
DEVELOP LINK GUIDE
CREATE SELL MAKE
ENHANCE PLAN TRAIN
DELEGATE TEACH EVALUATE
Pause for thought
Look at the roles you’ve ticked. Circle any that
describe you particularly. Can you think of any
specific activities or actions at work or in non-work
activities that show that they describe you?
What evidence can you give to prove them?
How do you feel about them? Which do you most
relish carrying out? You’ll find this list
useful when you come to preparing
a CV, completing an application
form or attending an interview
(which you will cover in more
detail in Section 4). All the words
describe positive qualities.

1.2.4 What sort of person am I to work with?
Your personality affects your style of operating in the workplace and the way you respond to situations.
Again, think more generally about your life if your workplace experiences are limited.
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 other people) to 1 (much less so than most other
people), circling your position on the scale.
Average
Plan ahead and keep to it (t) 5 4 3 2 1
Stickler for detail or accuracy (t) 5 4 3 2 1
Easy mixer, socially confident (s) 5 4 3 2 1
Pessimistic (f) 5 4 3 2 1
Energetic (f) 5 4 3 2 1
Solitary (s) 5 4 3 2 1
Like lots of change and variety (t) 5 4 3 2 1
Very much affected by events or people (f) 5 4 3 2 1
Go my own way, act independently (s) 5 4 3 2 1
More practical than theoretical (t) 5 4 3 2 1
Determined (f) 5 4 3 2 1
Sympathetic, caring for others (s) 5 4 3 2 1
Always like to win, come in top (f) 5 4 3 2 1
Like persuading, negotiating (s) 5 4 3 2 1
Tend to worry, get anxious (f) 5 4 3 2 1
Like deadlines and timetables (t) 5 4 3 2 1
Usually take a leading role (s) 5 4 3 2 1
Good with complex ideas or data (t) 5 4 3 2 1
Demonstrative, show feelings (f) 5 4 3 2 1
Happy to be in charge of others (s) 5 4 3 2 1
Prefer traditional courses of action (t) 5 4 3 2 1
Equable, not easily upset (f) 5 4 3 2 1
Tend to influence people (s) 5 4 3 2 1
Ambitious to get on at all costs (f) 5 4 3 2 1
LessMore

21Knowing yourself
Activity 1.9 continued
Now look over your ratings. You can group them
into those to do with relating to people and
social situations (s), to do with your approach
to work tasks (t), and to do with your drives and
emotions (f). Where did you score the most
highly? Or did you score evenly across the
three categories?
For instance, some people are at ease giving
a presentation while others find it very nerve-
racking. If you think about your colleagues
you’ll be aware how they differ from each other.
While one is reserved, another is very chatty
and communicative; one is a stickler for detail
while another is not too concerned about fine
accuracy.
There’s no right or wrong personality, but you
do need to take your own traits into account. A
work situation that suits a very sociable person
won’t suit someone who much prefers to work
alone. The better you know yourself, the more
opportunities you create for finding a situation
that will suit you.
What have you learnt about your
typical way of operating?
What kind of work situation
would be likely to suit you?
Pause for thought

1.2.5 What am I good at as far as
work is concerned?
This section should help you to think about your
aptitudes – what you can do and how well you can
do it. Some people have a creative imagination,
others a photographic memory, others are skilful with
statistics. Some people have been taught or have
learnt particular skills for themselves – competence
in a computer language, for example. Others have
specialist knowledge, such as accounting standards
or employment law.
This question is of particular interest to employers.
It’s also important for you to know what you’re good
at, as it affects the work or the parts of a particular
job that you can perform best. There’s generally
some connection between what we can do well
and what we enjoy doing, but it’s not a necessary
connection. You can be good at something without
particularly enjoying it. You should also remember
that you’ll go on developing as you cope with
different demands, as you learn through your own
study, by going on training courses, by trial and error,
by observing others, by reading and so on.
You can learn about your aptitudes from other
people’s comments, through taking psychometric
tests (which are discussed in more detail in Section 4)
or from your own perceptions of how well you cope
with different tasks. The next activities are based on
your own knowledge, but do use any other information
you can get.
Activity 1.10
Look back at your list of achievements and what they say about you. Now list some of your work/
voluntary/domestic achievements, projects you’ve tackled successfully, initiatives you’ve put into practice,
etc. Then think about the knowledge and abilities you needed to apply in order to achieve the result.
Perhaps you had to learn a new technique, or perhaps you used or developed a skill you already had.
What I achieved
1
2
3
4
5
Knowledge/abilities used
1
2
3
4
5
Pause for thought
Examine and reflect on what you’ve put under the
headings. You might discover that your strengths
are grouped in some areas rather
than others. It’s useful to know this,
as it enables you to recognise the
talents you have and also to see
whether there are gaps you want
to work on. It’s also useful as
evidence when you’re
completing a CV or
attending an interview.
Review
As you may be discovering, it’s helpful to reflect on
your past as you approach a decision that will
significantly affect your life. Consider your answers
so far. You may have begun to gain more insights or
realisations about your own nature. Your discoveries
might be to do with your skills and abilities or your
attitudes, ambitions, needs and values. You may have
learnt more about your personality, temperament or
way of dealing with the world. What have you learnt?
It can help, rather than simply thinking through these
questions, to have someone else with whom to talk
through your answers – perhaps a friend, relation or
a careers adviser.

23Knowing yourself
Activity 1.11
The following activity is designed to help you do
a skills audit. You need to think about the skills
you have gained through your working, home
and social life, as well as those you are
developing and enhancing through your Open
University studies. The 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’.
If you are unfamiliar with the language used in
recruitment, doing this exercise will help you
to start looking at your skills in the way that
employers expect and to use the language that
you will need to use in job applications.
Many people, especially those who may be
returning to work after a break, feel that they
are lacking in skills or that the skills they have
are rusty. It may be that you have gaps in your
skills and undertaking this exercise will help
you to identify those so that you can think about
how to plug the gap.
For example, think about your Open University
studies. It is likely that you have developed or
enhanced your written communication skills,
so you will have a good level of skill in points
8, 9, 10 and 12. You will certainly have evidence
that you can read efficiently, point 7, and
depending on any tutorial participation, you
may have enhanced your verbal skills.
A way of improving and demonstrating your
skill of dealing with people could involve
tutorials and forums.
You are certainly using the skills of thinking and
analysis, even if it is just points 5, 9 and 10.
In the technical/practical section you will be
using IT software and equipment. In creative/
innovative skills you may be writing with
imagination or creativity, and/or seeing new
possibilities or openings.
Your studies will also give you evidence of skills
in virtually every point made in the administrative/
organisational section. You will need to rate
how well you can do these. So, be as honest
as you can both in admitting lack of skill and
in acknowledging your competence, but don’t
underestimate what you are capable of.
Consider how well you can carry out each one
in comparison with other people. Try to use the
full range of ratings.
Rate each of the following statements
Use this scale – try to avoid choosing 3 if you can:
6 Very high, outstanding performance
5 High level, reliably perform better than average
4 Good level generally able to do it quite well
Don’t devalue yourself. Recognise the
importance of what you’ve done, be it
through your study, be it through your life
experiences, because that’s what
enriches a firm, and that’s why
companies would be interested in
students from the OU.
Head of Recruitment, KPMG Europe
3 Reasonable level, just acceptable skills
2 Very basic level, not usually adequate
1 No significant level of skills

1 Listening, taking in what others say and checking your understanding
of the information
2 Clear verbal expression, ability to convey information without confusion
3 Fluent speech, words flowing easily
4 Drawing people out, to encourage them to speak
5 Commanding an audience, giving a presentation
6 Using the telephone effectively: few misunderstandings
7 Reading efficiently: readily taking in written information
8 Writing effectively, matching style to purpose
9 Structuring reports and other written communications logically
10 Using a wide vocabulary accurately and appropriately
11 Speaking (accent and pronunciation) in a way that’s acceptable in a
wide range of social situations
12 Spelling and grammar
Communication
Total score
Rating
1 Showing sensitivity to the feelings and needs of others;
taking account of this in dealing with them
2 Getting on with a variety of people and building up working relationships
3 Instructing, teaching or coaching others
4 Delegating and managing others
5 Leading a work group, chairing a meeting
6 Encouraging, motivating, getting the best out of others
7 Counselling: helping with personal problems
8 Negotiating: mediating, dealing with conflict
9 Interviewing, assessing or appraising
10 Persuading, encouraging, changing others’ views
11 Consulting and building agreements
12 Acting assertively (not aggressively)
Dealing with people Rating
Total score

25Knowing yourself
1 Understanding book-keeping
2 Preparing a budget
3 Using a spreadsheet
4 Understanding VAT and taxation
5 Producing a cash-flow forecast
6 Producing annual accounts
7 Carrying out a cost–benefit analysis
8 Interpreting management accounts
9 Working knowledge of volume and expenditure-related variances
10 Operating PAYE
11 Understanding types, uses and sources of loan finance
12 Operating costing system
Financial activities Rating
Total score
1 Using project management tools, e.g. critical path analysis
2 Using statistics
3 Logical thinking, working out implications
4 Applying critical ability in recognising potential weakness or problems
5 Making logical use of facts or information
6 Using mental arithmetic, estimating orders or probability
7 Flow-charting
8 Rational decision-making
9 Carrying out analysis and evaluation
10 Researching and gathering information
11 Carrying out mathematical operations
12 Carrying out stock or inventory control
Thinking and analysis Rating
Total score

1 Competence in using tools and technical equipment
2 Understanding data-processing equipment
3 Applying craft or technical ability
4 Aptitude for diagnosing mechanical or electrical faults
5 Constructing or assembling materials or equipment
6 Understanding current technical developments
7 Using laboratory equipment
8 Dealing with tangible, practical problems
9 Using manual dexterity, hand-eye coordination
10 Understanding physical sciences
11 Understanding engineering
12 Maintaining or repairing complex equipment
Technical/practical Rating
Total score

27Knowing yourself
1 Generating alternative solutions to problems
2 Creating original ideas
3 Improvising or adapting for other purposes
4 Designing new things, systems, layouts, events or courses
5 Being insightful, intuitive or imaginative
6 Developing others’ products or ideas
7 Writing with imagination or creativity
8 Seeing new possibilities or openings
9 Appreciating new or unconventional aspects
10 Visualising: imagining how something will look
11 Working creatively with shapes, colours, sounds and patterns
12 Innovating and improving procedures in your own field
Creative/innovative Rating
Total score
1 Managing your time
2 Planning systematically
3 Operating procedures precisely
4 Making things run like clockwork
5 Handling in-trays efficiently
6 Meeting deadlines
7 Producing clear operational structures
8 Developing resources to achieve objectives
9 Organising working time
10 Monitoring procedures and progress
11 Making detailed plans of action
12 Having a well-organised work space, filing system or recording procedures
Administrative/organisational Rating
Total score

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
Dealing with people
Financial activities
Thinking and analysis
Summary
Technical/practical
Creative/innovative
Administrative/organisational
Total score
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:

Evidence of your skills
Now that you have identified your skill strengths, it
can be helpful to think about what evidence you can
give in support of those skills. On an application
form you are often asked to give an example of a
time when you effectively used a particular skill. In
a CV, if you claim to have a skill you are expected
to give evidence to that effect. Competency-based
questions are regularly used in graduate recruitment
processes. Employers identify the skills and abilities
(competences) that are vital for working in their
organisation and they use these as selection criteria
for choosing new recruits.
To measure your suitability, recruiters will ask questions
where you will need to draw on examples from your life
so far to demonstrate times when you have employed
particular competences. The logic is simple: your
past ability to use a skill is a good indicator of your
potential to be successful in the future.
When thinking about evidence it can help to think of
using a variety of sources, including your studies,
work, voluntary work or life in general.
In order to structure the information you give in
a clear and succinct way, you can use the STAR
method: Situation Task Actions Result.
• Situation - what was the situation and when did it
take place?
• Task - what task was it, and what was the
objective?
• Action - what action did you take to achieve this?
• Results - what happened as a result of your
action?
You may have more than one example to consider;
try to choose the one that
• is relevant and describes the skill being asked for

29Knowing yourself
Pause for thought
What does this activity tell you? Are there any
surprises or does it confirm your expectations?
Either way, you can use the information when
you come to consider alternatives. Remember that
skills can always be developed simply by using
them more, and that the wider the range of skills
you have, the greater the variety of job
options open to you. Recognising the
skills you have to offer is key in being
able to market yourself successfully
to an employer (see also Section 4).
• demonstrates action and is something you actually
did, as opposed to what you learned, or what you
might do in a hypothetical situation
• is personalised by stating what you did, as
opposed to saying what other people did or what
happened
• has a positive outcome
• is appropriate and gives you something you can
talk comfortably about if asked for more detail
• is specific - if the question asks for an example,
then you should only describe one.
Keep your examples specific, recent
and relevant. We want to hear how you
have used skills and behaviours in a
positive way, so that we can see how you
would apply them in the work place.
Co-operative Group
Here are two examples:
Administrative/organisational: Whilst acting as
a marketing manager for my local hockey club, I
organised a successful recruitment drive: printing
flyers, arranging volunteers to distribute these
and putting in place free trial sessions to welcome
potential members. Membership increased by
20 per cent.
Communication: I lead seminars for junior members
of staff in my workplace. It is essential that I listen
carefully to establish their current knowledge and
only intervene when necessary to encourage them
to consider other areas. My performance in the first
seminar led to an increased workload to improve the
next set of seminars.
While competence-based questions focus on what
you can do, strengths-based questions focus on
what you like doing and are also being used now
by graduate employers (there is further exploration
of questions used in applications and interviews in
Section 4).

Rate the values below for importance to you. Try to use the full range of scores.
4 Very important 3 Important 2 Less important 1 Not important
Description Value Rating
Making decisions, independent action AUTONOMY
Change or variety in tasks, people, places VARIETY
Scope to learn, study, think, analyse INTELLECTUAL
Making friendly contacts with others SOCIAL
Large income, expensive possessions ECONOMIC
Expressing ethical code or religious beliefs SPIRITUAL
Using talents, developing skills USING ABILITIES
Being part of an important organisation COMMITMENT
Having lots of stimulus, excitement, thrills EXCITEMENT
Having influence or power over others AUTHORITY
Enjoying or making beautiful designs or things AESTHETIC
Getting promotion, career progression ADVANCEMENT
Helping or caring for others ALTRUISM
Concern for surroundings or location COMFORT
Being original, developing new ideas CREATIVITY
Activity, keeping moving, handling things PHYSICAL
Taking risks; business and trading COMMERCIAL
Does this make clear your reasons for wanting to work? Does it suggest the kind of work you like to do or
the type of organisation you feel most most suited to working for?
Clearly, some kinds of work have more to do with ALTRUISM and others with ECONOMIC or CREATIVE
values. In the same way, a manufacturing company, a charity, a newspaper office, a local authority,
a financial institution and so on will each have a different ‘feel’ as a place to work. Try to think through
which would suit you best.
Activity 1.12
1.2.6 What do I really want from work?
Now that you’ve thought about who and where you are and the skills you have, the next step is to recognise
what you’re satisfied with and what you’re dissatisfied with. This doesn’t mean that you can achieve everything
you wish, as restrictions of one kind or another will limit everyone’s range of choice. It is important though,
not to limit yourself by concentrating so much on restrictions that you achieve less than you might.

31Knowing yourself
1.2.7 How well does my present (or last) job meet my wants and needs?
Activity 1.13
To complete your examination of job satisfaction
or dissatisfaction, consider the following.
Circle the level that applies to your present or
most recent job.
Money Clearly, inadequate income causes
many problems and dissatisfactions.
Too little Adequate Well paid
Opportunity for control Simple, repetitive,
closely controlled work is generally far from
satisfying, but on the other hand having a
high level of responsibility (being a managing
director, for example) can be stressful.
Too little About right Too much
Opportunity to use skills Most of us
enjoy using and developing our skills and
competence. But having very high-level,
complicated demands repeatedly made on
us can be stressful.
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.
Variety Individuals differ in the amount of variety
they prefer, but it’s stimulating to have some
change and variation in the work environment.
Clear boundaries A work situation where
boundaries aren’t clear can cause uncertainty
and conflict. Equally, being in a tightly defined
job can feel restricting.
Social contact Everyone’s need for contact
is different, but most of us get satisfaction from
being with others, chatting over coffee or
working in a team.
Respect Most of us like to be thought well of
and respected by others. For work satisfaction
it’s important to feel that there’s some match
between your contribution and the position
you hold.
Pause for thought
Which of these are the most important to you?
Answering that may clarify sources of satisfaction
and dissatisfaction in your current or most recent
job. It may begin to suggest either the kind of
work you’d like to do or the kind of organisation
you’d like to work for. This can be
helpful in supporting the question
of whether a change of employer/
organisation may be what
you’re looking for, or a change
of job role/new career
direction. Note any ideas
that occur to you.

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, 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 1.14

33Knowing yourself
1.2.8 What kind of work would I like to do?
To help you decide on the kind of work you’d like to do, you also need to consider your interests.
Interests are to do with the things you find most appealing or enjoyable.
Activity 1.15
Look through these kinds of work and consider whether you would like to carry each one out. You may
have had direct 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.
Yes Not sure No
1 Supervise staff dealing with correspondence
2 Design a staff appraisal scheme
3 Monitor quality control activities
4 Keep up to date with computing developments
5 Put budgeting procedures into practice
6 Develop a marketing plan for a new service
7 Keep abreast of scientific developments
8 Write information booklets
9 Supervise process control staff
10 Organise renewal of insurance cover
11 Plan staff training schemes
12 Forecast drawing office work schedules
13 Find new areas for computer applications
14 Keep abreast of money market changes
15 Negotiate prices with suppliers
16 Plan research and development (R and D)
17 Handle public relations issues (PR)
18 Revise road delivery schedules
19 Plan introduction of new clerical procedures
20 Interview job applicants
21 Organise installation of an internal telephone system

Yes Not sure No
22 Instruct computer users on procedures
23 Coordinate work of audit staff
24 Brief sales staff
25 Design new technical equipment
26 Collect and collate information
27 Supervise warehouse staff
28 Report on legal matters affecting the organisation
29 Set up a staff-grievance procedure
30 Plan equipment-maintenance schedules
31 Review data-processing installations
32 Monitor productivity of operations
33 Analyse effectiveness of advertising
34 Organise scientific research
35 Design publicity leaflets
36 Monitor productivity of operations
37 Implement new administrative procedures
38 Investigate staff turnover problems
39 Monitor laboratory testing services
40 Write computer documentation
41 Brief colleagues on effects of taxation changes
42 Report on sales performance
43 Produce design specifications
44 Manage external relations
45 Supervise a building-maintenance programme
46 Take minutes of meetings
47 Prepare a staff handbook
48 Carry out an energy usage audit
49 Deal with computing problems

35Knowing yourself
Not sure No
50 Prepare financial reports
51 Review a product range and pricing
52 Develop and improve mechanical or electronic equipment
53 Edit a newsletter or magazine
54 Improve plant layout to increase productivity
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
Group A Questions 1, 10, 19, 28, 37, 46
Group B Questions 2, 11, 20, 29, 38, 47
Group C Questions 3, 12, 21, 30, 39, 48
Group D Questions 4, 13, 22, 31, 40, 49
Group E Questions 5, 14, 23, 32, 41, 50
Group F Questions 6, 15, 24, 33, 42, 51
Group G Questions 7, 16, 25, 34, 43, 52
Group H Questions 8, 17, 26, 35, 44, 53
Group I Questions 9, 18, 27, 36, 45, 54
Yes

What your scores mean
Your scores relate to different kinds of work activity:

A Administrative/legal/secretarial e.g. charity officer, health service manager
B Personnel/training/education e.g. primary teacher, recruitment manager
C Technical support e.g. quality assurance manager, laboratory technician
D Data processing e.g. IT consultant, database administrator
E Accounting/finance e.g. management accountant, tax inspector
F Marketing/sales/purchasing e.g. retail buyer, sales manager
G Scientific/engineering/research and design e.g. electronics engineer, architect
H Information/communication e.g. librarian, interpreter
I Operational/production/distribution e.g. transport planner, production manager
Write in your total score for each group.
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 Career 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 Career 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.
https://www.prospects.ac.uk/planner
You’ll need to register (free) to access the Career Planner tool.
Score

37Knowing yourself
Review
Read through the results of your work and reflect on
the notes you’ve made. You should by now have a
much clearer picture about:
• Your aptitudes
• Your skills and interests
• Your achievements and experience
• Your values
At this stage you might like to discuss things either
informally with a trusted friend or formally with a
careers adviser.
Now complete the summary chart below.
When you’ve done that, you may want to look at
Section 6 ‘The next steps’, or you might prefer to
move on to the possibilities that this knowledge could
open up for you in Section 2.
Summary chart
What am I good at?
Write down the aptitudes that you’d most like to use in work.

What are my main work values?
Write down the values you’d like to fulfil.

What would I like to do?
Write down the occupations or job areas you’d like to work in.

Summary chart continued
How would I like to work with people?
What kind of environment?
Write down the kind of contact you’d like to have with people (working mainly independently or as part of
a team, having lots of customer contact, helping others in a caring or supporting role), and the kind of
work environment you’d like.

What other aspects are important to me?
Write down any other factors that are important to you, such as location, travel, organisational structure, etc.

What changes would I like to make?
Write down some changes you would like to make to help in your job searching.

39Knowing yourself
You may wish to talk over some of your initial
thoughts with a careers adviser before you go on
to the next section. The content of Section 1 can
provide a really useful starting point to an individual
careers guidance consultation with a careers adviser.
You may find it useful to complete this section before
you book an consultation, which OU students can do
via the careers website.
You may prefer, however, to explore further by
continuing to read the remaining sections in this
book or by looking at information and activities on
the careers website at:
www.open.ac.uk/careers
Whichever route you choose good luck with the
next step!
Further resources
Try using the resources for developing self-
awareness and identifying which career might suit
you on our careers website at www.open.ac.uk/
careers. These include tools to match your skills and
interests to relevant types of job.
You also might like to look at the TargetJobs careers
report at https://targetjobs.co.uk/careers-report,
which uses questionnaires to explore your interests,
strengths, personality and abilities.
Be honest with yourself: what relevant
experience do you have? Where are
your gaps? How can you start to bridge
these gaps.
Head of Talent Management, Royal Mail

41Exploring possibilities
02 Exploring possibilities
2.1 Planning your strategy 41
2.2 Graduate-level jobs 42
2.3 Creative job search 45
2.4 Finding vacancies 46
2.5 Building a network of contacts 50
2.1 Planning your strategy
Many job-seekers actually have very little knowledge
of how the job market works and how people are in
fact recruited. What information they do have can
often be based on personal experience or rumour.
As a result, people’s job-seeking methods can be
disorganised and inefficient rather than carefully
organised and systematic. So, a key fact you need
to grasp immediately is that it is vital that you plan
your strategy for job hunting in order to get the job
you want.
Another key fact you need to understand is that
different sectors and employers have their own
traditional methods for recruiting. The local sawmill
is likely to approach the task differently from a
multinational advertising agency. (In fact, the
only thing they might have in common is that they
probably use an interview during the selection
procedure.) Otherwise, the recruitment process
will be quite different. This means that you must
be flexible enough to adapt your approach to the
diversity of methods used by potential employers.
It’s also important that you don’t spend valuable
time applying for jobs where you have little chance
of success, or for jobs that don’t fit your needs or
meet your expectations. By planning your
job-search strategy, you will be able to focus much
more accurately on what you need to do to achieve
your goal.
We are assuming at this stage that you know what
you want to do. If you haven’t yet got a clear picture
of the kind of work or job you want to pursue, work
through Section 1 ‘Knowing yourself’ before going
any further.
2.1.1 A typical strategy
A strategic approach pays dividends, so be
organised and systematic. A typical strategy means
that you will:
• Consider all the opportunities open to you:
public, private and voluntary sectors.
• Look into and follow up all sources of information.
• Build up a file of background information about
companies, jobs and developments in sectors
you’re interested in.
• Get a general view before you start to draw up
a shortlist.
• Do some research: find out how, when, where
and how often vacancies are advertised.
Are graduates usually recruited? Are there formal
channels? What are the essential qualities sought
in candidates? How do you match up? What are
the application deadlines?
• Apply for jobs and attend interviews. Always keep
copies of your applications (including online
applications) and be prepared to ask for feedback
on how you’ve done.
• Don’t forget that you need to review and evaluate
your progress from time to time.

2.1.2 Information
Information is an essential tool in job hunting.
You need to find out as much as you can about the
job(s) and the companies you’re applying to, so that
you can present yourself effectively. The fuller your
awareness of the opportunities open to you, and the
more you know about each possibility, the better the
choices you will be able to make.
• Get to know the main sources of information about
careers and jobs.
• Use local careers libraries, relevant journals,
professional bodies, regional or national
representatives, websites, specialist and general
trade directories.
• Set up a file of job information, sample
advertisements, job descriptions and person
specifications, useful company and sector
contacts, details of salary bands, useful articles,
press releases, etc. You might want to do this
electronically.
• Follow up this information by talking to
professional careers advisers and people in the
job areas that interest you.
• Personal contacts can be invaluable: tutors,
fellow students, alumni, representatives from
professional bodies, and don’t forget to follow up
useful contacts from job advertisements.
• Keep notes of your conversations.
• Acknowledge those who have helped you –
quick telephone calls or thank-you notes may
pay dividends.
2.1.3 Review your progress
Keep records of all contacts and applications you
make. File copies of letters and applications and
record the progress on each one. To review your
progress:
• Consider what appears to work and what doesn’t,
and ask yourself why.
• Constantly reassess your assumptions about
questions such as your mobility and your
job preferences.
• Be realistic about the skills and experience you
have and those you need to acquire.
• Use a range of job-search methods.
• Be prepared to persist.
• Be prepared to change your strategy if necessary.
2.2 Graduate-level jobs
Another important aspect of any job-search strategy
is to consider your options realistically in the context
of the current and future employment market. As you
research the main occupational areas that interest
you, look into trends in the area such as emerging
sectors, new jobs of the future, recession and
Government changes. They’ll all have a bearing
on employment, both on the number of people
employed and on the work that they do. You can do
this by exploring jobs in sectors on the Prospects
website at:
www.prospects.ac.uk/jobs-and-work-experience/
job-sectors
We welcome career changers who
completed their degree some years
ago and have some work experience.
The Fast Stream welcomes diversity,
as life and work experience will enrich
the Civil Service.
Head of Marketing & Diversity
Civil Service Fast Stream
2.2.1 What is a ‘graduate’ job?
One of the main reasons employers recruit graduates
is that they expect them to be more flexible, more
adaptable to change and capable of learning new
skills. However, it’s becoming increasingly difficult to
define exactly what’s meant by a ‘graduate job’.
The dramatic reductions in graduate recruitment
during the recession of the early 1990s and the
rise in the numbers of people studying for a degree
meant that, for all graduate job-seekers and job-
changers, employment seeking strategies have had
to be flexible and responsive to the employment
market. This is still so, and graduates are now
entering a much wider range of jobs.
As large numbers of graduates enter an increasingly
diverse range of jobs, the graduate labour market
boundaries are blurring. It’s becoming apparent
that it isn’t always the classification of the job
that’s important, but the nature of the graduate’s
experience and aspirations.

Research conducted by Elias and Purcell (Seven
Years On: Graduate Careers in a Changing Labour
Market, www.hecsu.ac.uk/seven_years_on.htm)
grouped graduate jobs into five distinct categories:
1 Traditional graduate occupations – Established
professions for which a degree has historically
been required, for example, solicitors or research
scientists. The graduate has to be an expert in a
very specific area.
2 Modern graduate occupations – Since the
expansion of higher education in the 1960s,
there has been a development of new
professional areas requiring graduate-level
qualifications, for instance, journalism, nursing
or social work. A high level of interactive and
communication skills is usually required for these
areas in addition to having received training in
the specific area.
3 New graduate occupations – These reflect
changes in technology and organisational
structures and priorities. Some are relatively new
occupations whereas the nature of others has
changed so that an increasingly common route
into them is via a graduate level qualification
(for instance, marketing, engineering,
environmental health). The ability to access and
use specialist information is an additional skill
for these areas.
4 Niche graduate occupations – This is an
expanding area. Most jobs in this category don’t
usually ask for a degree but have some areas
that are deemed as ‘specialist’ and increasingly
ask for a degree at entry – for example, retail
management, graphic design.
5 Non-graduate occupations – Increasing
numbers of graduates don’t immediately enter
the ‘graduate labour market’. Many are in
non-graduate jobs but using the skills that they
have developed as a result of their studies.
There are many instances of graduates in these
occupations demonstrating their potential and
developing their initial role to fit their skills.
I don’t think I would have stood a
chance of obtaining this job without a
degree. Many people taken on at the
same time as me (there were 15 positions
in various locations in south-east
England) have a masters degree – I do
not, which shows that the OU must be
thought of quite highly.
Environmental studies graduate
2.2.2 New and expanding opportunities
for graduates
Structured graduate programmes still exist with large
‘blue chip’ companies but competition is fierce and
fewer graduates now enter through these schemes.
According to research by the Institute of Employment
Studies only around 10 per cent of respondents
had a place on a graduate training scheme with a
blue chip employer. In fact, a growing proportion of
graduates find their first jobs in small and medium-
sized enterprises (SMEs) Something to bear in mind
is that SMEs account for 99.9% of all private sector
businesses in the UK.
For more information on SMEs go to:
www.fsb.org.uk/stats
OU students may have significant work experience
from different jobs or may have worked for a number
of years in a particular industry but now be looking
to develop or change their career. They may benefit
from a recruitment scheme known as “Experienced
Hire”. A number of big companies use this because
they recognise that students with significant work
experience may have developed key skills such as
the ability to manage, complete project work and hit
the ground running. Experienced Hire provides a
method for recruiters to hire these individuals rather
than recruiting them through the traditional ‘graduate
scheme’ route.
Experienced Hires usually undertake a similar
recruitment process to that for other graduate
positions. Examples of companies that recruit
for Experienced Hires include, Deloitte, PwC and
Goldman Sachs.
Destinations of Leavers from Higher
Education in the UK (DLHE)
Each year universities in the UK are required to ask
their graduates about what they are doing and how
studying has changed or developed their careers.
This data is published annually and can be seen at
www.hecsu.ac.uk/what_do_graduates_do_archive.htm
and on the Unistats site at http://unistats.direct.gov.uk
Unemployment among all UK graduates responding
to the DLHE survey in 2013/14 was 6.3 per cent
six months after graduation. 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 who
responded to the survey questionnaire in 2013/14
was 3 per cent. (The figure for part time first degree
students across the UK was 4.3%).

What sort of organisation are you suited to?
2.2.3 Internships
As a response to the recession, the UK Government
has been encouraging employers to offer internships
to unemployed graduates. An internship is a time-
limited work experience placement which gives
graduates a chance to enhance their employability
and career prospects. Graduate internships may be
full time or part time and many of them are paid.
You need to consider what type of opportunity might be right for you and think about the pros and
cons of working for an SME, a large company or working in the Third Sector. Here are some of the
differences between them.
SMEs
(Small and medium sized
enterprises)
Large companies
(With over 250 employees)
Third Sector
(Charitable/Not-for-profit)
• Fastest growing sector of
UK economy
• Easily identifiable
opportunities
• Focus on ethical work
• Local • National • Mainly local
• Early responsibility • Small cog in big wheel • No typical working day
• No formal induction • Structured training
programme
• Can be a very small
organisation
• Less red tape and
bureaucracy
• Formal structures embedded • Less bureaucracy
• Lower starting salary • Perks and higher starting
salary
• Typically a lower starting
salary
For more information, and to search for internships
online, go to the Graduate Talent Pool website:
http://graduatetalentpool.direct.gov.uk.
For further information on employment rights and
pay entitlement for interns, go to:
www.gov.uk/employment-rights-for-interns
2.2.4 Career change
Many people successfully change careers and may
do so more than once in their working life. There are
many reasons for doing so, including the fact that
you are unhappy with the work you are doing, have
always wanted to do something else, or feel that
you need to change your work/life balance and are
tired of bringing work home with you, literally or
figuratively. Others feel that they have never fulfilled
their potential, or regret the decisions they made/had
to make early in their careers.
It may be that you are studying as an Open
University student because you plan to change
career, or perhaps your studies have made you
aware of a wider range of interests than you had
before but without any definite career objectives
just yet. In either case, you will be developing skills
through your studies that will benefit you in your
future career.
It’s also possible that external forces suggest it’s time
for a change as the workplace changes, introducing
new roles and shedding older ones. People who are
made redundant may take this as an opportunity to
take some time out and rethink what they want to
do. Whatever the reason, it’s increasingly unlikely
that many people will stay with their first employer
throughout their working lives.
Approximately one in ten people in the UK have a
current intention to change their career. This suggests
that roughly 2.5 million people might consider
changing their career each year. This is likely to
double over the next 20 years.

So a career change may be your choice or it may be
thrust upon you; either way it’s a time to take stock,
evaluate your skills and abilities, and think about
how you might apply these skills differently. If you
are studying because you have already decided to
change direction, you still need to do some research
so that you are clear about the planned route into this
career, and the demands that it will place upon you.
If you feel that you want a change but are unsure of
what might suit or interest you, it should help to work
through Section 1 if you haven’t already done so.
Becoming self-employed is another way to take
control of your career. Whether through learning a
trade or simply having a great business idea, more
people than ever are becoming self-employed – with
the national statistics showing 4.6 million people
registered as self-employed in 2014.
There may be a career that has always interested
you, or you may have come up with some new ideas
about specific jobs and/or ways to work. Either way,
you need to do the research so that you are clear
about the demands of this new direction. You could
start with the information about different types of
jobs at:
www.prospects.ac.uk/job-profiles
Once you have an idea of what you would like to do,
it would help to arrange to talk to someone already in
that role. If there is a relevant professional body, you
may be able to go through them, you could approach
people directly or work though an HR department.
As well as the resources mentioned above, there is a
useful section on changing careers on the National
Careers Service website that links to resources to
help you progress:
https://nationalcareersservice.direct.gov.uk/advice/
planning/Pages/chooseacareer.aspx
So changing careers takes research, planning and,
in some cases, a substantial investment of time.
It will help to have the support from your family and
friends, but it is possible – more and more people do
it every year.
2.3 Creative job search
The career-review process isn’t something you
do once and for all and then never do again.
Most of us need to review our careers now and
again to take account of changes in ourselves and
the opportunities open to us. None of us can
predict what kind of jobs might be available in the
next few years.
Today’s labour market is increasingly diverse.
To succeed, you need to play by a set of new rules.
The best advice is to start as early as possible and
be creative in your job search.
So, how can you do a creative job search? Here are
a few essential steps to get you started:
• You need to ‘market’ yourself. Consider temporary
or part-time work to enhance your marketability,
skill development and knowledge of the industry
or job area, and to foster contacts.
• Think about doing voluntary work. Be clear about
what you’re offering to do, how long for, and what
benefits you hope to gain from the experience.
(See Section 2.5.6 for details.)
• Find out about getting appropriate training or
study with work experience. This may give you an
identifiable edge in the job market.
• Network with and develop contacts with well-
placed, knowledgeable people, including those in
organisations you’ve already worked for (if any).
• Find contacts in the sorts of organisation and
job you’d really like. Consider what you can do
for them.
• Don’t limit your marketing to letters of application.
You may want to ask to meet people, or talk to
them in person. Learn how to use the telephone
effectively – there’s some advice about this in
Section 2.5.2. Try to contact the person who
makes the decisions and might be interested in
your talents.
• Develop an excellent CV and application letter,
and adapt or customise them with a particular
opportunity or employer in mind (see Section 4
‘Getting the job’).
• Use LinkedIn to help you network with other
people in the career that you want to get into.
• Use the contacts you’ve made to get opportunities
to work-shadow or to carry out job study
interviews that will give you useful knowledge.
As the number of graduates has
increased – and competition for the
cream of the crop has grown
accordingly – investing in the traditional
‘milk round’ and a reliance on generic
marketing is no longer enough for
companies to attract the best talent.
Head of Graduate Recruitment, Accenture

• Use employment agencies, but don’t let them use
you. Make sure they keep you in mind for suitable
vacancies, and be sure to get constructive
comments on your applications and overall
approach (you will find out more about recruitment
and executive search agencies in Sections 2.4.9
and 2.4.10).
• Investigate the possibility of employment through
a ‘Knowledge Transfer Partnership’, a partnership
between employers and higher education
institutions – look at:
http://ktp.innovateuk.org
• Don’t forget the increasingly important non-
traditional graduate recruiters (small and medium-
sized enterprises – SMEs, which were discussed
above in Section 2.2.2).
• Use the internet to research companies and job
vacancies.
[Adapted from AGCAS information on
job-seeking strategies.]
It is easy to be overwhelmed by the amount of
research you need to do on possible opportunities.
The whole business of applying for jobs can also
be intimidating, especially if it is a while since you
have done it. There is a particular language that
employers tend to use and the jargon can, at first, be
very strange. Looking at job adverts will give you an
idea of the language used, as will the job profiles on
the Graduate Prospects website at:
Gaining work experience is a great
way to get a foot in the door, but it is
highly competitive and not often
advertised. Join the professional body
for your sector/profession. By attending
networking events or seminars you will
soon start to make valuable contacts
and make yourself more employable
through improved knowledge. Read the
trade or industry press to pick up on
trends, best practice and any changes
which may create opportunities.
Be proactive.
Talent Manager
Heinz
Pause for thought
Ask yourself what you can take
forward from these ideas.
What will your job search
strategy look like? Do you
need to think more creatively
to search for jobs?
2.4 Finding vacancies
When it comes to job vacancies, they are classified
as either ‘open’ or ‘hidden’. In fact, it’s estimated that
seven out of ten jobs are ‘hidden’, in that they are
never even advertised! Often, in times of recession,
this hidden job market increases as some employers
shy away from the administrative burden of dealing
with the overwhelming number of responses their
recruitment advertisements produce. SMEs, in
particular, may not advertise due to the high costs
involved.
2.4.1 Applying for hidden jobs
Hidden jobs are produced:
• by organisational changes that make old jobs
obsolete and create new ones, or redefine
old ones.
• because an organisation doesn’t recruit enough
graduates to warrant much expenditure of effort
or money on advertising.
• because of the volume of unsolicited applications.
• when an organisation doesn’t particularly demand
a degree, but prefers specific skills, qualities
and experience.
• because an organisation may want to hire
internally as it is cheaper and the internal hire is
already familiar with company processes.
Do you know the answers to these questions?
• Can you identify the fastest growing sectors in the
region or nation that you want to work in?
• Can you identify some significant projects that
might provide employment opportunities for you?
• What skills are most in demand in your field?
Do you have them? If not, how can you
acquire them?
• How often do you monitor media sources or social
media to keep yourself in touch with what is going
on in your field?

To find the kind of company that can use your skills
and satisfy your needs:
• Look at the resources suggested in this section.
• Look at company websites and find out more
about them.
• Consult the main directories in your local
reference library.
• Use social media sites, such as LinkedIn to
search for employers.
To get started try:
• General trade directories e.g. Yellow Pages
(www.yellow.com), Thomson Directory
(www.thomsonlocal.com) and KOMPASS
(www.kompass.com).
• Specialist trade directories for different
occupational areas e.g. The Writers’ and Artists’
Year Book (www.writersandartists.co.uk).
To see if there any specialist trade directories for
the profession you’re interested in go to:
Remember, even open jobs are hidden during the
early stages, while decisions are being made about
internal versus external recruitment campaigns,
selection dates, advertising space and so on.
2.4.2 Making speculative approaches
Please note: making speculative approaches to
companies is not permitted in Northern Ireland.
It isn’t enough just to wait for jobs to be advertised
in the media. The effective job-seeker must tap the
hidden market by making speculative approaches
to prospective employers. Turnover, promotion and
retirement continually create new job opportunities.
Economic, technological and organisational change
always affects employment patterns. Marketing
yourself means keeping ahead of the competition.
This approach gives you the initiative. You decide
which organisations, sectors, jobs and areas most
appeal to you. Speculative approaches can even
create new jobs. Convince employers that you have
exactly the skills they need to solve their business
problems. Prove that they need your abilities and
would benefit from your expertise. Demonstrate that
they can’t afford not to employ you.
This approach isn’t comfortable for some people for
example, a very nervous jobhunter, nor appropriate
in some areas of employment, for instance, teaching.
Consider what’s right for you and your ‘target’ area.
• Always follow up - Tell them in your initial contact
that you will follow up, and then make sure you
do so. If you hear nothing within two weeks, follow
up by telephone, perhaps to arrange a meeting
through a secretary. Offer dates and times.
• Take a long-term view - It takes time to build up a
mailing list, and responses may be slow and few.
If you’re going to make speculative approaches,
start planning early in your job search. You need
to be patient and not expect immediate results.
• Persevere - Occasionally persistence will pay off
and, after an initial refusal, you may be offered a
meeting. Make the most of it.
Making speculative contacts can pay off in several
ways. Even if you have no luck with a particular
employer, you may be referred or recommended to
another. Use these meetings to get more information
about the job market. Each employer you see is a
new contact. Each rejection may be one step nearer
to the job you want. Remember every ‘no’ brings you
closer to a ‘yes’!
Before submitting a speculative
application, please do check that the
employer concerned is happy to
receive these. Submitting a CV when
an employer clearly states in all
publicity that you should only apply to
an advertised vacancy shows a lack of
simple research and is not likely to
create a good impression.
UK Graduate Recruitment Manager
Logica

2.4.3 Using your networks
In the 2013/14 Destinations of Leavers from Higher
Education survey, 18 per cent of OU undergraduate
and 15 per cent of postgraduate students reported
that they had got their job as a result of personal
contacts. This represents an increase on previous
years. We will deal with networking in more detail in
Section 2.5 below. For now, just keep in mind that
research into how managers change to jobs with
other organisations has shown that over half get an
introduction through networking. ‘Networking’ is the
systematic use of personal contacts to:
• gather information about an industry or company
• discover hidden jobs, especially in
particular companies
• get an introduction to a key decision-maker in
a company, whom you can convince of your
qualities as a candidate
• develop further contacts to expand your network.
At first, it may seem a little strange to seek out
hidden jobs, or to concentrate on particular
companies just because they appeal to you.
But experience supports the practical wisdom of
doing so.
2.4.4 Applying for advertised jobs
Many jobs are of course advertised and listed below
are some of the places you can look for them.
If you reply to an advertisement, always follow the
instructions given. If it says write, telephone or email
for an application form, there’s no point in sending
a CV. Many employers send very poor information,
or none at all, about the job advertised or the
selection methods they use. Show initiative by
telephoning or emailing if you need to know more.
You may have to do some detective work if the
advertisement doesn’t give a telephone number.
Sources of vacancies
2.4.5 OU Careers and Employability
Services
If you are an OU student or graduate, you can
access vacancies with a wide variety of employers
on our online vacancy service, JobZone, on our
website www.open.ac.uk/careers. You can also see
profiles of OU-friendly employers and sources of
regional and national vacancies.
2.4.6 Newspapers and journals
You will find many job vacancies advertised in
newspapers and specialist or trade journals.
Because advertising in national newspapers is costly,
smaller employers often rely on advertisements in the
local press because it’s less expensive and brings in
a more manageable number of replies.
The best place to consult newspapers and journals
is your local library or online if you have access to
the internet. At the start, you may need to look at
them every day, as recruiters seldom place their
advertisements more than once. Make a note of the
advertising patterns: you will find that most of the
quality daily papers (The Times, The Irish Times,
Independent, Irish Independent, Guardian, Daily
Telegraph, Belfast Telegraph, Financial Times)
advertise certain kinds of work on particular days of
the week.
Local papers sometimes concentrate their job
advertisements on Thursdays, the day on which most
papers are sold. Make a note of advertising patterns
in your local press, and familiarise yourself with the
kinds of advertisement placed in each paper.
The big Sunday papers advertise a variety of jobs,
but their relatively high advertising rates tend to
restrict the salary range to the higher end. During
holiday periods, August to mid-September and
December, advertising is reduced.
You will find links to newspapers in the UK and
Ireland including national and regional papers from
www.thepaperboy.com/uk.
2.4.7 Professional associations
Many professional associations and institutions, for
example, the British Psychological Society have a
regional education or training officer and sometimes
a specialist careers adviser whom you can contact.
Some produce yearbooks and lists of members.
Addresses and other details are in the Directory of
British Associations, which can be found in most
major libraries. In Ireland the Institute of Public
Administration (IPA) publishes an Administration
Yearbook. This annual directory is available in most
public libraries and contains names and contact
details of key personnel in each of the organisations
listed. The ‘profession finder’ on the Total Professions
website www.totalprofessions.com will help you
to search for over 300 professional bodies and
associations in the UK.

2.4.8 Recruitment agencies
Recruitment agencies tend to deal with lower-
level salaried positions. They often act for small to
medium-sized employers that have no personnel or
recruitment departments of their own. Many specialise
in particular kinds of work or industry, and in some
areas of employment (such as medical sales) they
are almost the standard source of recruits.
Services are free to you – the employing company
is charged a fee, usually a percentage of your
first year’s salary. Be clear, though, about what the
agency is offering you. Remember that it’s there to
fill its clients’ posts, not to help you sort out your
career plans.
The Recruitment and Employment Confederation
is the UK association for the recruitment and
staffing industry. You can search for agencies by
geographical location and by type of work from their
website at: www.rec.uk.com
In Ireland the National Recruitment Federation is a
voluntary organisation set up to establish and
maintain standards and codes of practice for the
recruitment industry in Ireland. You can search for
agencies that have signed up to the code of conduct
at: www.nrf.ie
firm work on a particular job. Sometimes
contingency firms will distribute your CV widely in
the hope of generating new business. They may
interview you and construct a pen picture to go
with your CV.
As noted above, search firms may deal with a limited
type of vacancy. As a result, they prefer to receive a
CV to judge whether you fit what they have on their
books at that moment, or are marketable enough to
fit something that might turn up in the future.
They receive enormous numbers of CVs and often
don’t bother to acknowledge them.
The average search firm has only three or four
consultants. Most consultants limit interviews and
initially are likely to carry out a telephone screening
with you. They seldom divulge information about their
clients. If they send you to an interview they’ll want to
know how things went; similarly, they can be a useful
source of information about how you were received
by the client.
Although some firms deal only with positions above
£50,000, they’re worth considering if you have skills
that are in short supply – accountancy is a particular
example. If you decide to use a search firm, send a
CV and covering letter, and always include details of
your former salary and the range you’re looking for.
Consultants often don’t share information with one
another, so if you apply to a large firm operating in
many locations you need to send your CV to all
of them.
To identify headhunters and executive search firms in
the UK visit Headhunters in the UK
www.allheadhunters.co.uk.
Study at the OU requires a level of
self-motivation and self-discipline. This
gives OU graduates a cachet which
conventional universities do not offer –
and that employers can’t fail to be
impressed by.
Employer
2.4.9 Executive search firms
There are more than 200 executive search firms in
the UK. While they are important in the market place,
their role is limited by the high fees they charge
to employers (typically 30–35 per cent of annual
salary). They tend to be used for jobs that are at
a high level or require scarce specialist skills for
example, specialist IT skills, or when commercial
confidentiality is essential. They are of two main kinds:
• Fee/assignment firms are given sole charge of
a particular search. They get most of their fee
whether the employer hires their candidates or not.
• Contingency firms are paid only when the
company hires someone they have presented.
Some employers let more than one contingency
We advertise our vacancies through a
wide range of media as well as on our
own website. We would recommend that
students visit the websites of major
graduate media suppliers such as
Hobsons, Prospects and Doctorjob.
It is also worth registering with websites
such as www.graduate-jobs.com and
www.milkround.com as many employers
use these organisations to publicise
vacancies and recruitment events.
Logica

2.4.10 The internet
Most jobs are now advertised on the internet through
national websites directly associated with particular
careers. There are also opportunities to ‘post’ your
CV on the Web, entering it into the database of an
organisation (usually recruitment organisations) that
will either try to find a suitable match for you or allow
an employer to search the information and perhaps
select you for interview.
Bear in mind that not all sites offer confidentiality, and
your personal details may become public property.
You could find yourself treated like a trading
commodity if the website’s main interest is simply
to capture personal details and sell on a CV. Try to
make sure you use vetted or recommended websites
only to post your CV.
Think about what you are posting online and who you
are sharing it with. There are tips on how to protect
yourself by investigating potential employers on our
careers website www.open.ac.uk/careers.
Remember that:
• Websites may not always deliver what they promise.
Many sites change rapidly and there are no
guarantees about the accuracy of the information
displayed. Always try to cross-check information.
• Websites sometimes go online while still
under development.
• It’s sometimes difficult to see the wood for the
trees – not everyone has a brilliant web designer.
Most graduate recruiters now recruit online as well
as using other methods.
2.4.11 Social Media
You can directly search and apply for jobs on
professional networking sites such as LinkedIn.
Twitter and Facebook are useful for searching for job
vacancies either through hashtags or recent posts.
For helpful tips on job hunting and social media go to:
www.prospects.ac.uk/careers-advice/getting-a-job/
job-hunting-and-social-media
Further resources
You can search for jobs by keyword or career sector
on Prospects website
https://www.prospects.ac.uk/graduate-jobs and
TargetJobs www.targetjobs.co.uk.
2.5 Building a network
of contacts
Personal contacts can be a fantastic source of help in
your job search. Your network of contacts can include
friends, relatives, fellow students, tutors or people
you’ve met through leisure interests, voluntary work
or casual part-time jobs. Even if these people can’t
help you themselves, they may be able to put you in
touch with someone who can. Through building up a
network of contacts, you may be able to discover:
• a company’s competitive position
• whether it’s in a state of growth, stability or decline
• its working climate and culture
• its business strategy
• the background of key managers, especially those
in the function that interests you
• possible job opportunities.
So, how do you build your network? Your primary
contacts are people who know you directly. They may
not have the job openings you want, but they can
become your publicity agents and your information
sources. Some will be able to give you names of their
own business contacts. These secondary contacts
can act as a bridge between you and the decision
makers in the companies you’re interested in, or they
may lead to other secondary sources.
2.5.1 To make an effective
speculative contact
• Pick out likely targets Be discriminating and
choose worthwhile prospects. You’re not sending
out a mail drop or a circular letter. Each approach
must be tailor made and will take time to prepare.
Which organisations have the sort of position
that attracts you? Who is recruiting, reorganising,
relocating? Use all your information sources and
network contacts (which we will discuss in more
detail below) to select a portfolio of companies,
and concentrate on those.
Pause for thought
Remember that if you can’t get
a paid job straight away, don’t
discount the value of work
experience. It can test out
your career plans, give you
something to put on your CV,
and it could give you a way in
to the job and employer you want.

• Contact a named individual Approach only the
person who can take the decision to employ or
help you (you might be asking for information
rather than a job). Check with the organisation to
make sure that names, job titles and addresses
are correct. Your letter, telephone call or email
must reach the right person.
• Get a meeting No one ever got a job merely
by writing a letter, or sending an email. You
want a meeting: say so clearly when you make
contact. Be prepared to fit in with the employer’s
availability. Prepare for the meeting as you would
for a job interview.
• Give a specific reason for contact Have a peg to
hang your contact on. You’re not asking for a job
or hoping there might be a vacancy. You’re making
a business proposition, showing how your abilities
can contribute to the success of the enterprise.
You must prepare a thoroughly argued case to
prove that the cost of employing you is more
than outweighed by the benefits. Research the
organisation. Familiarise yourself with its problems
and needs, show where you can fit in, and how you
would improve, develop or help it become more
effective. And be sure you can deliver the goods!
I began my job search by following
the 10 to 15 companies I really wanted
to work for.
OU Student
Activity 2.1 Building up a network
Draw up a list of everyone who might be able
to help you – friends, family, former colleagues,
tutors, any business contacts you have, all
potential sources of information or advice.
Think what they can do for you:
• keep you informed
• comment on your strategy and approach, the
impression you make
• get you noticed.
Make a note in your career file of your list of
contacts. As you work towards developing and
extending your network, keep a record of each
letter, telephone call, conversation and so on, so
that you don’t get confused over important details.
Get under the surface of the glossy
marketing literature and talk to as many
people in the organisation as possible.
Graduate Programme Manager
The Co-operative group
Pause for thought
Perhaps you feel uncomfortable
about networking in this fashion.
Unease usually arises from the
misconception that using
contacts means asking people
for jobs. In fact, what you’re doing
is making the most of them as
sources of advice, information
and ideas. Put contacts at ease
about this to avoid embarrassment.
Most people will be only too glad to
help, or to refer you to someone
else who can. Getting the
approach right is important.
2.5.2 Approaching your contacts
You need to decide how you will approach your
contacts. A number of methods are possible but
you need to decide what is right for you, what is
appropriate for the area of work and what might
be effective.
By telephone
Your first approach could be by telephone.
Be very succinct.
Establish:
• What you’re seeking
• How your contact can help you
• How much time you’re asking for (15–20 minutes)
• Time and place for a meeting.
2.5.3 Using the telephone effectively
You may be making a speculative call, or telephoning
to follow up a contact you’ve been given or to make
an appointment for an interview. It’s often difficult
getting through to someone during the day.
Be persistent. Busy managers are usually in early
and late, so try outside normal office hours if you can.

Some people are natural and relaxed on the
telephone. Others, even after years of practice, are
stilted and anxious. You don’t get the usual clues
from nods, smiles and so on, so it’s difficult to judge
what impression you’re making. To take some of
the stress out of the situation, plan the format and
content of your call:
• If they have a secretary, get their full name if
you can.
• Introduce yourself succinctly.
• Use the name of the referral source discreetly.
• State the objectives of your call.
• Get to the point quickly – treat it like a
mini-commercial for yourself.
• Get the contact interested straight away – make
notes beforehand of what you want to say.
• Try to avoid being interviewed over the phone
unless this is pre-arranged.
• Suggest times and dates for an appointment.
• Clarify the exact place of the appointment.
• Offer your telephone number or email in case of
a change in arrangements.
Understand what makes you different
and how you stand out from the crowd,
then market your ‘USPs’ – Unique
Selling Points.
The Co-operative Group
2.5.4 Making an approach in person
Making an approach in person can be an
opportunity to test your interview skills and make
a good and lasting impression. For a productive
meeting, you need a carefully planned agenda. It
might cover:
• Why you’re thinking of leaving your present job
(or why you left your last one).
• Your job goals and some alternatives.
• Your strategy for getting there.
• A discussion about the industries you’re interested
in and the companies you’ve picked out.
• Questions about names and referrals to key people,
preferably decision-makers for your kind of job who
you can ask about opportunities in the industry.
• Advice and comment on your job-search strategy.
Here are some questions you might ask:
• Introduction: How did you join your employer?
What are you working on at the moment?
• Trends: What is happening in your business area
right now? What is going on in your company?
• Information: Where can I find out more about the
sector? Who else can help me? What projects
have been successful in your field?
• Advice: If you were me, what would you do now?
Why have you been so successful?
Be businesslike and professional in making your
proposals. Ask questions about the employer’s
needs. Treat the employer as a client,
explaining what you offer and what you can do.
Be flexible. Be prepared to negotiate. If a full-time
appointment isn’t practical, there may be a possibility
of employing you for a particular short-term project.
Get any agreements – proposals or contracts – in
writing as soon as you can.
Pause for thought
Meetings need to be well planned and purposeful.
Other people have their own agendas, and there’s
a lot to cover in twenty minutes.
Make sure that you’ve done your
research thoroughly, using published
sources, before you talk to your
contacts. They will respect you
more and be more prepared to help
if they have evidence of your
professional approach.
2.5.5 Drawing up your letter
When it comes to drawing up a letter, keep in mind
that there are three main reasons why someone
might want to employ you:
1 To increase sales (or the employer’s equivalent –
service volume, membership, etc.).
2 To decrease expenses.
3 To obtain specialist expertise that leads to an
increase of sales or a decrease in expenses.
Your letter must list accomplishments that
correspond to these reasons. A speculative letter
will need many drafts in order to polish it.
• Your letter should be no longer than one side of
an A4 page and should:
- include key achievements and relevant
experience
- cover only the last five to ten years

• Exclude:
- Personal data (marital status, hobbies, etc.)
- Dates
- Salary
- Copies of references.
• The first paragraph is crucial. Use it to mention an
achievement related to the job you’re seeking and
strike a chord of need in the reader. For example,
describe a relevant problem, outline how you
tackled it and state what results you got.
• Get someone else to check your spelling,
grammar and layout. Be critical over matters of
style, and prune ruthlessly.
Section 4 ‘Getting the job’ offers advice to help
you with the practical side of drawing up a letter to
accompany a CV.
2.5.6 Social and professional
networking sites
Social and professional networking websites such
as Facebook, and LinkedIn, can also be useful
tools for networking. Once you have joined business
networking sites you can invite other members to
join your network (your ‘contacts’). You will then have
access to their contacts’ profiles and can quickly
build links to other members‘ profiles – a great way
to make connections with potential employers.
For recruiters, LinkedIn has definite advantages over
some other methods of recruitment:
• It is cheaper
• It can be quicker
• It is often more effective.
Social media enables recruiters to be:
• Direct: they can target specific groups and
graduates
• Diverse: digital media enables them to reach a
different audience and pool of applicants
• Dynamic: they can be creative, and interactive in
the relationships they create with applicants.
Facebook
Facebook can bring together recruiters and job
seekers. Following companies can help you to
research the job market, accumulate evidence, and
acquire insider information that you might not find
elsewhere. Many graduate schemes use Facebook
as a way of showcasing frequently asked questions
about the selection process; cultivating queries from
interested students; and as place to offer insights,
advice and encouragement. For example the Civil
Service Fast Stream have used Facebook Live Chats
as a way to engage directly with students who are
interested in working in government.
LinkedIn
It will allow you to link with colleagues and
acquaintances from your own networks, and then
with their connections. It is possible to join groups
that interest you, which can give you access to
organisations and individuals who can help you in
your job search. LinkedIn is a platform that allows
you to connect with people, companies and groups
on a national and global scale.
Begin by adding your profile. Have a look at how
other people project their online presence to see
what works and what to avoid. A helpful tip to create
your profile is to lift content from your CV.
Some large companies use LinkedIn to search for
potential employees so this could be a good way
to access these hidden opportunities. In a recent
survey, four out of five recruiters who use LinkedIn
said that they liked to see membership or links
with professional organisations on a candidate’s
profile, and 66% said they reacted positively when
volunteering was mentioned.
Pause for thought
Building a network of contacts plays a key part in
creative job search. Before reading on, you might
find it helpful to look again at the
advice in Section 2.3 ‘Creative job
search’, considering what further
preparation you need at this point,
and to read the following example.
It was produced by one of the
students who tried out this pack before
publication and was preparing to
approach a particular company.
Pause for thought
More and more recruiters have
an online presence. Research
indicates 92% of recruiters
utilise social media networks.
(Jobvite)

• Add a headline. This is your way of telling people
what makes you unique, and helps you stand out
from the crowd.
• Add a professional looking photograph. If you
have a photograph, you are seven times more
likely to be found on LinkedIn.
• Your summary should not be too long. Three
or four paragraphs are enough. Your summary
should be factual, and most are written in the first
person, although it is acceptable to write it in the
third person.
• You can embed multimedia, eg videos,
documents, and links. This could be a good way
to show off your portfolio for some jobs. (Be aware
you may need to copyright ideas you share.)
• You can endorse and recommend others and
they can do the same for you. It could be helpful
to get some good recommendations from people
who know the quality of your work and your
professionalism.
• Engage in some of the groups you have joined by
asking questions or joining discussions.
• Keep your profile up to date.
• Separate your personal from your professional
profiles on social media. Adjust your privacy
settings, so that you are promoting the image you
want people to see.
Example
One of my network contacts led to an
introduction to the head of a department in a
company I was targeting.
I set up an appointment with her, and decided on
further preparation, as follows:
–– Carry out more research on the company
(e.g. journal and newspaper stories), to get
a ‘feel’ for the culture, trading problems/
opportunities (for me); exposure to risk,
political battles, etc.
–– Talk again to contacts. (A discussion with an
ex-employee could be particularly revealing.)
–– Put myself in the shoes of my prospective
boss. (Think about what sort of help the
company may need.)
–– How do my strengths match the needs?
–– Plan which of my strengths/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
make at this point.
2.5.7 Voluntary work
Voluntary work can be a fantastic way of getting
experience and building networks as well as showing
commitment to an area you are interested in. Local
centres seek to place people into suitable voluntary
work – meals on wheels, etc. Find out about potential
sources of voluntary work from The National Council
for Voluntary Organisations (England)
www.ncvo.org.uk/ncvo-volunteering and Volunteering
Wales at www.volunteering-wales.net
In addition, you may find the following websites
helpful for exploring opportunities to work with
charities and voluntary organisations:
Charity Job www.charityjob.co.uk
Charity People www.charitypeople.co.uk
Citizens Advice www.citizensadvice.org.uk
Volunteering Matters
http://volunteeringmatters.org.uk
Do-it Search this database for a wide range of
volunteering opportunities in the UK. From here you
can link to the various volunteer bureaus for your
area of the UK:
www.do-it.org.uk
The European Volunteer Centre
Lists member organisations in EU countries including
the UK and Ireland:
www.cev.be/member-organisations/

Harris Hill
A UK charity recruitment agency, covering a wide
range of jobs and locations:
www.harrishill.co.uk
Beanstalk
Beanstalk has trained and supported volunteers to
work in primary schools with children who have fallen
behind with their reading since 1973:
www.beanstalkcharity.org.uk
Voluntary Service Overseas (VSO)
www.vsointernational.org
Volunteers Centre Ireland
The national organisation responsible for organising
volunteering in Ireland:
www.volunteer.ie
Volunteer Scotland www.volunteerscotland.net
Further resources
OU Careers and Employability Services
For further information and resources go to

57Making decisions and taking action
03 Making decisions
and taking action
3.1 Making decisions about your life 57
3.2 Goals, restrictions and resources 58
3.3 Plan of action 62
If you’ve developed self-awareness, explored
opportunities and now need to make decisions and
put them into action, this section is for you. It will help
you to consider the advantages and disadvantages
of different decisions, find sources of help and plan
for action.
You’ve probably put a lot of time into analysing your
life and career. You should have considered your
strengths, skills and experience, and researched the
occupational areas that interest you. Before going
on to make decisions, it’s helpful to look at the
framework within which you may be making choices
about the future.
There are several models of decision-making and
while no one style is better than any other, certain
models will suit different people, for example:
• The evaluative decision-maker will go through a
process of self-reflection which may at first seem
like indecision but will eventually lead to improved
self-awareness and identification of long term
career goals.
• The strategic decision-maker tends to have a
more analytical style. They will weigh up the pros
and cons of a situation to reach a fixed solution.
The strategic thinker believes that they construct
their own career path and will set the plans to
achieving their goal.
• The aspirational decision-maker will look for and
grasp opportunities as they arise. While their
career path may seem less clear and structured,
they have the ability to cope with uncertainty and
make the most of situations.
Do any of these styles ring true with you?
To explore decision making factors and styles further,
there’s a range of resources available at: https://
www.mindtools.com/pages/main/newMN_TED.htm
3.1 Making decisions
about your life
It’s not our claim that everyone can achieve everything
they want. Obviously you have to be realistic, as life
imposes restrictions on us all. But many people don’t
achieve all that they’re capable of, because they’re
not clear about what they want to do and how to
make decisions. It’s important to aim for what you
want while being aware of what’s achievable.
One way to consider the range of options is to look
at your goals alongside your personal restrictions
and resources.
3.1.1 Managing your situation
Whenever you’re in a situation you’re not happy with,
you have four basic options. You might think about
them both in the short term and in the long term.
For example, you may be clear that long term you
want to change jobs, but in the short term you might
be able to ‘change yourself’ to make things easier.
• Work for change Try to change the situation to
make it more as you want it to be. If you’ve tried
unsuccessfully to do this, you’re left with the other
three options.
• Change yourself Examine your own attitudes,
behaviour, ambitions, skills, lifestyle and so on,
and consider how, if you changed any of those,
your situation might improve.

Activity 3.1
What are your goals?
Write them down here. You may not yet have fully identified your goals but put what you can here and add
to it later.
• Live with it This means much more than ‘putting
up with it’. You need a strategy to minimise
the aspects of the situation you don’t like and
maximise those you do. For example, you might
put more energy into activities outside your job
if you’re dissatisfied at work, change the way
you work so that it reduces your contact with
troublesome elements, or spend more time
doing the things you enjoy and cutting down
those you don’t.
• Leave Find a constructive way to move on out of
the situation, job, relationship or problem.
Pause for thought
Consider the four options.
Which could apply to your
present situation?
How will you approach this?
3.2 Goals, restrictions
and resources
Whatever your decision about the four options,
you need a goal and a plan to get there. In the next
section we are going to look at your goals and then
examine the restrictions and resources that may
affect how you reach them.
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.
• Whether short or long term, goals should be
realistic but challenging.
• Remember: your goals may change over time.

3.2.2 Restrictions and resources
We’re all affected by our own restrictions and resources. Sometimes the same thing is both a restriction and
a resource. For example, if you’re buying a house on a mortgage, it’s both a liability and an asset; a friend or
relative might need support but might also be a source of support to you.
Activity 3.2
What are your restrictions and resources?
Think about your resources – the things, people and attitudes that could help you. Then think about your
restrictions – the things you need to take into account or that may be problems. Write them down on the chart.
Resources Restrictions
Money
Financial resources Responsibilities

Equipment, tools, premises
I have I haven’t got

People, family, contacts
Who can help me? Who needs my help or support?

Health
Good points Bad points

Beliefs, outlooks
Positives Negatives

Pause for thought
Consider your answers. How will they affect the
kind of opportunities open to you?
Are there other things you need to consider?
For example, do you need to work
near your home?
Could you move to a new area?
Will my commitments to others
change over time?

3.2.3 Balance helpful resources against restrictions
Now look back to the restrictions and resources you listed. You’ve probably noted some factors that will help
you in the direction you want to take and others that you need to find a way round. You now need to consider
each of your goals in terms of all the resources that could be helpful or cause restrictions. The next activity will
help with this.
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
Now balance resources and restrictions for your own goal(s)
Which of the goals you’ve listed in Activity 3.1 are the most important? Underline them.
Make the most of resources
Look at the resources you listed. What actions would help you to make the most of them?

Minimise restrictions
Now look at the restrictions you listed. 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.

Bring actions and resources together
List the resources that can help you to carry out each step. Look at the example. ‘No experience of
managing budgets’ was listed as a problem.
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
Now do this for each of the actions you listed.
Actions Resources

Actions Resources

Actions Resources

Pause for thought
You should now have a much clearer
picture of what you really want and
what ideas you want to develop.
You should also be clear about
the main helping forces and
problems you need to deal with.

3.3 Plan of action
The next stage is to bring everything together into
a detailed plan of action. This means taking a few
different steps:
• Setting out your goals (long, medium and
short term)
• Deciding which actions you need to take
• Identifying your restrictions and resources
• Working out a realistic timescale to achieve
each step.
If you monitor your progress by checking your plan
from time to time you can identify what you have
achieved, and then revise your targets if necessary.
And of course if you change your mind about your
end goal then you can go back to your original plan
to make necessary adjustments.
You should consider five factors when drawing up
your action plan:
1 What you need to do
2 How you are going to take action
3 Resources that could help you (e.g. finance,
information, friends)
4 When you will achieve your targets
5 How you will know when you have achieved
your goal.
One way to approach this is to break each activity
down into small steps and keep it manageable.
Action plans work best when they are SMART
(Specific, Measurable, Achievable, Realistic, Time
based).
Using a structure like this helps you to break down
bigger tasks into smaller, more manageable ones so
that you stay in control, and have the confidence that
you can manage them.
You might want to complete action
plans for several goals.
Once you’ve done this, you’re
ready to start taking action.
Pause for thought
3.3.1 Back-up plan
You should always try to have a back-up plan. So,
keep an eye on progress and adapt your plan if
necessary. At this stage it might be useful to read
through the work you’ve done in this section, and
perhaps discuss your plans either informally with
a trusted friend or formally with a careers adviser.
You could also look at Section 6 ‘The Next Steps’.
To generate ideas for your back-up plan you may
find it useful to use an online tool such as Prospects’
Career Planner:
https://www.prospects.ac.uk/planner
Review
If you don’t manage to meet your goals it may be that
your first plan needs to be improved. If, after doing
that, you still find that you’re unable to reach your
goal, you might have to reconsider it. Ask yourself, ‘Is
it realistic?’ If it isn’t, think about ways to revise it.
To achieve what you want, it might be necessary to
go through several stages. You might need to gain
experience or qualifications, gather information or
get access to a particular resource.
You may have to cope with setbacks and frustrations,
but you’re setting out on a potentially exciting journey,
taking the first steps towards a new or resumed
working life, with all its potential for improvement and
advancement. Set aside time to review your goals
and see how you are progressing. Put a note in your
diary or ask someone to remind you.
Further resources
The University of Kent Careers and Employability
Service website provides detailed advice on action
planning at:
https://www.kent.ac.uk/careers/sk/
skillsactionplanning.htm.
To help you with your action planning we have
provided a template Action Plan and worked
example to help you put into practice the advice
covered in this section.

Mylong-termgoal Shortandmedium Actionsrequired Constraints Resources–whoor Targetdate
termgoalsto whatcanhelpme? foractions
achievinglong-term
goal

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Notes

67Getting the job
04 Getting the job
4.1 What do employers look for in graduates? 67
4.2 Matching vacancies 69
4.3 Application forms 72
4.4 The curriculum vitae (CV) 75
4.5 The covering letter 92
4.6 The interview 97
4.7 Other selection techniques 104
4.8 What to do if you are not successful 108
4.1 What do employers
look for in graduates?
My advice for graduates is to make
sure you reflect on what you have
learned – both at university and in an
extra-curricular capacity – and be able to
articulate it in your applications and at
interviews; think about what transferable
skills you might have gained and how you
would apply your knowledge and
experience to different situations. If you
are able to get into that mode of thinking,
you will be immediately more attractive
to employers.
Carl Gilleard,
Former Chief Executive of the AGR,
in the Association of Graduate Recruiters’
Graduate Recruiter magazine,
What I did find was (and many OU
graduates find this too) the fact that I
had done my degree with the OU
counted for a lot. Potential employers
could see that I’d had life experiences
alongside my degree studies. I found
that I could answer the interview
question: ‘Can you deal with a heavy
workload and meet deadlines?’ by saying
that I had got all my assignments in on
time while simultaneously bringing up a
family – it showed commitment.
OU graduate
A report by the Confederation of British Industry
(CBI) in 2012 identified seven key employability
skills sought by graduate employers: self-
management, team working, business and customer
awareness, problem solving, communication and
literacy, application of numeracy and application
of information technology. The Open University
is integrating these skills into its curricula.
Underpinning them all is a positive attitude and
enthusiasm.
Table 4.1 overleaf is adapted from the 2013 edition
of What do graduates do? It shows what types of
skills employers want and how these specific skills
can be developed.

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,  self-belief,
realistic, assessing your own performance
Proactivity – resourceful, drive, self-reliant
Willingness to learn – inquisitive, motivated,
enthusiastic
Self-promotion – positive, persistent, ambitious,
accepting responsibility
Networking – initiator, relationship-builder, resourceful
Problem solving – how you approach problems, finding
and implementing solutions
Planning action – decision-maker, planner, able to
prioritise, identifying areas for improvement
OU study – carrying out self-directed
projects
Roles within your working situation
Involvement in community groups or
charities
Roles within the home –  planning,
coordinating others
People skills Team working – supportive, organised,  coordinator,
deliverer, reliability, adaptability
Interpersonal skills – listener, adviser,  cooperative,
assertive
Oral communication – communicator, presenter,
influencer
Leadership – motivator, energetic, visionary
Customer orientation – friendly, caring, diplomatic,
respect
Foreign language – specific language skills
Caring responsibilities
Work responsibilities in a team
Fundraising for charity
Voluntary work
Member of orchestra or drama group
Sport
Guide/scout leader
Travel
General
employment
skills
Problem-solving – practical, logical,  results orientated
Flexibility – versatile, willing, multi-skilled
Business acumen – entrepreneurial, competitive, risk
taker, customer service
IT/computer literacy – office skills, keyboard skills,
software packages
Numeracy – accurate, quick thinker, methodical, dealing
with data
Commitment – dedicated, trustworthy, conscientious
Roles within the home – budgeting
Roles within work e.g. use of IT,  work
experience
Project work through study
Membership of local clubs,
committees and societies
Self-employment
Specialist skills Specific occupational skills – specialist relevant
knowledge, e.g. languages, IT
Technical skills – e.g. journalism, engineering,
accounting, sales
OU study
European Computer Driving Licence
(ECDL)
Language skills
Web design skills – use of
programming or coding languages
Blogging and using other social media
tools
First aid at work qualification
NVQ qualification
Source: HECSU, AGCAS, UCAS and AGR
We have categorised them into four broad areas:
1 Self-reliance skills
2 People skills
3 General employment skills and
4 Specialist skills.

69Getting the job
The requirements an employer sets out in a job
advertisement are likely to be much more specific,
but it’s worth bearing in mind that candidates who
apply for ‘graduate’ jobs are also expected to
demonstrate at least some if not all of these skills.
Many OU graduates have lots of evidence with which
they can demonstrate these skills:
• experience of the world of work and working
environments both paid and unpaid
• commitment to their own personal development
demonstrated by undertaking OU study
• time management and organisational skills
required to successfully combine OU study
and other responsibilities.
Remember to use this evidence when you apply for
jobs! If you don’t shout about it, nobody will do it for you!
Be proud of being an OU graduate.
The time management, self-drive and
prioritisation it takes to manage your
own learning is something to be
incredibly proud of.
OU graduates are highly valued by employers and
profiles of employers who are particularly keen to
recruit OU students and alumni are on our careers
website at:
http://www2.open.ac.uk/students/help/employer-
showcase
You will find a brief description of the company
accompanied by a link to their website. There may
also be case studies and other information to help
you gain a better understanding of the company.
See our online vacancy service, JobZone, for details
of vacancies from companies interested in recruiting
from the OU.
http://www2.open.ac.uk/students/help/jobzone
4.2 Matching vacancies
You’ve seen a vacancy advertised that you’d like to
apply for. Now you want to make sure you have a
‘match’. So, before finding out more about the
position, analyse the information you already have.
Even a brief newspaper advertisement can reveal a
great deal of useful information if you read between
the lines. Look at the advertisement and analyse it
under these headings:
• Style and language What’s the general style of
the advertisement – formal, low key, flamboyant,
attention seeking? What does this tell you about the
organisation?
What is the vocabulary used to describe the
organisation – ‘dynamic’, ‘multinational’ …? How
does the organisation see itself and what image
does it want to project? Do you feel comfortable with
its choice of words? Will your personality fit the
organisation? Are your values similar?
• Brief job description Does the work genuinely
interest you? Does it match your needs? What are
the key tasks? What skills are needed? Can you
produce evidence of your ability to deal successfully
with each task? How will you demonstrate your
potential for coping with tasks you haven’t handled
before? Is there anything that seems unclear?
• Qualifications Are they preferred or essential?
For example, do you need a driving licence, or
other specified qualification?
• Experience Is it preferred or essential – will you
be ruled out? What experience can you offer from
any aspect of your life that demonstrates close or
transferable skills?
• Qualities Note the language used to describe the
ideal applicant. Analyse each noun and adjective
for its implications. For example, ‘committed self
starter’ could imply that there’ll be little supervision,
but may also mean that no training is provided. You
may have to motivate yourself with little support or
encouragement, or even in the face of resistance.
Find out what this will mean in practice, and be
honest about whether your personality and needs
match what the employer wants.
• Location and geographical mobility How far would
you travel each day? Would you consider moving
house? If you need to travel around, how much of
a problem would this be for you?
• Prospects What opportunities are there for
advancement in this job? The employer may be
looking for evidence of your willingness and ability
to progress. If the opportunities seem limited, it’s
important to see how you can use it to develop
your skills and experience.
• Salary Usually a good guide to the level of
qualifications and experience required, but you have
to be aware of the going rate for that occupation.
What are you looking for, especially if there isn’t a
specified salary?
• Named contact Is a name given to contact for further
information? It’s a good idea to follow up such offers,
but be prepared when you do, as the contact will
form an impression of you from the very beginning.
Rehearse your introduction and be prepared for the
question, ‘What would you like to know about us?’
Be ready to highlight your suitability for the post.

4.2.1 Matching the requirements
Once you’ve analysed your advertisement, decide if it
interests you, and then request further details, such as
the job description and person specification. You need
to try and match yourself to the requirements of the job
to judge whether or not you want to apply for it.
The job description and person specification are
usually set out under headings such as experience,
qualifications, skills and personal qualities. They
Vacancy: Fundraiser for Scottish Wildlife Preservation Society
Key experience
requirements My evidence
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 blue tit 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 PowerPoint 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.
should specify what the employer is looking for, so
you need to consider how you can show that you
meet the requirements. (It might help to refer to
Section 1.)
Look at the following example. Here the key
experience requirements are listed, and the second
column shows how a candidate would provide
evidence of having the necessary experience. This
is a useful way of approaching any job advert, as it
helps you to focus on the important aspects as you
complete your application form or prepare a CV.

71Getting the job
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 job profiles on Prospects website:
https://www.prospects.ac.uk/job-profiles
Whichever way you choose, ask yourself:
• Does the work genuinely interest me?
• Does it match my personality, values, interests, needs?
• What are the key job requirements?
• What skills are required to perform them?
• Can I produce evidence of these skills?
In the box below, note down in the left-hand column the key characteristics and requirements of your
selected vacancy. In the right-hand column, try to produce evidence of your suitability against each point.
Vacancy/job description:
Key requirements My evidence

You can also try an activity on the OU careers
website to help you analyse potential jobs at:
http://www2.open.ac.uk/students/help/analyse-
potential-jobs
These kinds of activities are really helpful in
preparing for the completion of application forms or
for producing your CV. You should also take a look at
Section 4.4.6 on page 78.

4.2.2 What employers want
Many employers are moving towards a competency-
based style of assessment for evaluating candidates.
This requires the candidate to adopt a particular
approach if they are going to be successful. There
are definite techniques that can be employed to
greatly increase the chances of passing this stage.
The first hurdle may be a difficult one, because many
employers’ questionnaires are specifically designed
to fail a certain percentage of applicants.
For our application form we would
recommend spending three to four hours
on research and completion. Without a
good one, you will never progress to
the next stage.
Logica
Competencies are the criteria that employers set
for each job. They show what you ‘can do’. Stating
this alone is not enough, as employers want you to
demonstrate your competencies through evidence.
Some job descriptions don’t mention competencies
at all – they talk about skills. Many employers use the
terms ‘skills’ and ‘competencies’ interchangeably, so
don’t worry too much about this.
The basic ethos of competency-based assessment
is that if you can demonstrate you did something in
the past, you can do it in the future.
A good technique to use when answering questions
on application forms or at interview is STAR:
• Situation – What was the situation and when did it
take place?
• Task – What task was it, and what was
the objective?
• Action – What action did you take to achieve this?
• Results – What happened as a result of your action?
When considering which example from your
experience to choose from when answering a
particular question, it might be helpful to use the
mnemonic RAPPAS as a guide:
• Relevant – Ensure your answer is describing the
skill being asked for.
• Action – Make sure you include something you
actually did, as opposed to what you learned, or
what you might do in a hypothetical situation.
• Personal – It is most important to state what you
did, as opposed to saying what other people did
or what happened.
• Positive – The answer will read better if the
situation has a positive outcome.
• Appropriate – The example needs to be
something you can talk comfortably about if
asked for more detail.
• Specific – If the question asks for an example,
then only one should be described, not a
composite of several.
Keep your examples specific, recent
and relevant. We want to hear how you
have used skills and behaviours in a
positive way so that we can see how you
would apply them in the workplace.
You may find some examples highlight numerous
skills or competencies. This can create overlap
where you find yourself repeatedly using the same
situation or example to demonstrate different
competencies.
In order to minimise the effects of this and to
ensure you utilise a range of evidence (e.g.
volunteering, OU study, employment, community
activities, hobbies etc.) try to take time to audit
your competencies and the answers that you will
provide. This way you can choose the strongest
and most relevant example to demonstrate each
competency in a targeted and thoughtful way.

73Getting the job
The example below shows how full-time work as an IT technician and OU study can be used to provide
evidence of a range of different skills from the same example.
Team working IT technician: Full-time employment working in a team of 10.
Communication IT technician: Utilising communication methods effectively, with the ability to
explain problems and solutions to a range of different clients.
OU study: Academic writing style, report writing which can include
persuasion and critical reflection.
Organisation IT technician: Organising my workload. This can include working on several
projects and meeting tight deadlines.
OU study: Prioritising study commitments such as assignment deadlines and
self-directed learning alongside family life and working part-time.
Have a look at the OU careers website content on
how to plan your career for advice on analysing and
identifying your skills and qualities gained from study,
work and outside work www.open.ac.uk/careers.
Here are some examples of competency-based
questions for you to try out:
1. Self-management, problem-solving, analytical
ability – describe how your personal planning
and organisation resulted in the successful
achievement of a personal or group task.
2. Communication skills – can you summarise
key issues using logical arguments? Describe a
situation where you were successful in putting
your ideas across.
3. Self motivation, drive, energy, initiative – what is
your greatest achievement and why?
4. Analysis, problem-solving and creative thinking
– describe a difficult problem that you have
solved. State how you decided what the critical
issues were. Say what you did and what your
solution was. What other approaches could you
have taken?
The best way that mature students can
demonstrate the skills and life experience
that they have is within the competency-
based questions and within any questions
about work experience. And I have to
encourage mature students to be
extremely positive and to sell the benefits
of those skills and that life experience to
employers because it’s a significant
advantage over other candidates.
Rebecca Fielding, Gradconsult
Take a look at an example of a competency based
question that has been answered utilising the STAR
technique on our Careers website at:
http://www2.open.ac.uk/students/help/using-star-
technique
4.3 Application forms
Application forms come in all shapes and sizes.
Some are designed for recruiting people for a
particular function or training scheme (e.g. graduate
engineer). Most are intended for a wide variety
of posts in the organisation (e.g. an NHS Trust).
Whatever format they come in though, the principles
for completing application forms are very similar.
Follow instructions carefully. If you’re asked to
submit an application form, don’t send a CV instead.
Often – but not always – you’re told that you may
also enclose a CV. If you do, it shouldn’t just repeat
what’s on your form. Use it effectively to include or to
emphasise information that you think is relevant and
isn’t allowed for on the form.
Keep the following points in mind when it comes to
completing an application form:
• The purpose of a completed application form, like
a CV or a speculative letter, is to get an interview.
• Your aim is to convince the employer that you’re
worth interviewing – you appear to be a suitable
candidate for the job and, also, the kind of person
the organisation wants to employ.
• The only information the selectors will have about
you is what you’ve given them in your written
application – emphasise the positive and leave it
to them to spot the negative. Convince them that
they need to see you.

• Remember that presentation can be as important
as content.
• Many larger employers ask you to complete
an online application. You can find some tips
on making applications online on the careers
website:
http://www2.open.ac.uk/students/help/applying-
online
• When completing online forms you may find that
some of your experiences do not fit neatly into the
categories provided. We suggest you contact the
employer for advice on how to approach this.
If you haven’t looked at employers’ application forms
for some time, you may be surprised at the probing
nature of some of the questions they ask, and not
only for senior jobs. You’ll come to some sample
questions below in Section 4.3.2.
Bear in mind that employers often receive a lot of
forms. This means that on an initial read through they
may spend as little as two minutes looking at your
form, so it is crucial that you sell yourself effectively.
4.3.1 Before you start your
application form
• Find out as much as you can about the vacancy
and the organisation. Ask the organisation for more
details (for example, a detailed job description
and person specification) and, if possible, visit a
careers service or large library to look for other
information. You can also research online, as most
organisations will have comprehensive information
on their websites. Have a look at the ‘about us’
page on the company website. This can provide
you with useful insights into the company history,
values and mission statements.
• Read through the whole form before you fill in any
of the sections.
• You may find it useful to make a photocopy of the
blank form (or print it from the screen) and use it
for your rough draft.
• Comply with instructions such as using black ink
or block capitals. You must keep to the prescribed
format, because many large employers now
optically scan applications to enter them into their
recruitment databases.
• Usually, the space allowed for each question
indicates its relative importance.
4.3.2 Filling in your form
• Complete all sections of the form. If a question
doesn’t apply to you, write ‘N/A’ or ‘Not applicable’
to show that you haven’t overlooked it.
• If there isn’t enough space for factual information
(e.g. ‘Give names, addresses and dates of all
previous employers’), attach a separate sheet,
unless you’re told that you must not attach any
other papers.
• If there isn’t enough space for general interest
information (e.g. ‘What have been the significant
factors in your life to date?’) prioritise and keep it
within the space allowed.
• Be sure to answer all the elements of each question
(e.g. ‘What are your spare time activities, what do
you contribute and what do you get out of them?’).
• Don’t cram sections too full, as that makes them
difficult to read. Layout can help – consider using
bullet points, underlined topic headings, etc. to
clarify your points. Being able to write succinctly is
evidence of your written communication skills.
• When answering extended (multi-part) or difficult
questions, think of:
–– What you’re going to say (understanding the
purpose of the question)
–– Who you’re saying it to (someone who doesn’t
know you but will make decisions about your
future)
–– How you’re going to say it (presenting an
accurate picture of yourself)
–– Why you’re saying it (showing that you have the
qualities, interests and skills the employer is
looking for)
• Make your points relevant, interesting and personal
(say ‘I’, not ‘we’). Give evidence and avoid bland
generalities (e.g. ‘I worked as a volunteer classroom
assistant for three years’ rather than ‘I love children’).
The skills you’ve developed in one context may well
be transferable to another and employers will look
for evidence that you recognise them: e.g. dealing
with members of the public, working under
pressure, handling money, working odd hours.
• Use positive language.
• Leave no unexplained gaps in your employment
record. If you’ve been unemployed, say so; but
mention any part-time or voluntary work you did
during that period. Look at Section 6 if you are or
have been an offender.
• Tailor your responses to the post you’re applying
for. If you’re applying for a job related to your
degree subject, give fuller details of your course
than you would if it’s not particularly relevant.

75Getting the job
• Use the ‘any other information’ section to draw
attention to activities and qualities not covered
elsewhere on the form.
• Be convincing. Be positive and honest. Inaccuracy
in one section can raise doubts about other areas
of the form. Generalised waffle convinces no one.
• Get your referees’ agreement before giving their
names, and keep them well briefed so that they
can write supportive references. Usually, one
should be an academic referee; another someone
you’ve worked for who can write about you as an
employee. If appropriate, give their full titles and
status. For more information on how to get a
reference from the OU go to:
http://www2.open.ac.uk/students/help/references
4.3.3 Supporting or personal statements
In application forms employers are increasingly
asking candidates to indicate their suitability by
explaining how they match the requirements and
responsibilities of the job role. This is usually
addressed in the blank section of the form that is
referred to as the supporting or personal statement.
Useful tips:
• Write in continuous prose broken up by small
paragraphs. Do not copy sections of your CV.
• Use the person specification ‘essential’ and
‘desirable’ criteria to inform the content of your
statement.
• Demonstrate how your skills, experience and
qualifications match the employer’s requirements.
• Use evidence and examples to back up your
statements.
My best advice for people completing
a personal statement is to be honest
about who you are and your absolute
strengths and key talents. So think about
those things that you really can offer an
employer that are different, that are
exceptional, that are real strengths and
talents and combine those together as a
statement.
Rebecca Fielding, Gradconsult
Activity 4.2
Read the sample questions below. All are genuine
questions from graduate application forms used
by large companies. Look back at the answers
you gave to Activity 1.1 and consider answers
based on the evidence you’ve already gathered.
Question 1 On the first page of this application
you stated a preference for a particular job or
function. Explain why we should select you ahead
of other candidates.
There is 30mm space available on the form to
show that you understand what the job involves
and what you have to offer. Go for key points and
give evidence from your record.
Question 2 Outline any activities you have
planned and organised. Tell us what you did and
how you achieved results.
There is 80mm space available on the form.
Remember to cover ‘planned,’ ‘organised,’
‘what you did’ and ‘results’.
Question 3 Write a short autobiography.
Include such details as your achievements and
responsibilities; the people, events or experiences
that have influenced you; your ambitions and
aspirations.
There is 180mm space available on the form to
influence the selectors. This section will tell them
more about you as an individual than any other part
of the form. Every word should justify its inclusion.
You’ll need a lot of time, drafts and fine tuning.
Don’t forget that you can ask a careers adviser
for advice on what to include in your application.
4.3.4 Skills you have attained as an
OU student
As an Open University student, you can stress the
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 module
descriptions for the courses that you have studied
and pick out the kinds of skills that the course
aimed to develop. These may have been expressed
as learning outcomes. Learning outcomes will
give you some help in mapping out the skills and
achievements that you gained during OU study. They
can help you identify the subject-specific knowledge
and transferable skills you have acquired during
each module.

Some jobs may require subject-specific knowledge
(e.g. to be a teacher) while some put emphasis on
transferable skills (which you dealt with in Section
1.2.5) and some look for a mixture of both. You will
find that by studying with the OU – whatever the
subject area – you will have developed a range of
both subject knowledge and transferable skills that
many employers will value. It is up to you to pick
these out from your own experience so that you can
present this on an application form. If you want to do
this in a more structured way, there are a number of
resources on the careers website at:
under ‘Applying for jobs’ in the ‘CVs, applications and
interviews’ section
It’s also important to focus on what you can do rather
than anything you can’t. When writing an application
you are advised to focus on the positives, selling
your skills and abilities. You must be truthful, but are
expected to omit any deficiencies, e.g. you should
never state that you ‘don’t have relevant experience’.
It is up to the prospective employer to deduce that
from the information.
So try and stay positive about your skills and abilities,
especially as you are expanding and enhancing
them through your Open University studies.
4.3.5 When you’ve completed the form
• Check it thoroughly for spelling and grammatical
errors; ideally get someone else to check it rather
than relying on a spell checker. Make sure you’ve
been consistent in style (e.g. in your use of
personal pronouns).
• Look over the presentation. If possible, ask
someone else to look over your application before
you send it to make sure it makes sense and
comes across positively.
• Make a note of the job you’ve applied for, the name
and address of the person you sent the form to,
and the date you sent it.
• Use an envelope of suitable size so that the form
isn’t folded, or not more than once. Always send
it by first class post. If you are completing an
online application, you will usually receive an
email when it has been received.
• Make a copy of your completed form so that you
can re-read it before the interview. It’ll also take
some of the tedium out of tackling other forms.
You can often use the same material, with a little
editing, for several applications.
You’ll rarely find the perfect application form that
exactly suits your background and experience. You’ll
need to adapt your answers to the questions you find.
Practise answering the typical questions in activity 4.2.
4.4 The curriculum
vitae (CV)
Creating an up-to-date CV is a really useful way to
assess and record your current skills, experience,
achievements and strengths. On reflection you may
identify gaps in your skillset; do not worry if this is
the case as it will allow you to plan how to address
and develop the skills you lack.
Like an application form, a CV is primarily intended
to make the recruiter think it worthwhile interviewing
you. Realistically employers do not have time to read
your CV at their leisure. Research has shown that
you do not have long to make an impact - Recruiters
spend approximately 6 seconds reviewing a CV! It is
important that you make your CV relevant, concise and
targeted. The advantage of a CV is that you get to
decide what information to include and highlight, and
what to leave out or minimise. In addition, your CV
doesn’t need to conform to a set format so you have
more control over the impression it will create. You can
tailor the style, content and design to show off your
strengths and present you in the most positive light.
4.4.1 The importance of tailoring your CV
It’s most important that you keep in mind that one
I found the Careers Adviser very helpful
with tweaking my CV so that it was clearer
about my personal skills rather than just
work history.
OU Student
‘all-purpose’ CV will not be much use to you. This is
only likely to work if you always apply for the same
function in several very similar organisations. Instead,
it is more often much more effective if you adapt your
CV to suit the particular organisation or job you’re
applying for (easy enough to do if it’s word-processed).
Employers expect you to show that you’re responding
to their own advertisements, not sending out a batch
of identical CVs to a list of companies you found in
the Yellow Pages. (So you may in fact be doing just
that, but it must look as though you’re targeting the
individual company.) And you can reinforce this
impression by tailoring the covering letter.

77Getting the job
For me the company was always going
to be more important than the role. The
role is different from what I thought I
would be doing, but it builds on my
experience, uses my new found knowledge
from the OU courses and there are some
exiting challenges [ahead].
OU Student
4.4.2 What style of CV?
The general style of the CV should depend on the
sector or organisation it’s addressed to. For example,
applications to marketing organisations or to the
publishing industry can be successful if the style
and layout suggest a flair for lively prose or graphic
design. To use the same approach for, say, a financial
institution or a local authority might have an adverse
effect. Bear this in mind when you design your own CV.
For more information on CVs, go to our careers
website and look at the ‘CVs, applications and
interviews’ section:
Alternatively, for tips and example CVs, look at:
www.prospects.ac.uk/careers-advice/cvs-and-cover-
letters
We also provide sample CVs in Section 4.4.7.
4.4.4 What to include (and not to include)
in your CV
Your CV is uniquely yours in style, content and
layout, but you may find the following ‘do’s’ and ‘don’ts’
helpful.
CVs usually contain:
• personal data
• employment experience
• education
• training
• interests, activities
• additional skills
• career aims, personal profile (optional)
• volunteering (optional)
• membership of professional associations
(optional)
• references.
Personal data
Name: Give the name you want to be known by if
you’re called for interview or appointed. However, you
don’t need to give initials or middle names; they’re
unnecessary at this stage and may confuse matters.
Put your name in the centre in larger bold font instead
of giving the document the title ‘Curriculum vitae’. It
should be quite obvious what it is.
Address: Be sure to give a full address with postcode,
since invitations to interview are often sent at short
notice and speedy delivery is in your interest. Include
an email address, but make sure this reflects the
image you want to project. pinkfluffybunny@hotmail.
com will not promote a professional impression to
recruiters. If you include a link to your social media
profile, again, make sure this is professional.
4.4.3 Preparing your CV
How you organise and present information about
yourself and your activities will convey significant
messages about your suitability as a potential
employee. Be prepared to spend a considerable
amount of time on creating and reworking an
effective document. You want to make sure that you
present yourself positively and accurately.
So, when it comes to preparing your CV, you need to
ask yourself a few key questions:
• What’s the area of work I’m after?
• Which employers or organisations
am I approaching?
• What messages do I want to send about myself,
my strengths and qualities?
• What experiences shall I emphasise?
• How can the style of my CV match the culture of
the organisation(s) I’m sending it to, as well as the
work I want?

• If you had a series of short-lived jobs and you want
to abbreviate the list, you could say something like
‘In the five years 1995–2000 I worked in various
temporary positions in the catering industry’.
Whichever system you use, make sure it’s clear and
that the way you present starting and leaving dates
is consistent. Don’t leave any unexplained gaps. For
example, if you’ve had time out of paid work to bring
up a family, state this. If you have served time in
prison, please refer to Section 5.2 for tips on dealing
with this.
Education
How far back should you go? School or young
college-leavers should be quite explicit about their
education since age 16, but it’s more appropriate
for senior managers to include a brief summary of
schools or just the universities attended and exams
passed. There’s no need to include the full address
of each school or college – condense the information
to dates, names and towns.
Present your qualifications in the way that makes the
most of them:
• If the job requires a degree or diploma it’s best
to start with that, enabling the employer to see at
once that you meet the requirement.
• If you have no higher-level educational
qualifications, you could list secondary school
educational history in chronological order –
that can be easier to digest than in reverse
chronological order – but use the same order
you used in ‘Employment Experience’. If you’ve
worked your way up from the bottom and lack
formal qualifications altogether, you could
expand your work achievements and contract the
education section.
• If you’re offering professional qualifications
it might be worth specifying not only the
qualification (with the S/NVQ level, if appropriate)
and the awarding institution, but also how you
obtained it, e.g. full-time course or day release.
Telephone: It’s important to give a telephone number
where you can be reached or where a message can
be left. Include your mobile number if you have one.
If you’re employed and prospective employers can
contact you during office hours, give your number
and say that it’s a work number so that the caller will
be discreet. Always give the full area code, number
and extension so that you can be reached as easily
as possible. At home, consider investing in an
answering service or machine.
Other personal details: There’s no need to include
such details as date of birth, nationality, gender, marital
status or number of children. These are irrelevant on
a CV, where your aim is to get yourself invited for
interview. You can discuss them at the interview if
appropriate, when you have more opportunity to
negotiate any difficulties.
Employment experience
Your aim here is to stress your achievements at work.
Include start and end dates as well as job titles.
Include the nature and place of your employer’s
business if it isn’t obvious from the name, but don’t
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 achieved, preferably
in quantitative terms. A one-sentence description
of the scope of your job, with figures such as staff,
budget etc., should be followed by a statement of
achievements. Avoid specialised language unless
you’re sure the reader will understand it.
There are different opinions about whether you
set your experience out in forward or reverse
chronological order. So much depends on the nature
and relevance of your previous employment to the
job you’re applying for. But everyone agrees that the
most relevant job should appear at the top of the list,
so that the reader is encouraged to read on. Some
possible sequences are:
• Put your present or most recent job at the head
of the list, with appropriate detail; then the rest of
the employment history in backward or forward
chronological order.
• Start with the most relevant work experience,
even if it’s not the most recent, then work
backwards or forwards chronologically.
• Divide your experience under the headings
Related and Other. This allows you to highlight
the experience the employer is likely to be
most interested in and play down other,
less important jobs.

79Getting the job
For a technical post or one that requires special
knowledge, consider giving additional information
to show that you have the relevant work
experience, knowledge or training.
• Be specific about what you studied in your Open
University modules, highlighting in a covering
letter or skill section the personal qualities and
skills that this kind of study requires. You might
find the module descriptions for the courses that
you have studied very useful: pick out the kinds
of skills that the course aimed to develop, which
are often listed as learning outcomes. Learning
outcomes can assist you in mapping out the skills
and achievements that you gained during OU
study. They can also help you identify the subject-
specific knowledge and transferable skills you
have acquired during each course. Of course,
some jobs do require subject-specific knowledge
(e.g. to be a teacher) while others place more
emphasis on transferable skills (see Section 1.2.5
of this workbook). Some look for a mixture of both.
By studying with the OU – whatever the subjects
are – you will find that you will have developed a
range of both subject knowledge and transferable
skills that many employers will value. It is up to you
to identify them from your own experience so that
you can present this on a CV.
• If your qualifications were awarded overseas,
mention the UK equivalent so that the employer
knows what level you’ve reached.
Training
Don’t give an exhaustive list of all the training
courses and seminars you’ve attended. Include
useful information about training and development
– courses of a week or more, or training in relevant
specialist skills.
Interests, activities
This section has various uses. It can show that you
have a well-rounded life and don’t live for work alone;
that you’re a sociable person who gets on with
others; or that you keep yourself fit. Your hobbies
may have given you opportunities to tackle roles
and develop skills that you haven’t had scope for
at work – perhaps you’ve been a school governor,
run a computer club or done voluntary work that
demonstrates organisational and management
skills. An unusual hobby such as sky-diving or
genealogical research can be worth mentioning,
even though it has no obvious relevance to the job.
It gives your CV an interesting feature and makes
it memorable.
Use this area to bring out skills you
have gained: your involvement in sports
activities can be used to highlight your
team-working skills. Voluntary work can
demonstrate your planning and
organisation skills. We are looking for
enthusiastic people, so show that you
are enthusiastic about what you have
achieved already.
Logica
Additional skills
The diversity of individual careers sometimes
makes extra sections desirable: you can make up
your own subheadings. Include details you think a
prospective employer really ought to know – driving
licence; additional skills such as foreign languages
(if possible, give an indication of your level of
competence), first aid training and so on. It is also
important to outline your level of IT and keyboard
skills, including software you are familiar with, e.g.
Word and Excel.
Career aims, personal profile
Including career aims and a skill profile can be
particularly effective if you’re seeking a career
change, you’re a mature graduate, you have an
unconventional record or you’re applying for a job
for which the competition is particularly keen.
Volunteering
Including details of volunteering activities can
demonstrate valuable skills and experiences to an
employer. Highlight your key achievements. This is a
great way to add a USP* to help you ‘stand out from
the crowd’. (*unique selling point)
Professional membership
Evidence of professional membership indicates
dedication to your career and for some professions
this is a requirement. Adding your level of
membership such as ‘student’ or ‘associate’ member
shows commitment to your profession.
References
You’ll usually need two referees, one your present
or last employer. Give their names, addresses and
telephone numbers, email address 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 in your CV or covering letter.
You might prefer to omit referees on the CV and put
‘Available on request’.
4.4.5 Presentation of your CV
To produce an effective CV, pay attention to its
appearance as well as its content.
• Make it easy to read and follow. Yours will be one
of many that the employer has to read. Use an
‘easy-to-read’ font and size, such as Arial 11 point.
• Be consistent in how you present the information
(e.g. chronological order) and in your layout.
Have 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 because it includes listings of
published work and/or research). Consider using
an appendix for very detailed information such as
a list of publications.
• Don’t cram the page, or clutter it up with
unnecessary punctuation. Space makes text
easier to read and more attractive.
• Put the most important information on the first page
and as near the top as possible. The employer
may not bother to read on if there’s nothing of
interest to begin with.
• The space you give to each section should reflect
its importance. Concentrate on the aspects that
are most important for the employer to know.
• Avoid long, complicated sentences. Don’t use
clichés, jargon and abbreviations that the reader
may be unfamiliar with. Write the words out
in full the first time you use them and put the
abbreviation in brackets; after that you can use it
on its own.
• Seek other people’s views on your draft and
proofread the final version carefully.
• Your CV should be produced to a high standard,
word processed and printed or copied on
good-quality white or cream paper. Make sure
the copies are sharp and clear. If you need to
demonstrate an interest in design (e.g. for some
media jobs) more elaborate graphics and perhaps
coloured paper might be appropriate.
• Make sure that your CV arrives looking like
a quality document. Don’t fold it. Use an A4
envelope with cardboard reinforcement.
• If you send your CV by email, follow it up by
sending a hard copy straight away.
Keep a copy of your CV in a safe place. You’ll need it
again to adapt for other employers.
4.4.6 Analysing a job description
In order to construct a CV that’s effectively related
to the job you’re seeking, particularly if you want to
offer a targeted CV, you’ll need to analyse the job
itself. One way to do this is from the job description.
To illustrate this, we’ve chosen a description for
human resource management. It might be helpful to
read it alongside CV example 3, which is designed
for this area of work. Some of the key words in the
description have been emphasised, and the notes
that follow it suggest some inferences that can be
drawn from them about the nature of the work of
personnel management, and in particular the skills
it calls for.
Get the basics right. Check that there
are no spelling mistakes, text jargon or
missing information. At Enterprise
we are also interested to hear about
your extra-curricular activities, awards
and interests. It gives us an insight into
what you like to do outside work and
education, and helps us form
interview questions.
HR Director, Europe
Enterprise Rent a Car

81Getting the job
Example
Human Resource Management
Advising on, developing and administering policies in relation to staff recruitment and training, career
development, industrial relations, general conditions of employment and other personnel matters.
Some typical tasks may include.
• Analysing staffing requirements in consultation with department and other managers,
(undertaking job analysis and evaluations as appropriate).
• Arranging for dissemination of vacancy details by internal and external means,
interviewing applicants and advising on the selection of those most suitable.
• Helping to undertake staff appraisals and, as appropriate, discussing career development,
personal welfare and other matters with individual members of staff.
• Advising management on standards of remuneration, working conditions, management/
staff communications, staff promotion schemes and other matters.
• Assisting in negotiations in the field of industrial relations and ensuring observance of
regulations and agreements relative to personnel matters.
• Maintaining staff records, records of labour turnover and other necessary information and
assisting with human resource planning procedures and programmes.
• Words such as ‘analysing’, ‘evaluations’, ‘appraisals’, ‘human resource planning’ and ‘forecasting’
imply the need for skills in evaluating information and reaching appropriate conclusions.
• Words such as ‘arranging’ and ‘records’ imply the need for administrative skills.
• Words such as ‘consultations’, ‘interviewing’, ‘discussing’, ‘advising’ and ‘negotiations’
imply the need for skills in dealing with people, especially the ability to communicate effectively
with them.
The following examples of CVs illustrate some of
the points you should consider when designing your
own CV. The examples (all fictitious, by the way)
illustrate each of the four main CV formats in turn:
chronological, functional, targeted and academic.
None is perfect. (Indeed the academic CV shows
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
guidelines and examples.
• If you already have a CV, ask yourself
whether it presents the information you want
to give in the way you want it to be seen.
• If you think that your CV looks feeble,
uninteresting, wordy or messy, it probably is.
It’s time to redesign it.
• Look again at the example CVs to see whether
any of the formats would be particularly
appropriate to convey what you want.
• Think about the general style of your CV in
relation to the person who’s going to read it.
• Make sure that you’ve:
- analysed the requirements of the job
- listed your skills
- composed your examples of
key achievements.
Then go ahead and construct or redesign
your own CV.

4.4.7 Examples of different types of CV
There’s no right or wrong way to write a CV. The right
one is the one that works for you in your situation and
succeeds in getting you interviews. Here we will just
provide some guidelines on good practice and offer
some examples of possible formats:
• chronological
• functional
• targeted.
We will also show some examples of targeted CVs
for specific purposes. Most people tend to prefer
one style over the others (though as you will see,
an academic CV is used mainly for applying for
academic posts). Whichever format you choose,
it should be flexible enough to allow modification to
match the job you’re seeking.
For most jobs, you need to make a decision about
the kind of CV to use as most employers will not
specify. However, some job areas have expectations
that a particular kind of CV is submitted. When
researching jobs, look at what the expectations
might be. It is important that you find out if there is
a preferred format for the type of job that you are
applying for by doing further research into the job
and if necessary seeking advice from a careers
adviser (or the professional body if there is one).
For instance, some professions, such as the legal
profession, prefer CVs in a chronological format.
When you have work experience that is directly
relevant, it is useful to highlight this in a separate
section as it draws attention to it.
The chronological CV
You are probably most familiar with a chronological
CV. This lists jobs by date, beginning with the most
recent, showing the name of each employer, where
you worked, the period you were employed, your job
title(s), responsibilities and key achievements.
The advantages of a chronological CV are:
• It can be very easy to produce.
• It has for many years been recognised as a
standard approach to CVs.
• It allows prospective employers to see very
quickly how an individual has progressed and
increased responsibility.
However, the disadvantages to a chronological CV
are that any gaps in your employment stand out.
As a result, if you’ve changed jobs frequently, it can
suggest instability and will require explanation –
particularly if you’ve changed profession or career
direction. In addition, with a chronological CV, it isn’t
always easy to spot key achievements or skills which
might get ‘buried’ under different job titles.
Daniel Rossi
16 Any Street, Portsmouth, XY11 3ZZ
Tel./fax 01234 123456
email D-Rossi@nomail.co.uk
LinkedIn: www.linkedin.com/in/danielrossi
Career Summary
I am a highly motivated CIMA professional with in-depth knowledge of financial and management information systems.
My key strengths include: commercial and business awareness, strategic analysis, analytical thinking and a logical
approach to work.
Having successfully completed my Masters in Business Administration, and having developed my current role,
I am now seeking an opportunity to take on greater management responsibilities and challenges within a company
finance function.
Professional Qualifications
2012 – 2016 Masters in Business Administration (MBA) The Open University
Courses studied include Managing performance and change, Financial strategy,
and Business operations: delivering value.
2012 – 2013 Professional Diploma in Management The Open University
Projects included analysis of change strategy within current company and a review of
accounting systems, including proposals for future developments.
2008 – 2010 Chartered Institute of Management Accountancy exams CIMA
All passed on first attempt
Continued

83Getting the job
Career History
2012 – Present Deputy Finance Manager Ace Holdings Plc Portsmouth
Achievements: • Planned and coordinated computerisation of the management accounts system:
required me to use high-level organisational skills and my ability to think strategically and
to deal with complex problems as the project progressed.
• Trained staff in the use of the new system: provided concise and effective guidelines and
designed a training plan. Ensured full staff engagement through involvement at all levels.
• Reduced the cost of supplies by 11% in 2009–2010: was able to make savings by thinking
creatively and identifying alternative methods of purchasing goods, as well as encouraging
the purchasing department to source new suppliers.
• Strengthened and simplified the reporting of financial information: each team was given
greater responsibility for reporting on their own accounts which led to greater transparency.
This required more of my time initially in coaching them through this process, but resulted
in more effective financial records.
• Researched a detailed marketing study leading to a refocused annual marketing plan.
This required me to consult and liaise with colleagues in marketing, and I developed a
greater understanding of their function as a result.
• Negotiated £2m loan for a major construction project: required me to research and present
our case. Represented the company in negotiations throughout the bidding process.
• Handled credit analyses and made credit recommendations.
2010 – 2012 Management Accountant Southern Finance Plc Portsmouth
• Preparing regular financial statements and accounts, such as profit and loss accounts
• Analysing company performance
• Monitoring spending, costs and budgets
• Interviewing clients
• Supervising an office of nine staff.
2004 – 2010 Accounts Technician Southern Finance Plc Southampton
• Assisting with ledger accounts and budget preparation
• Preparing statements showing income and expenditure
• Processing expenses claims.
Qualifications
I started work as a trainee accounts clerk with Southern Finance, learning the job and assisting with ledger accounts.
From there I was quickly promoted to accounts clerk and began working towards professional qualifications.
Additional Information
• IT skills: use Microsoft Office and SAGE financial management software on a daily basis to write documents,
prepare presentations, store and manipulate data and produce financial reports.
• Part-time study of the courses described above required self discipline, time-management skills and determination.
I developed a much broader awareness and understanding of company systems and functions as a result of study.
• Keen member of a local amateur dramatics society, and have been stage manager for the last four years.
This provides an additional arena to further develop my organisational and people-management skills.
• Currently treasurer of my children’s primary school PTA. This requires careful thought on how to present financial
information to members of PTA who are without financial knowledge.
• My language skills include conversational Spanish and French. I have taken several evening classes to develop my
confidence when communicating on holiday.
• Full clean driving licence.

The functional CV
A functional CV focuses attention on your skills
and achievements, presented according to the
function or responsibilities you’ve undertaken rather
than according to individual jobs. This kind of CV
shows that you’re conscious of the demands of the
prospective employer and of what you have to offer.
Its advantages are:
• It can highlight your skills rather than job changes.
• If your current or most recent experience isn’t
related to the position you’re applying for, a
functional CV allows you to place more emphasis
on relevant strengths and experience from
earlier periods.
• You can group different achievements together
to match the job that you are applying for.
The disadvantages are that it takes more thought
to prepare a functional CV and you have to ensure
that it is clear and relevant to the chosen job without
looking as though you might be hiding something!
Sandra Edwards
5 Any Street
Cambridge XY11 3ZZ
Tel. 01234 123456
Mobile 01234 123456
email: Sandra@nomail.com
LinkedIn: www.linkedin.com/in/sandraedwards
PERSONAL PROFILE
A graduate biologist with strong industry experience in quality assurance, research and development and creation
of new products. Have up-to-date knowledge of quality management systems including ISO 9000. Capable of
achieving personal objectives, as demonstrated by the successful completion of my Open University degree
alongside full-time work. Goal orientated, with a clear and concise vision of future objectives. I am now keen to
find a challenging position that offers long-term potential in quality assurance and/or new product development.
SKILLS AND ACHIEVEMENTS
Analysis and problem solving
• 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.
Technical skills
• Created computer applications for environmental microbiological trends for control of plant cleanliness,
resulting in significant improvement in overall sanitation.
• Formulated new and improved food products, and contributed to the development of a new line of
Polish foods for wholesale distribution.
Communication skills
• Able to enthuse others and inspire a positive attitude to setting up new procedures, as demonstrated
by effective implementation.
• Excellent report writing and presentation skills, evident in work and successful university study.
Continued

85Getting the job
CAREER HISTORY
Quality Assurance Coordinator Continental Kitchens Ltd Cambridge 2012 to date
• Responsible for managing and maintaining all quality control systems.
• Ensuring procedures conform to legislation.
• Creation of statistical programmes to help with the transition of quality assurance responsibility to
individual operators.
• Setting up a new product-recall procedure to facilitate any possible product retrieval due to failures
reported in post-manufacturing integrity testing.
• Supervision of the sanitation crew during microbiological clean-ups.
• Reviewing existing policies and setting up plans to improve quality systems.
Quality Assurance Auditor Continental Kitchens Ltd Cambridge 2009–2012
• Analysing business statistics to measure performance against in-house and external standards.
• Auditing, sampling and testing production process to check product quality.
Career break Raising a family 2005–2009
Research Technician Bow Wow Pet Foods Ltd Leicester 2001–2005
• Formulating and improving product lines.
• Performing shelf-life studies on a range of products.
• Supervising in-plant testing of laboratory formulations.
• Analysing waste water to ensure it met government standards.
EDUCATION AND TRAINING
Member Chartered Quality Institute 2013
BSc (Hons) 2:1 in Biology The Open University 2006–2012
Courses included: Health and disease, Environment, Living processes, Ecology, and Evolution.
Developed confidence in ability to analyse data, produce reports and in the methodology of conducting experiments.
Benefited from working with others at residential schools and tutorials.
2 ‘A’ levels: Biology (C) Mathematics (D) Huntingdon College 1998–2000
GCSEs including English and Maths (Grades A-C) Parkside School 1996–1998
Attained formal recognition for CQI training courses successfully completed, including:
Developing the skills of new quality managers Implementing ISO 9001.
IMS internal auditing and self assessment.
ADDITIONAL INFORMATION
• Spent a year after ‘A’ levels travelling the world: developed an appreciation of other cultures, an ability to
be very flexible in planning next steps and an interest in scuba diving.
• 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.
• Excellent computer skills, including Microsoft Word, Excel and PowerPoint.
• Full driving licence.

The targeted CV
A targeted CV is even more closely matched to the
needs of a particular employer, with the skills required
and the evidence of them clearly laid out at the
beginning, followed by the details, dates and so on.
It combines elements from both the chronological
and the functional CV. Most candidates for
managerial posts use this format. The advantages are:
• It focuses straight away on your strengths.
• It is more likely to catch the reader’s interest.
• You can adapt it to suit the job you’re after without
sacrificing quality.
• You can lead the reader in the direction you want
to go – your skills and achievements.
The disadvantages are that, like the functional CV,
this one isn’t easy to prepare. It has to change to
match each job, with all the time, effort and skill
that implies.
Vigla Kozlowski
ADDRESS: 45 Longhurst Avenue, London, N10 8EP
TELEPHONE: 020 8887 5131 EMAIL: Vkozlowski@wizard.net
LINKEDIN: www.linkedin.com/in/viglakozlowski
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
Project Management: 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.
Teamwork: 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. 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.
Communication: My 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. As important is my ability to express myself
clearly and effectively both face-to-face and on paper, in projects and reports.
Drive: 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
2001–2008 The Open University. BSc. Hons, 2.1 in Psychology
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.
Continued

87Getting the job
1992–1997 Parsifal Comprehensive, Finchley Road, London
Three ‘A’ levels: English (C), Biology (D), Chemistry (D)
Training
2006 IPM Certificate in Personnel Practice
2001 Lloyds Bank short in-house course in Personnel Management.
Work experience
2009 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.
1999–2009 Lloyds Bank, Recruitment Officer – Recruitment interviewing, in charge of four staff.
1997–1999 Lloyds Bank, Personnel Assistant – Personnel administration, pay and pensions,
record keeping, three staff.
1996–1997 Lloyds Bank, Counter Clerk – Responsible for serving customers, handling cash.
1993–1996 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 and other Microsoft Office packages
• Interviewing
• Psychological test administration and interpretation
• Car owner. Full, clean driving licence.
Activities and interests
• I am teaching myself to play the saxophone and enjoy getting together with my friends for
musical improvisation.
• I spend one evening a week as a volunteer tutor with a literacy project, working with adults on a
one-to-one basis and in small groups.
• I keep fit by swimming and running regularly each week.
Referees
Names available on request.

Targeted CV for a career changer
Adding a section on any relevant work experience
(paid or unpaid) to your CV can be a shrewd move
when you are sending it to potential employers
in your desired career area. This will give your
application credibility as well as showing that you
are motivated and possess initiative.
You should create a targeted CV and an associated
covering letter (an example can be seen in Section
4.5) that gives you the best chance of achieving
your goal.
For advice regarding changing careers see
section 2.2.4.
Peter Evans
11 Wood Lane,
York,
North Yorkshire
QQ1 3ZZ
Tel: 01999 223344
email: p.evans@nomail.co.uk
Career aim
For the past 9 years I have been working as a Computer Technician for a local Health Authority. I have always had
an interest in environmental issues and six years ago I decided to take a degree course with The Open University.
I now consider this to be one of the best decisions that I have ever taken as it has made me see the potential of a
completely new career for me.
I have accumulated significant experience in the area of preservation of wildlife habitats and the associated
environment. Having completed my degree I am now committed to securing a challenging and exciting
opportunity in this area of work.
Education
2016 BSc (Honours) in Environmental Science
Stage 1: Environment: journeys through a changing world; Exploring science
Stage 2: Environmental science; Geology; Practical environmental science
Stage 3: Ecosystems; Practical environmental project; Renewable energy;
Geological record of environmental change
The Open University
2007 BTEC National Diploma in Computing (Distinction)
York College of Further Education
2005 6 GCSE passes at grades A–C including A* in Maths and IT.
Eskdale School
Relevant experience
Summer 2010: Conservation Volunteer, Sea Turtle Protection Society, Greece
• Spent 4 weeks carrying out field work tasks and interacting with visitors to the island
promoting the work of the society
• Used initiative and determination to raise finances to fund trip
• Developed communication skills and patience to interact with other volunteers from 9
different countries, local people and tourists.
2008 to present date: Conservation Volunteer, York
• I have participated in regular one-day conservation tasks including tree planting,
footpath construction and creating wildlife habitats.
• I have also organised and led fellow students in these activities.
Continued

89Getting the job
Other work experience
Summer 2007 – Computer Technician, York Health Authority
Present • Maintaining the computer network of the organisation on a daily basis
• Diagnosing and fixing faults on site
• Use of computer systems in searching for records and data input
• Upgrading existing hardware and software
• Servicing printers, scanners and other peripherals
• Carrying out scheduled maintenance checks
Summer 2006 – Lifeguard/Assistant Swimming Teacher, York Leisure Centre
Present • Responsible for the safety of swimmers during public sessions
• Assisting Swimming teacher with coaching both adults and children
• Co-ordinating and supervising activities at the childrens’ swimming club
Positions of responsibility
• Treasurer of the York Conservation Society 2005–2012. Undertaking and organising practical conservation
trips at least once a week.
Professional membership
• I am a student member of the Institute of Ecology and Environmental Management (IEEM)
• I still swim regularly
• I am a keen natural history photographer
Skills
• I am familiar with Windows, Microsoft Office and web design
• Basic First Aid (Module I)
• National Pool Lifeguard Qualification
• Full clean driving licence
References
Available on request

CV targeted at applying for work experience
A career in the law is one example of where you will
need to obtain some relevant work experience while
studying for your law degree, in order to become a
solicitor. You may try to arrange this for yourself or
you could apply for ‘vacation schemes’ run by the
larger law firms. Here is a CV that targets gaining
such experience and an example of a suitable
covering letter to accompany this CV can be found in
Section 4.5.4.
Amerjit Kaur
78, Aston Street, Coventry, ZX42 6XY
Tel: 06321 496284
email: a.kaur@nomail.co.uk
Personal profile
I am a highly motivated and organised team worker and am also used to working on my own initiative. I have extensive
experience of working with the public both in a Social Services Department and a Housing Association. I feel that this
experience has helped me to develop highly effective interpersonal skills and a tactful and discreet approach to
clients’ needs.
I am currently completing a Law degree with The Open University with a view to securing a legal training contract in
the next 12 months.
Qualifications
2016 LLB (Hons) Law
Stage 1: Rules, rights and justice; Introduction to business studies
Stage 2: Understanding law; Law: the individual and the state
Stage 3: Law: agreements, rights and responsibilities; Law: ownership and trusteeship
The Open University
2014 3 A-level passes in English (B), History (B), Government and Politics (A)
2 AS passes in French (C) and General Studies (C)
Coventry Sixth Form College
2002 9 GCSE passes at grades A-C including English, Mathematics, History, French
and Information Technology
Oakwood School
Law experience
2013 Placement Parkin and Munro Solicitors
I completed a short vacation placement for one week. I worked on a client project
which developed my team working and communication skills.
Work experience
February 2012 – Housing Officer Alpha Homes Ltd., Coventry
Present • Allocating vacant accommodation
• Overseeing property exchanges
• Assessing the needs of people applying for housing
Continued

91Getting the job
• Dealing with issues such as anti-social behaviour, squatters and
broken tenancy agreements
• Setting rents and dealing with payments and arrears
• Arranging for legal action to be taken when other forms of legal action have failed.
September 2004 – Social Services Assistant Coventry City Council
February 2012 I worked mainly with families, older people and children at risk. My duties included:
• Contacting clients and following up enquiries
• Advising clients and their families about the help that was available
• Visiting people at home to check on their welfare
• Working out client’s needs and devising care plans
• Keeping up to date with changes in the law
• Attending meetings with clients and other health and care professionals
Additional information
• I have a full, clean driving licence
• I have a current certificate in First Aid
• Scuba diving
• Yoga
• Salsa dancing
• Indian cooking
References
Available on request.

CV for an academic role
For academic jobs in universities (such as lecturer
and postdoctoral research posts), it is expected that
candidates will produce an academic CV. These
CVs place more emphasis on the subject matter of
the degree and/or research, and on the knowledge
and achievements gained. They are likely to include
information on some or all of the following:
• the title of your PhD and the names of
your supervisors
• teaching/administrative experience
• professional memberships (if relevant)
• fellowships and awards
• conferences attended/presentations given
• a detailed abstract of research should be
appended to the end of the CV
• full details of publications.
Because of this, academic CVs are often longer
than other types of CV. You should also include three
referees rather than two.
• Remember to include examples of the skills that
you have developed through your research.
• If you are a postgraduate or research student who
is applying for a job outside academia, you should
consider a chronological, skills or targeted CV,
depending on what you are applying for.
In presenting your research, you should do this
without using any subject-specific jargon so that
it is understandable to the employer. Ask someone
who knows nothing about your research subject
to read through what you’ve written and check
it makes sense to the lay reader. Remember to
emphasise the transferable skills that you have
developed in undertaking higher level study,
such as communication, analysis and working
to deadlines.
There is more advice on CVs for PhD researchers in
the ‘CVs, applications and interviews’ section of the
careers website:
Hilary Michelle McArthur
18 Poole Avenue, Milton Keynes, MK6 3DY
Tel. 07900 543 21
Email: h.mcarthur@yahoo.co.uk
EDUCATION
The Open University – PhD in Medicine 2012–2015
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) 2011–2013
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) 2008–2011
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.

93Getting the job
RESEARCH EXPERIENCE AND TECHNICAL SKILLS
• Development of static adhesion and migration assay.
• Adaptation of a novel co-culture system: culture stromal cells on the apical and basal surface of Transwell inserts.
• Image-based analysis of leukocyte behaviour in static and flow adhesion and migration assays.
• Microscopy: phase contrast and fluorescence.
• Isolation of leukocytes subsets and endothelial cells.
• Flow cytometry.
• Subcellular fractionation.
COMPUTER SKILLS
Extensive experience of Microsoft Word, Excel, PowerPoint and Prism, and a working knowledge of
WinMDI and Image Pro.
RESEARCH AND TEACHING EXPERIENCE
Tutor on an Open University Residential School, July 2015
• Trained undergraduates in basic laboratory skills
• Allocated tasks and ensured their completion.
• Marked undergraduate work and provided individual guidance to undergraduate students.
Student Mentor for The Open University’s Outreach Programme 2012 - 2014
• Responsible for communicating and demonstrating technical skills to A level science students at a
local college, as well as showing visiting work experience students laboratory protocols.
Laboratory Assistant, Scientific Laboratories, Salford, Summer 2004
• Worked independently on an assigned project.
• Developed technical writing skills for industry purposes, along with presentation and
communication skills.
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 2015
ABSTRACTS, POSTERS AND PRESENTATIONS
Bennett, A., Jones. J. and McArthur, H.M., Transmigration prolongs neutrophil survival through a beta-2-integrin-
dependent adhesion signal. British Society of Immunology, July 2013.
Bennett A., Layerton S. and McArthur, H.M., Rapidly recruited TNF-stimulated endothelial cells – is this a novel route
for neutrophil clearance from inflamed tissue? International Society for Thrombosis and Haemostasis, March 2015.
Bennett, A., Jones, J. and McArthur, H.M., Ceramide rich lipid rafts and acid sphingomyelinase activity
are required for spontaneous neutrophil apoptosis. International Conference, Manchester, 2014.
ACHIEVEMENTS
Received awards for best overall academic achievement and best dissertation project at the end of my MSc (2012).
Received award for best overall academic achievement at the end of my BSc (2011).
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).

4.5 The covering letter
Your covering letter is your opportunity to market
yourself. It introduces your application and draws
attention to the main factors that make you suitable
for the job. It will usually be read first, so make sure
that the reader will want to find out more about you.
It should enhance your application, not repeat what’s
on the application form or CV. Always include a
covering letter unless the employer specifically tells
you not to.
Application forms often allow you reasonable scope
to sell yourself and may need only a brief covering
letter. A CV will usually require more of an introduction.
4.5.1 Applying for a job in a vacancy list
or answering an advertisement
Mention the job title (including any reference number),
and say where and when you saw the vacancy.
Highlight your strongest selling points, such as a
relevant degree, appropriate qualification, related
experience. Stress how you think the organisation
can benefit from employing you. Add some other
detail to reinforce your suitability, without duplicating
what’s on the application form or CV.
4.5.2 Applying speculatively
Remember, a speculative approach is not allowed in
Northern Ireland.
If you’ve worked through Section 2 in this book,
you’ll know that to make a speculative approach
you have to present your case in a letter, usually
accompanied by your CV. Convey clearly what kind
of work you’re seeking, your qualifications and what
you have to offer. You’re trying to find out whether
there are any vacancies, or whether vacancies will
arise in the near future. At the same time you must
leave the impression that you’re someone useful for
the employer to know about. If there’s a vacancy
this will, if done well, translate into being someone
the employer ought to see. So make clear who
you are, where you are, what you’re studying, then
highlight the relevant points in the CV such as work
experience, interests and activities. Say why you
want to work for that particular organisation, and
when you would be able to start.
4.5.3 Drafting your letter
• Type or word-process your letter (though very
occasionally an employer will ask for a handwritten
letter).
• Use plain A4 paper of good quality.
• Keep it brief – usually not more than one side
of A4.
• Put your name, address, telephone number and
date at the top right-hand corner and, on the left-
hand side, the name, job title and organisation of
the person you’re writing to.
• Address your letter to an individual person by
name and job title. Switchboard staff can be
very helpful in supplying this information if it isn’t
otherwise available.
• When writing to a named individual, end ‘Yours
sincerely’. If you do have to resort to ‘Dear Sir or
Madam’, end ‘Yours faithfully’.
• Although you should be business-like, steer clear
of stilted expressions like ‘I beg to remain’.
• Make sure your spelling and grammar are correct,
and that you’ve expressed yourself clearly.
Ask someone else to read it – don’t rely on your
computer’s spelling check, especially as it may
be based on US spelling.
• Print your name clearly below your signature.
• You can use your covering letter to give additional
information such as reasons for an unusual change
in career, or highlight aspects of your CV which
you feel are particularly important.
• If there are any special circumstances not
covered in the application form or CV, such as
a disability and how you overcome potential
difficulties, mention them in the letter.
Keep a copy of your letter. If you haven’t received an
acknowledgement within two or three weeks, send a
brief follow-up letter or telephone to make sure that
it’s been received.
Four examples of covering letters are set out
overleaf. The first is a speculative approach asking
for an advice interview from a director the writer
doesn’t know. The second letter accompanies a CV
in response to a newspaper advertisement. The third
letter is applying for a graduate position, and the
fourth is from a student applying speculatively for
work experience in a law firm.

95Getting the job
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 2016
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 2016
Dear Mrs Barrett,
Assistant Finance Director, Fairplay Industries Ltd.
I am enclosing my CV in response to your advertisement for the above post which appeared in
The Daily Telegraph on 1 March.
I am a qualified accountant with substantial professional experience. I have particular interest
in computer-based accounting procedures and posess extensive staff management experience.
Working in a team alongside other senior management colleagues, I have brought about a
sustained improvement in my office’s financial performance over the past five years.
I have recently taken voluntary redundancy as a consequence of a nationwide organisational
restructuring programme. My decision was based on a desire to change employers in order
to broaden my professional experience as I am keen to develop my career in a managerially
demanding environment. Having read the detailed description of the post, and discussed
specific aspects with the Finance Director over the telephone yesterday, I am confident that I
could make a significant contribution to Fairplay Industries Ltd.
Although I currently live in Edinburgh, I am free to relocate to another area and see this as a
positive addition to my professional and personal development.
I look forward to hearing from you.
Yours sincerely
Margaret Minty

97Getting the job
Example 3
For a career change
Peter Evans
11 Wood Lane
York
North Yorkshire
QQ1 3ZZ
To: Mr K. Jackson
Recruiting Manager
The Environment Agency
Midtown
MDT 8XX
9 April 2014
Dear Mr Jackson,
Vacancy for Graduate Trainee Consultant – Countryside and Environment
I would like to apply for the graduate trainee position within the Countryside and
Environment Sector. I enclose my CV for your consideration.
The opportunity to work for the Environment Agency appeals to me because of the innovative
nature of the organisation and the explicit commitment to protecting and improving the
environment. This training programme offers the opportunity to experience a range of
functions which correlate directly with my specific interest in countryside management and
my broader interest in the diverse project work undertaken by the Environment Agency.
I am specifically interested in the sustainability of habitats and the environment because it is
an area that I am familiar with and relates very closely to my academic studies. I have been
involved for 8 years in a local project which protects natural habitats through the planting of
trees and creating new areas for wildlife. I also spent 4 weeks as a conservation volunteer on
a Sea Turtle preservation project in Greece.
In terms of my suitability to the post, I have developed a strong technical skill set through
academic fieldwork and a range of practical project work.
However, I am conscious that this role requires more than a strong technical background.
My wider experience in the IT sector allied to my extra-curricular interests and activities
have enabled me to develop strong interpersonal skills, to communicate effectively, to solve
problems and to make sound decisions. These skills have become particularly evident
in my voluntary work for the York Conservation Society, where I have organised practical
conservation trips on a weekly basis.
Thank you for your time and consideration and I look forward to hearing from you in
the near future.
Yours sincerely,
Peter Evans

Example 4
For work experience
Amerjit Kaur
78 Aston Street
Coventry
ZX42 6XY
06321 496284
To: Mr A. Sherman
Partner
Sherman & Wilkes
3 Royal Street
Coventry
ZX38 5PS
3 February 2016
Dear Mr Sherman,
I am writing to you to inquire about the availability of work experience at your legal practice in
the near future.
I am due to complete my Bachelor of Laws (Honours) with The Open University this year and I
am looking to enhance my experience by gaining a short work placement of one or two weeks
during June or July.
I completed a short placement with a local solicitor last year which I found very useful.
However, I feel I would be more interested in training with a commercial firm, and would like to
gain some experience in this sector before applying for training contracts next year.
I am interested in the aspects of legal work which Sherman & Wilkes can offer, including
probate, conveyancing and litigation, and the range of clients with whom you deal. I feel that a
short placement with your firm would provide me with an excellent insight into this work.
I feel that experience gained from my previous employment has equipped me with some
relevant skills which will be useful to me in a legal career. This included working in the social
services department of a local authority, where I was often responsible for interviewing clients
about their circumstances and personal situations. This called for good interpersonal and
communication skills, as well as a need for empathy and discretion.
I have enclosed my CV which I hope will be of interest to you. I look forward to hearing from
you in the near future if you feel you are able to offer me a short placement this summer.
Yours sincerely,
Amerjit Kaur

99Getting the job
do most of the talking – in effect determining the
content, while the interviewer sets the format.
• A few seconds silence in an interview can seem
an eternity. Don’t be panicked into responding too
quickly, perhaps in an illogical way. Fill a thinking
gap with comments such as ‘That’s an interesting
question, I need a moment or two to think about it.’
• Always try to be positive in what you say and
never be critical of a previous employer.
• Guard against being too open.
• When asked whether you have any questions,
it can be useful to ask about future business
plans. If the interview has already covered that,
use the opportunity to add relevant information
about yourself that you haven’t had an adequate
opportunity to express.
From a careers advice perspective,
employers have always said to me that
they will always interview an OU
graduate because anyone who can
achieve an OU qualification is a certain
kind of person.
BA Open Graduate
From the vast amount of research into interviews as
a selection method, some important insights for
candidates emerge:
• Some interviewers make up their minds about
candidates within the first four minutes of an
interview, and aren’t easily swayed by factual
information thereafter. First impressions count;
initial answers are critical.
• Interviewers are more likely to be swayed by
negative information or behaviour on the part of
the candidate than positive. Interviews tend to
exclude rather than to include.
• Interviewers may be poor at assessing the
personality characteristics of individual candidates
with any validity, but they make very consistent
judgements and assessments between candidates.
This suggests that a good interview performance
is likely to impress.
• A candidate’s body language (for example, not
maintaining eye contact) in an interview can be
more important in determining its outcome than
experience or qualifications.
• Interviewers’ judgements about a candidate are
always made in relation to judgements about
earlier candidates, so the sequence of interviews
assumes an importance of its own. If you’re given
a choice, go first. You can set a standard against
which the others will be judged.
4.6 The interview
Interviews remain the most common method of
filling vacancies.
There are different formats of interview you may face:
• Face-to-face: This is the most common, and can
be in the form of a one-to-one meeting or there
may be a sequence of interviews, each with a
different member of staff.
• Telephone: These are as formal as face-to-face
interviews, so you need to be well prepared.
• Panel: You will meet several interviewers in one
interview. Try not to be put off by panel members
making notes as you speak.
• Video interviews: Graduate interviews by video,
can also be used during the screening process.
This can be a live connection with an interviewer
or a pre-recorded video questionnaire.
Different types of interviews you may encounter are:
• Competency-based: Interviewers ask you
questions relating to the skills and competencies
needed for the job. You therefore need to know
what they are, and have prepared some examples
from your experiences to demonstrate them.
• Strength-based: A relatively new approach
to assess candidates. Questions are based
around what you enjoy doing, to identify where
your natural aptitudes lie. This method prevents
candidates from giving pre-rehearsed answers.
Here are some initial tips for interviews:
• Interviewers want you to do yourself justice. They’re
hoping that you’ll be an excellent candidate and that
the interviewing time and effort will be well spent.
• Interviewers too may be inexperienced or nervous.
It’s up to you to help them out and make them
feel comfortable.
• When faced with a panel of interviewers you
should address the majority of your response to
the interviewer who has asked you a question
whilst ensuring that you still have some eye
contact with the rest of the panel.
• Show acceptance of the interviewer as a person.
Remember that interviewers want to be liked and
hope to be supported in their day-to-day work
and career by your appointment. They’ll be asking
themselves ‘Could we get on?’ ‘Would this person
be supportive?’
• Balance the initiative-taking. The ideal interview
should flow like a conversation, reaching greater
depths as the rapport develops between the two
parties. Neither should psychologically dominate
the discussion, although as the candidate you should

4.6.1 Interviewers
Below we list the four main types of interviewers you
may come across. Don’t let your own stereotyping
of the interviewer affect your interview technique.
Remember that when managers interview they’re
playing a role to a set of social rules, and may not
be entirely their usual selves. Their perspectives may
differ according to their job function:
Human resource/recruitment managers
Well-trained and experienced, often astute and
very sensitive
Acting as internal screener, judgement valued
by others
Likely to concentrate on personality and
organisational ‘fit’
May have a fund of knowledge about
company culture
Head of a group or department
A technical expert with wider
managerial experience
Will talk shop, problems, solutions, within a
broader organisational framework
May have standard questions, pick bits from CV
Concerned about your professional
competence and the rapport between you
Line manager or decision-maker
Trying to assess your style of working
Concerned about your motivation,
achievements and personal ambition
Considering how you’ll fit with the rest of
the team
May have to ‘sell’ you to more senior colleagues
Serious but relaxed, may try to ‘sell’ the job
Managing director or company founder
May digress into lengthy company history
Concerned about cultural fit; may look for
shared vision
May be looking for someone who’ll question or
act as an agent of change
Will seek views from all those who’ve come into
contact with you
You could read all the books ever written on how to
do well at interview and still not be good at it.
Practice is essential. Even experience as an
interviewer doesn’t make for a flawless performance,
for insight often leads to heightened anxiety. How you
project yourself through your social and communication
skills will determine your success whenever you
speak with potential employers. Find out all you can
about interviewing techniques and be ready to cope
with them:
• Read about the process. Consult some of the
resources listed at the end of this booklet.
• Think about the interview and plan for it. Try to
foresee questions or situations and work out
possible answers.
• Practise by role-play with a partner, careers
adviser or colleague, or use audio or video
recordings. How you sound will be crucial.
Practise speaking on the phone to a friend and
ask what impression you’re making. Practise some
answers into a voice recorder and listen critically
to yourself.
• Ask for comments from a partner, network
contacts or interviewers who have rejected you.
• Learn from observing others – take the role of
interviewer with a partner.
• Reflect on your experience. Evaluate your
performance and incorporate the learning into
your next interview.
4.6.2 Before your interview
• Research the job and employer again thoroughly
beforehand. If you can, find out something about
the people interviewing you.
• Review your CV or re-read your application form.
Why have you been invited for interview? What are
your unique selling points? Questions are likely to
focus on:
- your achievements
- your motives for applying
- your likely contribution.
• Prepare by marshalling your material in advance.
Collect as many concrete examples of things
you’ve done that clearly demonstrate your skills
as you can. Read the section on ‘Tough questions’
in Section 4.6.9 and practise some answers
out loud.

101Getting the job
• Think about what kinds of skills may be important
to perform well in the job.
• Think about times in the past when you have
demonstrated your abilities, e.g. successful
projects; successful interactions with other
people; convincing a difficult audience; analysing
a large amount of information, etc. Don’t just
think about job-related examples – you may have
excellent evidence from your study, hobbies or
other activities.
• What are your weak spots and what do you feel
uncomfortable talking about?
• Why would you not employ yourself? Produce
convincing counter-arguments.
• Practise your answers in the weak areas. Ask a
careers adviser or a friend or colleague to help
you. Do it out loud, record it and listen to it again.
• Prepare some questions that you would like to ask.
Having questions prepared shows your interest in
and keenness to develop within the organisation,
e.g. ‘How is performance and development
assessed?’; ‘How is the job likely to develop over
the next two years?’
• Plan travel and arrival times, and if possible do a
dummy run.
• Decide what to wear. Show that you know the
interview ‘rules’ by wearing smart clothes,
polishing your shoes and so on. Conservative
dress is more likely to pay off than flamboyance.
Try the whole outfit some days before, so that if it
doesn’t feel right you’ve got time to change your
plans. Dress appropriately for the culture. If you’re
very unsure about this, look at company literature
or their website to get an idea of how people
dress. If there’s no suitable literature you could
telephone and ask the person on the switchboard
or the secretary of the person interviewing you.
4.6.3 On the day …
• Don’t smoke before you go into the interview.
• Don’t be overburdened with bags,
papers, umbrellas.
• Arrive in good time, allow yourself time to relax.
• If you are delayed, telephone.
• Remember the need for a poised,
confident first impression.
• Listen carefully and attentively to the questions;
ask for repetition or clarification if you don’t
understand a question.
• Remember to take a copy of your application
with you.
• Don’t forget to turn off your mobile phone.
4.6.4 How you sound
• Sound as if you have confidence in yourself.
• Speak clearly. Don’t drop your voice towards the
end of sentences, and don’t mumble or speak
too fast.
• Use plain language that doesn’t confuse the
interviewer, or divert off at a tangent. Avoid jargon
or clichés.
• Speak concisely, be specific, and judge when
you’ve said enough. Watch the interviewer’s
behaviour, which will give you clues to whether
you are answering the questions and timing your
replies appropriately. If in doubt ask ‘Would you
like me to go on?’
• Show through your answers that you’ve done
your research into the company and tailored your
answers specifically to them.
• Don’t just tell them what you think they want
to hear.
• Make sure you answer the question that is
being asked.
• Convey the right amount of enthusiasm, warmth,
friendliness and sincerity. Smile!
• Avoid negative statements.
4.6.5 Body language
• Walk and sit with good posture.
• Shake hands firmly and briefly. Some people need
to practise this.
• Use your natural gestures – there’s no need to
look frozen!
• Avoid fidgeting, and keep your hands away from
your mouth.
• Don’t fold your arms.
• Maintain good eye contact with the person you’re
speaking to.
Take evidence of your achievements
to the interview in a personal portfolio.
This will really help you to stand out from
the crowd and will aid your preparation
for the interview by reflecting on your
greatest achievements to date.

4.6.6 Answering questions
Whatever the nature of the job, the interviewer will be
working to a mental model consisting of three related
profiles, or groups of characteristics – your personal,
professional, and achievement profile. It’s your task
to provide evidence in your answers that demonstrates
these characteristics.
Personal profile Professional profile Achievement profile
Intellectual ability Knowledge Effectiveness
Communication skills Reliability Efficiency
Listening skills Integrity Economy
Confidence Commitment
Job motivation
Energy and drive
Endurance
Development
Financial motivation
You also need to be prepared to adapt your
responses to the different kinds of question:
Specific questions invite factual replies, often with a
technical content, e.g. ‘What problems did you
encounter in the early planning stage of the building
extension?’
Open questions used by skilled interviewers
encourage expansive replies incorporating both facts
and attitudes or feelings, e.g. ‘Tell me about the three
years you spent studying with The Open University.’
Hypothetical questions test speed and quality of
thought, e.g. ‘What if the policy changed to carrying
more freight by rail?’ In reply be methodical, state
assumptions you’re making, and say where you’d
need more information, e.g. ‘Would this just be in
the UK or the whole of Europe?’ There is usually no
right or wrong answer – the interviewer is looking for
logical, clear thinking.
Competency-based questions look for you to talk
about your skills, qualities and competencies relating
to the job. The basic ethos of a competency-based
question is that if you can demonstrate you did
something in the past, you can do it in the future.
These questions would normally ask for an example
of a situation in which you have shown that skill, and
how you would deal effectively with it. Questions
often begin ‘Can you tell us a time when…’
Technical questions ask you to demonstrate your
knowledge of specialist concepts and terminology.
These often feature in engineering, scientific and IT
interviews.
If you would like further help on types of interview
questions you may encounter, have a look at the
interview preparation activity on the careers website:
http://www2.open.ac.uk/students/help/interview-
preparation-activity
4.6.7 After the interview
• Think about the questions and your answers.
Did you do yourself justice? Did you allow
negative information or negative expressions of
feelings to creep in? Did you find a particular
question difficult? If so, write it down to help you
prepare answers for the future.
• Send the employer an informal thank-you note
soon afterwards. This reinforces recollections of
you. Even if you’re unsuccessful this time, there
may be other positions coming up.
If you fail to plan, you plan to fail.
Pause for thought
They also threw in test questions. They
take one of your stated positives and then
ask whether you are weak in the opposite.
So my talk about liking new challenges
sparked the question if I was easily bored.
And I answered doing the same every day
would bore me rigid. Turns out they really
like the frank answers and the fact that you
don’t wiggle out of these.
OU Student

103Getting the job
• Do you sound confident and interested, or
monotonous or tentative?
• Don’t forget to smile when you’re talking on the
telephone, as you would when talking to someone
face to face. The smile won’t be seen but it can
be 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.
There’s some general advice about using the
telephone effectively in Section 2.5.2.
4.6.9 Tough questions …
Bear in mind that these are asked to
check how articulate and poised you are,
and how well you handle stress.
Graduate Recruitment Manager
Credit Suisse
Everyone has a different perception of what
constitutes a tough question. Here are some tips to
help you through them followed by some examples
and how to approach them.
In general:
• If you feel yourself under pressure, you’ll tend
not to listen so acutely. Ask for the question to be
repeated, take time and keep to the point. When
you’ve answered, stop and leave it at that.
• Try to show that you understand why the
interviewers have asked you the question. If you
can show that you know what they’re getting at,
you’re halfway to giving an appropriate answer.
• In response to embarrassing – rather than
simply tough – questions, keep your answer
simple and short.
• Always put a positive spin on your answers to
difficult questions. If you lack a particular skill,
try to emphasise how quickly you learn and can
develop this.
A wide range of questions is covered in Great
Answers to Tough Interview Questions by Martin Yate
(see the end of this section for further details). Look
through the next examples – you’re bound to come
up against some of them in one form or another.
• If you’re rejected, write a letter asking for some
constructive feedback by telephone, at the
employer’s convenience.
Seek feedback from the people who
are screening you out. They can give
tips for future applications and point you
in the right direction. You will have to
swallow some pride in making the call
but, if it helps you gain the job you have
always wanted, it’s worth a go. Each
failed application should be a learning
experience.
HR Director, Europe
Enterprise Rent a Car
4.6.8 Interviews by telephone
Increasing numbers of companies are using the
telephone in the first stage of the interviewing
process. They do this in several ways:
• Fully automated: you receive a letter giving a
freephone telephone number to ring. You hear
a list of statements and press a number on the
telephone keypad to indicate your response.
• Structured: a mutually convenient time is fixed in
advance for the interview. You’re taken through
a series of questions that are recorded and
analysed by trained interviewers. The questions
are designed to establish whether or not you have
the required skills for the job.
• Screening: you’re questioned on various aspects
of your CV or application form to decide whether
you’ll be invited to a personal interview.
• A sales exercise: you’re given an opportunity to sell
a product over the phone. This technique is used
for recruiting sales, marketing or telesales staff.
The advice that follows about face-to-face interviews
below applies just as much to telephone interviews,
but some things are especially important:
• Try to arrange the interview for a time and place
where you won’t be interrupted.
• Keep your application and any other pre-prepared
notes with you.
There are no visual cues so greater importance will
be placed on your telephone manner, tone and pitch:
• Do you speak loudly enough?
• Is your voice clear or do you have a tendency
to mumble?

Examples of tough questions
and how to answer them
Q What are your strengths?
A You’ll have become aware of these
through your self-analysis. Draw on
examples from the three profiles –
personal, professional and achievement
– we discussed in ‘Answering questions’
above to produce a rounded picture.
Include any particular characteristics that
you feel relate to the job.
Q Tell me about yourself.
A Cover relevant aspects of your life, e.g:
Early years (if appropriate)
Education
Work experience
Significant events
Keep your answer short (three to four
minutes). This question needs practice.
Remember that this question isn’t simply
about your factual history so don’t give
too much detail. It is your chance to
provide an overview and at the same
time to throw in leads that you hope the
interviewer will take up.
Q What are your weaknesses?
A Don’t claim to be faultless! Most
strengths taken to the extreme become
weaknesses. Either choose one that
isn’t particularly significant, or pair
one with something that can be turned
from a weakness into a strength (e.g.
conscientiousness) to end on a positive
note. Or explain how you had a weakness
(e.g. time management) but have taken
action to overcome it. Use phrases like
‘learning a valuable lesson’ rather than
admitting to making a mistake.
Q Why should you be appointed rather
than an internal candidate?
A This is an invitation to list your main
strengths. Try to restrict yourself to four
or five as too long a list will confuse
the interviewer. Draw attention to the
possibilities of bringing in skills or
experience that the company would
benefit from, the fresh perspective of
an outsider, and the ‘political’ gains of
instigating change through appointing an
outsider. You could also provide evidence
of being a quick learner.
Q How much are you worth?
A Try to delay answering this until you know
the responsibilities and scope of the job,
and the typical salary ranges. Mention
your previous salary and any financial
commitments that lead you to raise or
lower your expectations. Negotiations like
this might seem strange to you if your
only experience is of fixed salary scales.
Q Having worked for one company for so
long, what difficulties do you expect in
adapting to our culture?
A Make it clear that you understand the
importance of the concept of culture
by mentioning the internal diversity of
companies and organisations you’ve
had contact with. Describe how you’ve
adapted to different subcultures you’ve
encountered by doing different jobs in
your career.
Q Isn’t it a bit late in your working life to
change career?
A It is perhaps unlikely that you would be
asked this, particularly in view of age
legislation introduced in 2006 but you
never know…! The interviewer could be
suggesting either that you’re too old to
adapt or that you haven’t got a realistic
appreciation of the demands of the new job.
Concentrate on the many positive
features of your greater maturity:
experience of life and work, credibility
with clients, emotional stability, coaching
and mentoring skills, domestic stability,
freedom from childcare. Then express
your motivation and drive, to counter
any thoughts that you might simply be
looking for a refuge. Add a balanced,
well-reasoned argument for your choice
of this new kind of work.
Q How have you tried to stay up to date?
(Age is commonly associated with
obsolescence of skills or knowledge
and ineffectiveness. There’s no research
evidence to support this assumption.)
A Quote samples of your own recent
learning, either at work or at leisure.
If possible, relate this to the job you
are applying for. It is also important to
emphasise IT skills and keeping up with
professional journals/research in the area.

105Getting the job
Q How would you describe your
management style?
A Have a well thought-out answer ready.
You might start by briefly describing how
your style has developed as you’ve grown
in experience and social expectations
have changed. Concentrate on flexibility,
your variations in style according to
different people and different tasks.
Relate your answer in the final stages to
the job you’re applying for.
Q Why do you want to work for us?
A Your research will pay off here. Be honest.
A trite or bland answer will seriously
undermine your application. Include a
reference to how important work is to you,
and your hope that some of these needs
will be met.
Q What are your ambitions?
A Concentrate on your desire to do the
job well and to develop your skills
and confidence. Statements about
far-reaching ambitions should sound
realistic. Make clear statements about
your willingness to shoulder responsibility
and say that you would consider career
progression within the company at an
appropriate time.
Q Do you not feel that you might be over-
qualified (or too experienced) for the
position we are filling?
A A strong company needs highly
competent people with appropriate
experience to deal with current problems.
Uncertainties in the business environment
will probably lead to growth opportunities
for the company and you. Emphasise
that you are adaptable and respond
positively to circumstances and would not
necessarily expect to use all of your skills
in the first instance.
Q What were the circumstances of your
leaving your last employer?
A Keep your reply short and don’t touch
on any conflict or bitterness. Create a
favourable impression based on the
things you’ve done to help yourself.
Emphasise your desire to develop your
skills by moving to a more demanding job.
Q Why has it taken you so long to find a
new job?
A Finding any sort of job is easy; finding an
appropriate job takes time. Mention steps
you’ve taken to keep up to date, mentally
sharp and so on.
Q If you had complete freedom of choice
of jobs and employers, what would you
choose?
A Talk about the kind of work you’re being
interviewed for and why this company
interests you.
Q What interests you least about this job?
A Choose a routine activity (filing, filling in
expense claim forms), but be careful
that it isn’t a core function of the job.
Plead ignorance about other potentially
boring duties.
Q What sort of relationship did you have
with your last manager?
A Concentrate on understanding your
manager’s expectations and objectives.
Include examples of support and how
you kept your manager informed.
Q What things might make an application
from an OU graduate stand out to an
employer?
A The fact that someone has been able to
balance both a full-time job and study
at the same time. The level of motivation
required is impressive, and demonstrates
ambition and a desire to improve one’s
skills.
Time management, hard work and
commitment are probably the three main
attributes that I have developed through
studying with the OU.
Open degree graduate

Activity 4.4
Here are some more examples of interviewers’
questions to think through yourself.
• Why did you decide to study with
The Open University?
• The classic three-part question:
What kind of people do you like to work with?
What kind of people do you find it difficult to
work with?
How have you worked successfully with this
difficult type of person?
• What are your short-, medium- and
long-term goals?
• Why have you decided to change careers?
• What are the main challenges facing
(e.g. the Health Service, education,
this company…) today?
Do you feel well equipped to meet those
challenges?
• None of your experience is at managerial level.
How would you cope with the transition?
• How long would you expect to stay here?
• How would you describe yourself?
• In your present/last job, what do/did you like
most/least? Why?
What was your greatest success?
What has been your biggest failure?
• What do you see as the most difficult aspect
of (e.g. this job, being a manager…)?
• How do you react to criticism?
• How do you feel about the progress you
made in your present/last position?
• In your present/last job, what do/did you
spend most time on, and why?
• Do/did you have any frustrations in your
present/last job?
• What did you learn from (e.g. your last job)?
• What is the most difficult decision you
have faced?
• What kinds of decisions are most difficult
for you?
• What area of your skills or professional
development would you like to improve?
• Describe your ideal job.
• Why should we appoint you?
• Have you any questions?
For academic jobs:
• What publication are you most proud of
and why?
• What do you see as the main benefits of
your research?
• Tell me about your PhD research assuming
that I have no background knowledge.
• What would you find easy about teaching
undergraduates and what would be
challenging?
Don’t forget that you can ask a careers adviser
for help in preparing for interviews.
4.7 Other selection
techniques
Larger employers, aware that interviews have many
shortcomings, are increasing their use of additional
tools. One such tool is the use of assessment centres
– these are not places, but a technique (a mixture
of tests, exercises and interviews) for recruiting new
employees, particularly at graduate level. You would
normally find out about the way an organisation
uses these by researching their recruitment literature
or website.
4.7.1 Assessment centres
This approach has been defined as ‘the use of any
selection device, in any combination, beyond the
interview’. It can include situational activities, group
discussions, in-tray exercises and the like, as well as
interviews and psychometric tests.
If you are asked to attend an assessment centre,
here are some general guidelines:
• Don’t be intimidated. All the other candidates will
be nervous too. Because assessment centres are
more thorough, they are fairer to you.

107Getting the job
• The company is looking to assess a range of
competencies. Each competency will be assessed
at least twice, so you will not be limited to just one
opportunity to demonstrate a particular skill.
• Decisions are made by drawing on all the
evidence; failure in one or two elements won’t
automatically mean rejection.
• Different assessors are involved so that there is a
more objective view of your skills.
• Try to focus on your own performance rather than
that of others and don’t assume that she or he
who shouts loudest will win. The ability to listen
and support others is also highly valued.
• Assessment centres sometimes have the advantage
that they give you longer to judge the organisation
and the people within it.
Treat the assessment centre as a two-
way process: use it as a chance to find
out more about the company. Have some
questions prepared before you go – the
interviewer will usually give you the
chance to ask them, and it looks quite
poor if you don’t seem to want to know
anything more about the company.
Logica
Get yourself ready, both mentally and physically:
• Your invitation may include a programme of events.
Study it carefully, paying attention to any special
instructions. You might be asked to prepare
something in advance, or bring your own calculator,
for example.
• If you have a disability and need special
arrangements (e.g. induction loop, special seating)
discuss it with the selector in advance. If you wear
glasses for reading, make sure you take them
with you.
• Take the pens and pencils you like to write with.
A highlighter pen could be useful.
• In summer, choose something that’s cool as well
as smart to wear. You may face hours of hot sticky
work in examination conditions.
• Try to get a good night’s sleep beforehand.
When the time comes:
• Arrive in good time.
• Make sure that you know exactly what you’re
required to do. Don’t be afraid to ask questions.
• Go to the toilet before major exercises; they can
last several hours.
• Take care at social events: rich food and drink
dull the brain!
• Try to ensure that you talk to as many of the
company representatives and other candidates
as possible – don’t just limit yourself to one or two
who seem the friendliest.
• Assume that you’ll be closely observed the
whole time.
Further resources
For further information and resources on assessment
centres go to:
www.prospects.ac.uk/careers-advice/interview-tips/
assessment-centres
http://www2.open.ac.uk/students/help/assessment-
centres
To practice some of the things you might be asked to
do at an assessment centre, go to:
www.assessmentday.co.uk/in-tray-exercise.htm
www.assessmentday.co.uk/situational-judgement-
test.htm
4.7.2 Psychometric tests
Psychometric tests are structured pencil-and-paper
or computer exercises, often in the form of multiple-
choice questions. They’re designed to assess your
reasoning abilities, or how you respond to different
situations. The tests should have been carefully
researched and tried out to ensure that they’re fair
to everyone who takes them. Your results are usually
compared with how others have done on the tests
in the past. The tests are used in a variety of ways,
depending on the organisation and more usually by
large blue chip companies:
• as a selection exercise before an interview
• to accompany an interview selection
• as part of a number of selection exercises at an
assessment centre.
There are two main kinds of psychometric test:
• Aptitude, cognitive, ability or intelligence tests
These aim to assess your capabilities in tests of
reasoning: that is, the level and nature of your
thinking skills (typically, verbal, numerical and
perceptual skills).
• Personality questionnaires These gather
information about how and why you do things
in your own particular way. They look at how
you react or behave in different situations, and

your preferences and attitudes. Unlike aptitude
tests, they have no ‘right’ or ‘wrong’ answers.
The selectors aren’t looking for a rigidly ‘typical’
personality, although certain characteristics will be
more or less appropriate for the job (e.g. for sales
personnel, independence, social confidence and
persuasiveness would be considered important
characteristics).
Decisions about senior appointments are never
based on test results alone. In fact, a good test
can offset weaknesses in interview performance –
it never seems to work the other way round.
Tests are designed so that you have a few items to
practise on first, but if you’re anxious about them,
getting in some practice will probably make you feel
better. You will find practice tests at:
www.shldirect.com and
www.jobtestprep.co.uk/freepsychometrics.aspx
When it comes to completing the tests:
• Read the instructions carefully and follow
them precisely.
• Some ability tests have tight time limits and too
many questions to do in the time allowed.
• Others, such as personality and interest
questionnaires, have no time limits.
• Ask during the practice session if you
don’t understand.
Personality tests are easy to fake, but there are
dangers in trying to do this. For one thing, most tests
contain ‘lie scales’, for another, you’ll have to guess
what sort of personality the company is looking for.
Some selection procedures include a discussion
about the test results with a psychologist, and faking
then becomes very difficult to sustain. Honesty is the
best policy.
If you have a disability that you believe may affect
your ability to do these tests, it is advisable to talk
to the employer about this beforehand to discuss
whether there are any alternative arrangements that
would be appropriate for your situation.
4.7.3 Written exercises
Typically, you’ll be given a lot of written data and
asked to write a report, outline a proposal or draft
a letter. A suitable structure for your answer is likely
to be:
• A redefinition of the problem (by drawing out the
key issues).
• Setting out the main options, with their pros and
cons. Don’t ignore the possibility of recombining
parts of different options.
• Recommendation of an option, with your reasons
(is it practicable, and how?).
If you’re faced with a written exercise:
• Follow the instructions. Like examination
candidates, applicants who fail selection tests often
do so because they don’t answer the questions.
• What’s usually wanted is a business report, not an
essay. Make liberal use of subheadings and bullet
points to make your answer easy to read.
• Don’t spend so much time thinking and planning
that you haven’t got time to write the report.
• Don’t rework chunks of the brief. The marker will
be looking for original thought.
• Make assumptions explicit, and if more information
might be needed say what it is. If asked to do so,
come to a conclusion or recommendation, with
reasoning to support your choice.
• You won’t get any marks if the marker can’t read
your writing. If you have trouble with it, don’t use
a ballpoint pen – it tends to make things worse.
Concentrate your thinking and be succinct in your
expression so that you have less to write.
• Remember to put your name on all the sheets of
paper you use.
4.7.4 Presentations
These are often used as part of an assessment
exercise. They’re easy to set up and provide a useful
sample of logical thinking, communication skills and
persuasiveness. Sometimes you’re told the topic
before the day, sometimes during the assessment
centre, but you’re always given time to prepare, and
you may have access to audio-visual materials. You may
need to make your presentation just to the selectors,
or sometimes to the other candidates as well. There
could be questions afterwards.
Keep the presentation simple. Remember the rubric:
Tell ’em what you’re going to tell ’em
Tell ’em
Tell ’em what you’ve told ’em
Keep in mind some general advice about presentations:
• Whatever the instructions, see it as a task in which
you have to convince or persuade the selectors.
Talk directly to them. Make it a lively delivery.
Never read from a prepared script. How you say it
is as important as what you say.
• Don’t be tempted to produce complex visuals.
You’ll probably have only five minutes of
presentation time, not enough to do them justice.
• Keep a careful eye on the time; don’t over-run, but
make good use of your allowance. If you’ve been
asked to prepare in advance, practise so that you’ve
got the timing right. Candidates often fail through
producing two to three times too much material.

109Getting the job
4.7.5 Group discussions
Three to eight candidates sit in a group and discuss
one or more topics, with the selectors acting as
observers. Very often you’ll be set a task as a group
or given a case study to look at. The observers
will be making notes about the quality of your
contribution (logic, verbal expression, relationship
with other participants).
• Be clear about the aims of the exercise: keep the
group focused on the task.
• Make an early contribution, but not necessarily
the first.
• Be supportive and pleasant to the other candidates.
Be cooperative; remember that getting the best
out of others is a skill in itself. You’re not going to
be judged on your ability to dominate.
• Mentally ‘stand back’ occasionally and evaluate
what’s happening. Intervene if there’s loss of
direction, or conflict between the other participants.
• Keep a careful eye on the time. If you have to
reach a decision within thirty minutes, remind the
group if necessary.
Make a point of discussing your strategy and
interpretation of the group discussion with the
interviewer later, even if you’re not asked to do so.
4.7.6 In-tray exercises
These simulations of the administrative aspects of a
job can be very taxing. You may be asked to respond
quickly (in timed conditions) to a number of typical
questions or issues that may crop up in a job and
say what you would do and how you would prioritise
tasks. They’re usually set in an unrealistic scenario
that prevents you from talking to other people in
the organisation (e.g. colleagues are ill, abroad,
it’s Saturday afternoon). The qualities most likely to
be assessed are analysis, organisation, decision-
making, judgement, and ability to communicate in
clear English. How to go about it:
• It may be possible to take the in-tray apart and
sort it into heaps. If you like to work like that, make
sure that it’s permitted. You may be allowed to use
the floor if the desk isn’t big enough.
• Read the instructions carefully and plan your
time accordingly.
• If the first part of the exercise asks you to set
priorities, follow this up by tackling the items
according to those you set. Don’t just put your
head down and plough through the lot. A well
constructed test in-tray will contain distracting
trivia, just like a real one.
• Look for links within an in-tray, and between in-
trays if there’s more than one. Signal in your
comments that you’ve spotted these links.
• Remain balanced in your judgement. A cleverly
constructed in-tray will generate emotional
responses that can cloud decision-making.
Staffing issues are most likely to spring this trap.
• Give reasons for your decisions; make reporting
and follow-up clear; set timescales; use your diary
and your secretary well. Treat the whole exercise
like real life, with appropriate levels of formality
and informality in your responses.
• You can be judged only on what you’ve written
down, not on what went through your head. Best
marks are obtained by candidates who produce
the largest volume of appropriate written output.
• Don’t be discouraged. Most candidates find these
tests tough.
It can be difficult, but try to relax and
enjoy the day. Employers want to see
what sort of person you are, what skills
you can offer now, and what you have the
potential to do in the future. Don’t try to
put on an act for the day – you will never
be able to keep it up for a whole career.
Surround yourself with positive people
before you go – if they are reminding you
about what a great asset you will be to
the company, you will feel more positive
about your chances and this will come
across on the day.
Logica
4.7.7 Biodata analysis
‘Biodata’, a contraction of ‘biographical data’, means
that details of an individual’s history are correlated
with the biographical details of others who have
succeeded in the same occupation. The biographical
data need not have any recognised link with
performance, other than statistical correlation.
Information may be collected from the standard
application form, but often a special form is needed.

4.7.8 Proficiency tests
These tests are used to find out whether candidates
have the skills they claim – 120 words per minute
shorthand, for example, or 90 words per minute
word-processing. Related tests of ‘potential for
proficiency’ (trainability) assess characteristics such
as hand–eye coordination.
4.7.9 Medical tests
The job advertisement or person specification should
state clearly whether a certain level of physical fitness
is required. As well as general fitness, medical tests
cover sight, colour perception and hearing.
Pause for thought
Getting the job you want is always
a challenge, and may take time.
By taking the trouble to reflect and
to prepare, you’ll be maximising
your chance of success.
4.8 What to do if you are
not successful
If you are not getting selected for interviews you can
take various steps to improve your chances:
• Review your CV or application form. Were they
tailored to the specific job? Do they promote you
in the best way?
• Ask others to give you feedback on your
applications. Talk to a careers adviser or
friends/colleagues.
• Think about whether you are applying for
appropriate vacancies. Do you have the skills
and experience they are asking for?
• Look at your job hunting strategy. Are you only
applying speculatively? Are you using a variety of
different methods to search for jobs? Do you need
to think about which sectors/employers you are
applying to?
If you are getting interviews but are not getting
any further:
• Ask for feedback from the employer. Finding
out where you fell short on this occasion should
provide invaluable advice to help you succeed
the next time.
• Review your interview technique: did you do
enough research beforehand? Were you prepared
for the questions? Ask yourself what you could
have done better.
• Talk to a Careers Adviser who can help you with
your preparation.
4.8.1 Handling rejection
If you have done all of the above, having asked for
feedback to make sure that you have interviewed
well, the next thing to bear in mind if you are rejected
is to try not to take it personally. It is not a criticism of
you; it is simply that in this instance you have been
unsuccessful. It doesn’t mean that they thought you
couldn’t do the job.
It may mean that someone with more relevant
experience has got the job, or that there was a
strongly favoured internal candidate. If you were
invited to interview it means that, on paper, the
recruiters believed you could do the job. Interviewing
is expensive and employers won’t waste time
interviewing someone they feel is not qualified for
the role in question. During times of recession
competition for jobs can increase significantly
and so it’s worth bearing this in mind if you are
unsuccessful.
It can help to reflect and make notes as soon as
you come out of an interview. This could be listing
what went well, what didn’t, and suggestions of
how you might improve. Once you relax after an
interview you may not remember as much detail. You
can also compare your notes to any feedback you
get by asking, ’How could I strengthen any future
application?’ Try and treat the whole experience as
something you can learn from.
Remember, it took J.K. Rowling a year to find a
publisher for her first Harry Potter book and some
of the publishing houses made what was, with
hindsight, an enormous mistake. It is important to try
and stay positive and focused and persevere with
your job search.
Pause for thought
Be prepared to invest time in your
job search; remember it can
take up to 3 months or longer
depending on the industry, and
this can be greater for more
high-level roles.

111Getting the job
Further resources
M. Parkinson (4th edition 2010) How to Master
Psychometric Tests, Kogan Page.
M. Byron (2010) How to Pass the Civil Service
Qualifying Tests, Kogan Page.
M.J. Yate (7th edition 2011) Great Answers to Tough
Interview Questions, Kogan Page.
For more information on CVs, go to our careers
website and look at ‘Applying for Jobs’ section via the
‘Features’ tab:
The Prospects website has useful information on
CVs, applications and interviews under ‘Careers
advice at:
www.prospects.ac.uk
The Jobs.ac.uk website has useful tips and advice
particularly for academic careers:
www.jobs.ac.uk/careers-advice
You’ll find help and advice about giving presentations
on our ‘Skills for study’ website:
www.open.ac.uk/skillsforstudy/giving-presentations.php
Think about your whole approach:
are you tailoring your applications for the
specific requirements of each company,
or do you have a tendency to ‘copy and
paste’ your information? If you are being
asked for examples of when you have
shown certain behaviours, focus on
what action you personally took and
what the result was – organisations are
less interested in the background and
situation (so keep this brief); they want to
know what ‘you’ did, not what ‘we’ did.
Head of Talent Management
Royal Mail
Notes

113Equality and diversity issues
05 Equality and Diversity Issues
5.1 Age 113
5.2 Criminal record 114
5.3 Disability or additional requirements 118
5.4 Gender 123
5.5 Race 125
5.6 Religion or belief 127
5.7 Sexual orientation 128
Equality Act 2010
In April 2010 a new single Equality Bill for Great Britain brought disability, sex,
race and other grounds of discrimination within one piece of legislation. This
discrimination law protects individuals from unfair treatment and promotes a
fair and more equal society. For up-to-date information on equality legislation,
please look at the Equality and Human Rights Commission (EHRC) website
at: www.equalityhumanrights.com. Note, however, that this Bill does not
apply to Northern Ireland, which has separate legislation providing similar
protections to individuals.
What the law
protects against
Discrimination
This includes:
• direct discrimination – treating a person worse
than someone else because of a protected
characteristic; for example, their age or race
• indirect discrimination – putting in place a rule
or way of doing things that has a worse impact
on someone with a protected characteristic
than someone without one, when this cannot be
objectively justified
• failing to make reasonable adjustments for people
with disabilities.
Harassment
• Unwanted conduct that has the purpose or effect
of violating someone’s dignity or that is hostile,
degrading, humiliating or offensive to someone
with a protected characteristic, or in a way that is
sexual in nature.
Victimisation
• Treating someone unfavourably because they
have taken (or might be taking) action under the
Equality Act or supporting somebody who is
doing so.
As well as these characteristics, the law also protects
people from being discriminated against:
• by someone who wrongly perceives them to have
one of the protected characteristics; for example,
a disability,
• because they are associated with someone who
has a protected characteristic – this includes the
parent of a disabled child or adult, or someone
else who is caring for a disabled person.

The same principles of career planning and job
seeking apply to everyone regardless of their
background. In this section we highlight some of the
additional challenges that may be faced by students
and graduates.
Many employers have well-developed equal
opportunity and diversity policies to help them
to recruit a diverse workforce. In fact, some
organisations aim specifically to recruit a workforce
that reflects the community they serve, and you will
often see this highlighted in job advertisements.
However, there is evidence that certain groups of
people are at a disadvantage and may experience
difficulty in achieving their career aims and
aspirations. This section will explore a range of
issues related to equality of opportunity in relation to:
• age
• criminal record
• disability or additional requirements
• gender
• race
• religion or belief
• sexual orientation.
Each section includes a discussion of some of
the issues you may encounter, the legal position,
strategies to help you in your job search and further
resources that you may find helpful.
For more information and links on job-seeking
strategies when facing discrimination, go to:
http://www2.open.ac.uk/students/help/equality-and-
diversity
Pause for thought
Keep in mind that disclosure of personal information
during the recruitment process can be a concern
for some people. The issues of whether,
when or how you should do so;
on your application form; on a
covering letter; before or during
an interview will be considered
later in this section.
We are also trying to promote diversity
and, while our diversity statistics are
relatively good for a law firm, we want to
do much more. I was thinking about how
to achieve a more diverse workforce
when an obvious thought struck me –
where better to find a group of diverse
students than the OU?
HR Director
Beechcroft
Activity 5.1
Note here any issues that could affect you at work, which you might like to discuss with a careers adviser.

5.1 Age
Are you concerned that, having completed your
degree, your age will count against you in the
job market?
5.1.1 Your rights
Equality law provides protection against
discrimination, harassment and victimisation on the
grounds of age.
The regulations cover:
• recruitment and selection
• pay and benefits
• training and promotion
• termination of employment, redundancy
and retirement.
Employers can only treat people differently on the
grounds of age if there is a genuine occupational
requirement (GOR); however, this defence is likely
to apply in very limited circumstances. Since April
2011, the default retirement age (DRA) has been
phased out. This means employers cannot force an
employee to retire at 65.
Employment law gives some employees the right
to request flexible working. These include parents
with a child under 17 (or a disabled child under 18)
and people helping to look after an adult relative
who needs care. An employee who has worked for
at least 26 weeks qualifies for the right to request
flexible working, and your employer can only refuse if
there is a clear business reason for doing so. It may
not be logistically possible to offer flexible working to
all members of staff in a services role.
The Employers Network for Equality and Inclusion
(www.enei.org.uk) states that ‘being an employer of
choice in an environment with an ageing population
means ensuring that employment policies and
practices are attractive to all age groups’.
Employers vary a great deal in their attitudes
towards age and recruitment and with the increasing
numbers of older applicants offering a wide range of
qualifications and experience, selection procedures
in large organisations are being reviewed.
Having a degree is not enough to secure a job.
Employers are looking for more than a qualification.
They are saying, ‘Yes, you have a degree and...’.
This is where you are able, as a more experienced
graduate, to offer a range of transferable skills and
experience to an employer. So, you need to present
your experience and skills positively and highlight
your ‘added value’.
5.1.2 How to help yourself
in the job market
Take a look at Section 4 on applying for jobs. Then
contact Careers and Employability Services to get
help with your marketing plan. Remember, hone your
CV to highlight that ‘extra’ you can offer to enhance
your application. This should also help you to feel
confident about what you can offer to the workplace.
If you haven’t had any recent work experience (paid
or voluntary), then you could consider exploring
your local options. For instance, look at the careers
website for contacts for volunteering opportunities,
or get in touch with Careers and Employability
Services. It’s not enough to think that because you
have completed a part-time degree, juggling study
and home responsibilities, and paid work, that you
are automatically going to be offered a job. This may
feel unfair, especially when you have used all your
spare time to get the degree in the first place. So,
plan ahead and make use of the study breaks and
any contacts you have to find out all you can about
the area of work you are interested in.
Many OU graduates have changed careers in mid-
life; some have started new careers in their 50s. You
do need to be clear about what you want and what
you can offer. And you must be determined and
active in your approach. Don’t be put off by negative
reactions if at first you don’t succeed!
Tell employers about your skills and what you
have had to do to get an OU qualification. Most
employers will be impressed by your commitment
and motivation.
Perhaps the most important thing to remember is
that if you see your age as a problem, so will an
employer. You need to think of all the skills and
abilities that you can bring to the role to which you
are applying, and be able to explain them positively
to a prospective employer.
Some areas of work look for maturity, and view
life experience as an advantage e.g. counselling,
psychotherapy, social work, occupational therapy,
teaching and archive work. Nonetheless, it’s vital –
whatever your aims – to research your chosen area
thoroughly and market yourself effectively.
As an older student, you are likely to have evidence
of successfully balancing and prioritising your
work, life and studies, and are demonstrating that
you can continue to learn and adjust to new settings.
Studying with The Open University also emphasises
your commitment and motivation to yourself and
career development, as well as your ability to
work independently.

Here are some tips from the Association of Graduate
Recruiters (AGR) and the Association of Graduate
Careers Advisory Services (AGCAS) to help you
maximise your potential for job seeking:
• Produce a concise CV and match your experience
to the job requirements. Be prepared to produce
more than one CV.
• 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
been successful.
• Use positive language in applications and
interviews and never apologise for your age.
• Create your own network using contacts from
previous jobs/friends/family.
• Identify the skills you developed in previous
work, studies and general life experience, e.g.
teamwork, communication, adaptability.
• Stress your ability to hit the ground running – you
know all about working for a living.
• Demonstrate your experience when making
effective business decisions and give examples.
• Highlight your time management, organisational
and self-motivational skills; you have just spent a
number of years improving these through part-
time study.
• Demonstrate your flexibility and experience of
studying and working in mixed-age environments.
• Convey your reliability, loyalty and confidence to
manage change.
Further resources
For the latest information on age legislation, go to
The Employers Network for Equality & Inclusion,
which now incorporates the Employers Forum on
Age and works with organisations to promote best
practice in equality and inclusion in the workplace:
www.enei.org.uk
Age UK has a good website with a section on work
and learning that includes a very good sub-section
on discrimination and rights.
www.ageuk.org.uk/work-and-learning
The Third Age Employment Network (TAEN) works
for better opportunities for mature people to continue
to learn, work and earn for as long as they want, or
need, to do so. You can access the network at:
www.taen.org.uk
Equality and Human Rights Commission From the
homepage, go to ‘Equality Act’, ‘Know Your Rights’
then ‘Age discrimination’.
www.equalityhumanrights.com
Equality and Diversity – Information for jobseekers
on how to challenge unfair discrimination in the
workplace is available on the Targetjobs website at:
https://Targetjobs.co.uk/careers-advice/equality-
and-diversity.
5.2 Criminal record
If you have a criminal record, you may be confused
about its implications for working in the future.
Having a criminal record does not prevent you
from getting a job, especially if it is spent and
you no longer have to declare it. However, some
organisations are exempt from the Rehabilitation of
Offenders Act in the UK (similar legislation exists in
the Republic of Ireland) and you will need to disclose
all convictions whether they are spent or not.
Some of your concerns may include:
• Whether you must declare any convictions.
• What impact a criminal record will have on your
gaining and keeping employment.
• How, when and if to disclose a conviction to a
prospective employer.
Your strategy will depend on whether the conviction
is ‘spent’ and the type of work you want to apply for.
5.2.1 Your rights
Under the Rehabilitation of Offenders Act (ROA)
1974, most convictions become ‘spent’, or forgotten,
after a certain amount of time.
Unlock (a charity for people with convictions)
provides a table on their website which sets out
the time it takes for the main sentences to become
spent, following changes to the Rehabilitation of
Offenders Act that were introduced in 2014. This is
known as the ‘rehabilitation period’ for the conviction.
A conviction may have a number of rehabilitation
periods depending on the sentence – in this
situation, the longest one applies. You can read
about this on:
http://hub.unlock.org.uk/information/rehabilitation-
of-offenders-act-1974/
There are, however, certain exceptions to this
depending on the sentence you were given and the
type of work you want to do. For some areas of work,
such as ‘regularly caring for, training, supervising
or being in sole charge of persons aged under 18’,
employers are required by law to seek disclosure of

criminal records from the relevant criminal records
office. This would include careers in social work,
teaching, nursing, law and medicine. If you are
applying for any of these jobs you are required to
declare a conviction even if it is spent. You are also
required to declare convictions when applying for
vocational training relating to these jobs, such as
courses in nursing, teaching or social work.
If you are applying for a job or a type of work where
Criminal Records Bureau (CRB) checks are required,
it will be in your interests to disclose information
about your convictions that may come to light. The
Safeguarding Vulnerable Groups Act 2006 resulted
in the Independent Safeguarding Authority and
the Criminal Records Bureau checking individuals’
suitability to work with vulnerable people.
It is illegal for an employer to refuse to employ you or to
dismiss you on the grounds of a spent conviction. It is
also illegal for anybody to reveal information about your
conviction after the end of the rehabilitation period.
5.2.2 How to help yourself in the
job market
If you have unspent convictions (or spent convictions
that have to be disclosed by law), it can seem a
challenging task to seek employment. Here is a
range of strategies to help you:
• When making applications, focus the employers
mind on your abilities, and don’t allow your
criminal record to dominate your application.
• You might choose to send a separate covering
letter, if possible, that outlines and explains the
circumstances of your conviction. However, make
sure that it doesn’t sound as if you are making
excuses or are not willing to accept responsibility
for the offence.
• If you have been in prison, you may feel you need
to discuss your situation with a careers adviser
about the process of applying for jobs early on in
your studies.
• Enhance your application by undertaking work
experience or voluntary work.
• Market yourself as positively as possible
(see Section 4).
• Be realistic about the employment area you wish to
enter. Keep in mind that there are certain jobs for
which convictions never become spent. Before
you start studying for a specific career area, or
applying for jobs, check the legal situation carefully.
• Make use of other agencies that can help and
advise you. They may be able to point you in
the direction of opportunities from sympathetic
employers, or support you with your applications.
5.2.3 Disclosing a criminal record
The right way to disclose
You will improve your chances by disclosing in the
right way. You need to reassure employers that you
are not a risk and that your crimes are in the past.
Therefore, if your record is old, you can point this out.
Unlock has excellent advice on disclosure:
http://hub.unlock.org.uk/information/disclosing-to-
employers/
They also have examples of disclosure statements in
letters of application at:
http://hub.unlock.org.uk/wp-content/uploads/Self-
disclosure-statement-examples.pdf
If you were found guilty when young and have grown
up and taken on a family, home, job and other duties
since then – meaning that you have much to lose by
getting into trouble – you can point this out also.
If the record is not relevant to the job, you should say
so. If you owned up to the crime or pleaded guilty,
then you could say so. If the crime sounds more
serious than it is, you could explain this too. If the
reasons behind the crime would help to minimise its
seriousness, you could highlight this.
You must not allow your record to take over an
application, covering letter or interview. However,
you must be careful to ensure that your explanation
does not sound like an excuse. An employer will not
want to know. You should try to put yourself in the
employer’s position.
When to disclose
If an employer is going to ask about records, it
is likely to be at the application stage. Where an
application form asks about a criminal record or
you are sending in a CV it might be best to put ‘See
covering letter’, where you give a short account of
the offence and your attitude to it. Alternatively, you
can say that you will discuss this at the interview.
If you have served a prison sentence that has left a
gap in your work history, you can write on the form or
your CV ‘Not in employment’ or ‘Unavailable for work
due to personal circumstances’, and give details in
the covering letter or at the interview.
The advantage of disclosing at the interview is that
the employer has the opportunity to see the person
behind the conviction; but bear in mind that it takes a
lot of confidence to disclose at this stage.
However, the employer might unexpectedly ask
about criminal records or require you to disclose
at the job offer stage. If you have not already been
asked, you should be prepared to deal with this to
reduce the chances of a job offer being withdrawn.

5.2.4 Example CV if you have a criminal record ‘Before’ including feedback
from a careers adviser
Name: Andrew Bailey
Address:
100 No Road,
Chatham,
XY18 6AA
Tel: 07123 456789
Email: a.bailey@nowhere.com
You don’t need to put the words ‘name’ and ‘address’ on your CV.
The address can go on one line rather than across 3 or 4 lines. If your CV is light on content elsewhere,
then you need to develop a skills section, rather than filling space with your personal details.
Put this section in the centre rather than having it on the left.
Personal Profile
I am a hard-working, motivated and responsible person who is seaking* to build on the experience I have
gained working in a gym for the last 18 months. I am interested in undertaking further training to help me to start
a career as a Personal Trainer.
* Make sure you check for basic spelling errors – especially in your Personal Profile. It is the first item an
employer will read after your name and personal details and mistakes do not make a good impression.
If you have achieved something significant in the last year of which you are especially proud, record it here
under a section called ‘Recent Achievement’. It will focus the attention of the employer.
A ‘Skills Profile’ could be added here to enable a potential employer to see if your skills and competencies
match with available opportunities.
If you are an OU student then make sure it features on the first page of your CV.
Qualifications
Various courses from the 2009 - 2012
Open University:
- E112 Introduction to Sport, Fitness and Management – 60 credits
- E113 Working and Learning in Sport and Fitness – 60 credits
- E217 Sport and Conditioning Science into Practice – 60 points
- EXF224 Making your Exercise Instruction Count – 60 credits
NVQ Level 2 Gym Instructor 2012
NVQ Level 1 & 2 Warehouse and Storage (Day Release) 2001 – 2003
In–Train Ltd, Leicester
2 GCSE passes (grades A-C) in Design Technology 2001
and ICT
St. Gregory’s Comprehensive School, Sittingbourne
Notice that in this section the dates have been placed on the right-hand side whereas in the next section
they are on the left. Be consistent in your layout, and make it easy to read in order to make more impact.
Listing OU modules is useful here, but you don’t need to put the codes in or the credits.

Work Experience
May 2014 – Present
Assisted in Blogg’s Gym. I helped take classes and maintained
equipment, as well as keeping records.
Put Employment and Work Experience together in one section.
The layout of this could be better. Need to bullet point duties, so they are clearer.You completed this while
in a Cat D prison and you are right not to put that, it is the experience which is important.
Did you gain any other experience in prison? If so, it is worth adding this.
Employment
Aug. 2011 – May 2014 Serving my sentence at HMP Coldingley
A CV is your chance to highlight your strengths. NACRO (charity offering resettlement advice), says:
You should not include any information about your criminal record on your CV. If you have gaps in your
employment history which are due to time in prison and you are not asked directly to write about your
criminal record in your application, you could explain these gaps by stating that you were ‘unavailable for
work’ at a certain period in time.
Remember: if you are not asked for a criminal record declaration directly, then there is no need for you
to disclose this information at this stage. But you must be prepared to answer fully and honestly if you
are asked, at interview, to explain what you mean by ‘unavailable for work’.
Highlight what you did during this time e.g. OU student, orderly work or other courses you have taken.
2001 – June 2009 Warehouse Assistant Wilson’s Wholesale, Maidstone
Main duties involved taking delivery of goods and supplies and storing the goods. I moved stock ready for dispatch
using a forklift truck. My duties also involved picking and packing orders and keeping records of stock. I also drove
the delivery vans.
Again the layout is not used in the best way. Use of bullet points here allows the reader to quickly scan
this section rather than have to read it all.
Additional Information:
- I am a qualified Fork Lift Truck Operator (NTPC Level2)
- I have a current First Aid Certificate
- I have a full, clean driving licence
Use proper bullet points here.
Activities and Interests:
I enjoy cycling and motocross. I am a local community volunteer for 10 hours per week.
References:
Available on request.
Not necessary on a CV. Most employers only take references after interview.

5.2.5 Example CV if you have a criminal record ‘After’ the feedback has
been implemented
Andrew Bailey
100 No Road, Chatham, XY18 6AA
07123 456789
a.bailey@nowhere.com
Personal profile
I am a hard-working, motivated and responsible person who is seeking to build on the experience I have gained
as part of the personal training team at Blogg’s Gym for the last 18 months. I am interested in undertaking further
training to help me to start a career as a Personal Trainer.
I am studying towards a degree in Sports, Fitness and Coaching with The Open University. I also have a relevant
NVQ Level 2 qualification.
Recent Achievement
In September I took part in The Great South Run in Portsmouth. I trained for the event for 8 months and raised
over £1,100 in sponsorship for Crisis – the national charity for homeless young people.
Skills Profile
• Experience in setting realistic short and long term goals with clients
• Delivered education programme about healthy lifestyles
• Motivated clients with disabilities/ health issues in following programmes safely and effectively
• Measured clients’ progress: measuring heart rate and body fat levels
• Knowledge of Microsoft Office applications, including Word, Excel, and PowerPoint
• Ability to manage my own time and workload – I have worked and studied at the same time
• Self-motivation and commitment to own learning and development
Qualifications
2013 – present The Open University
Working towards a degree in Sports & Fitness
Modules completed:
• Introduction to sport, fitness and management
• Working and learning in sport and fitness
• Sport and conditioning science into practice
• Making your exercise instruction certificate count
2012 Register of Exercise Professionals
Level 2 Instructor (Gym)
2001 – 2003 In–Train Ltd, Maidstone
NVQ Level 1 & 2 Warehouse and Storage (Day Release)
2001 St. Gregory’s Comprehensive School, Sittingbourne
2 GCSE passes (grades A-C) in Design Technology and ICT

Employment & Work Experience
May 2014 – Present Assistant Personal Trainer Blogg’s Gym, Chatham
• Assisting in delivery of range of exercise classes
• One to one support for clients
• Assisting in induction programme for new clients
• Ensuring equipment functional and clean
• Administrative duties
Aug 2011 – May 2014 Experience gained:
• Open University student
• Gym assistant
• Initiated and ran 5 a side football competition
• Listener (Samaritans)
• Assistant in delivering adult literacy classes
2007 – 2011 Warehouse Assistant Wilson’s Wholesale, Maidstone
Main Duties:
• Taking delivery of goods and supplies
• Storing goods
• Moving stock using a forklift truck
• Picking and packing orders
• Loading goods for dispatch
• Keeping records of stock
• Driving delivery vehicles
• I am a qualified Fork Lift Truck Operator (NTPC Level 2)
• I have a current First Aid Certificate
I enjoy cycling, running and play for my local football team. I am a local community volunteer for
5 hours per week.

Further resources
Disclosure and Barring Service (England and
Wales) at:
https://www.gov.uk/government/organisations/
disclosure-and-barring-service
Scottish Criminal Record Office (Scotland) at:
www.disclosurescotland.co.uk
Access Northern Ireland (Northern Ireland criminal
records checking service)
www.dojni.gov.uk/accessni
The Apex Trust – support, information and advice
for ex-offenders seeking work. It also works with
employers to break down barriers. More information
can be found at:
www.apextrust.com
The National Association for the Care and
Resettlement of Offenders (NACRO) publishes a
number of advice leaflets. You can access them at:
www.nacro.org.uk
Unlock – for people with convictions, is a charity that
supports reformed offenders and helps them to
achieve their potential by overcoming the barriers
caused by a criminal record. The website contains an
Information and Advice Service
www.unlock.org.uk
5.3 Disability or
additional requirements
Many students and graduates with disabilities have
the same skills and abilities to offer as anyone else,
without the need for specific adjustments or support.
For some students, additional support can help to
enable access to work. The key starting point is to
explore career areas that are relevant to your interests
and skills, and then to consider the next steps as
outlined below.
5.3.1 Your rights
Equality law protects against discrimination,
harassment and victimisation on the grounds of
disability. It defines the rights for disabled people,
particularly in relation to employment and access
to goods, services and facilities. You are protected
under the Act if you have ‘a physical or mental
impairment which has a substantial and long-term
adverse effect on your ability to carry out normal
day-to-day activities’. This definition includes sensory
impairments, learning disabilities and mental
illness, as well as physical disabilities and medical
conditions. This covers people who have had a
disability, as defined by the Act, in the past; those who
have recurring or progressive conditions; and people
with severe disfigurements. You don’t have to register
as a disabled person or even consider yourself to be
disabled to be protected.
Equality law prevents discrimination against disabled
people at work and in recruitment and selection. All
employers are covered except for the armed forces.
Discrimination is unlawful in all aspects of employment,
including recruitment, promotion, training and selection,
redundancy or dismissal.
Employers are also required to make reasonable
adjustments to the workplace, working practices and
the job description (provided they know, or could
reasonably be expected to know that you have a
disability). These may include adjusting premises,
altering hours or buying equipment. The effectiveness
of the adjustment in reducing the disadvantage must
be taken into account, and so must the finances of the
employer. Large companies will probably be expected
to adapt the workplace, but smaller companies with
lesser funds may not have to do so. Employers must
show that they have looked into the costs of adaptations,
and what funding is available from other sources.
You can find out more from the Equality and Human
Rights Commission:
www.equalityhumanrights.com – go to Equality Act,
Know your rights, Disability Discrimination
In Northern Ireland you can find out more from the
Equality Commission for Northern Ireland:
www.equalityni.org
job market
You may need to decide whether or not to tell an
employer that you have a disability. If you do decide
to declare your disability, you will need to consider
the method and timing. Do you tell them on your
application form? In a covering letter? Before or after
an interview? There are no clear-cut answers to these
questions. You must make your own judgement,
though you may find it helpful to talk it over with a
careers adviser.
When you apply for jobs and you are considering
whether to disclose your disability:
• Always focus on what you can do, not what
you can’t.
• Don’t assume that an employer will view your
disability in a negative way. There are now over 400
member companies in the Business Disability
Forum http://www.businessdisabilityforum.org.
uk/. Each is committed to creating and developing
opportunities for people with disabilities.

• Don’t restrict your applications only to employers
who are keen to recruit disabled people.
Here are some reasons why it might be a good idea
to declare your disability:
• Some employers are keen to employ people with
disabilities and use the disability symbol – this
shows they are positive about employing disabled
staff. However, many employers do not use the
symbol but there may be practical evidence that
they are positive about disability – such as offering
information in alternative formats and alternative
ways of contacting them. So, look for employers
who make these kinds of positive statements even
if they don’t use the disability symbol.
• You can control the way your disability is explained.
You will be able to describe things in a positive
light – your strengths, your coping strategies,
determination to succeed, etc.
• Many employers have equal opportunities policies
and are open to recruitment and employment
without prejudice.
• Access to Work – a Jobcentre Plus programme
(see 5.3.4) can provide support for you in a job.
For instance, it may fund specialist equipment
or transport costs. It’s worth pointing this out to
employers as they may not be aware of
the programme.
• According to a Remploy survey, only one in five
disabled people need any kind of adaptations to
their workplace – and the vast majority of these
can be carried out for as little as £50.
• If you think you will need a reasonable adjustment
to attend an interview or assessment centre, you
will need to tell the employer in advance so that
they can provide this for you.
• If you declare your disability and believe that
you have been discriminated against during the
application process, equality law entitles you to
take your case to an employment tribunal.
Here are some reasons why it might be a good idea
not to declare your disability:
• You may believe that your disability has no effect
on your ability to do the job.
• You might feel that you will be discriminated
against and rejected straight away.
• You may think that an employer will automatically
see you as a potential expense.
• Perhaps you prefer not to discuss your disability
with a stranger.
5.3.3 Declaring a disability
This section deals with whether or not to declare
a disability to a potential employer. Many people
choose not to declare their disability because of fear
or bad experiences in the past. It is often difficult to
know whether to tell an employer and also to know
when and how this information should be given.
The decision is a personal one but the following
points may help you to make your decision.
Should you declare or not?
• You may not want to declare having a disability
as you may be concerned about being rejected
automatically or facing discrimination.
• You may feel that having a disability does not
actually affect your ability to do the job that you
have applied for.
Reasons for declaring
If you declare your disability during the application
process, for example, when you send in your CV,
and then you feel that you have been treated unfairly,
you can make a complaint under equality law.
However, if you have not told the employer about
your disability, it may be possible for them to say that
they did not know about it and could not have been
expected to make any adjustments. By not declaring
your disability it takes the emphasis away from the
employer to make a reasonable adjustment.
If you have disclosed a disability, the employer cannot
lawfully refuse to employ you because of that disability
without a genuine occupational reason.
Forming a disclosure strategy
If you decide to tell a potential employer about your
disability, the next stage is to establish at what point
in the application process you should tell them.
Curriculum vitae
It is not necessary to mention your disability on
your CV. You may feel that an employer will see your
disability as the most important thing about you or
make assumptions about you on the basis of your
disability. Also, there may not be room on your CV
to qualify your disability or to highlight the range of
positive adjustments that could be made.
If the CV is speculative, or not followed by an
application form, you need to decide if you would
prefer for an employer to know about your disability
before you are called for an interview. This may
depend on whether you will need a reasonable
adjustment to be made for you at the interview and
in order for you to do the job satisfactorily.

Covering letter
A covering letter should be sent with your CV to
potential employers. You do not need to disclose
your disability on the CV or covering letter. However,
if your CV highlights that you have a disability (for
example, you attended The Royal Blind School),
the covering letter allows you the opportunity to
explain your disability in more detail than on a CV.
You can also highlight the range of adjustments that
are available and that funding for these is available
for these through the Access to Work scheme.
Bear in mind that the focus of a covering letter
should always be on your skills to do the job.
Likewise you should focus at an interview on the
way in which you fit the requirements for the job,
rather than your disability.
You may have done voluntary work, which may cause
the employer to wonder if you have a disability.
For example, you may be the secretary of your local
voluntary society for the deaf and have gained skills
that are relevant to the job you are applying for.
In summary, you do not have to tell an employer
about your disability. By not saying anything it may
mean that you face less discrimination, but it also
takes away some of the obligations of an employer.
It may be an idea to form a disclosure strategy,
where you plan how you tell an employer about your
disability. This means that you can positively discuss
your disability on your own terms and retain a focus
on your own skills and abilities.
Example of a covering letter
declaring a disability
Dear Mrs Bailey,
I am responding to your advert in the Birmingham Evening Mail for a Trainee Advertising
Executive. As you will see from my CV, I am about to complete a BA in Business with
The Open University and I have extensive customer service and sales experience from
working with some national employers.
I also have strong administrative and IT skills, having worked as a secretary to the manager
of a clothing manufacturing company.
As a result of contracting meningitis when I was a child, I have limited use of my right leg,
which affects my mobility. I am able to walk unaided and have significant experience of
shop work, spending all day on my feet, but I am not able to climb stairs quickly or easily.
This is the only limitation arising from my mobility impairment. I spent my teenage years
coming to terms with my disability and developing my own ways of coping and solving
problems. I believe that this attitude has developed a positive approach to life which I have
been able to bring to my various job roles.
I am an active and outgoing person who enjoys travel as well as keep fit activities such as
swimming and Pilates. I also have a full driving licence. I would be happy to answer any
questions you may have on my general fitness.
I look forward to hearing from you in the near future.
Yours sincerely,
Samantha Williams

Example CV
Samantha Williams
51, Park Street, Edgbaston, XY31 5XX
Tel: 04231 987234
Email: s.williams@nomail.co.uk
Personal profile
I am a hard-working and dependable business undergraduate with the ability to work both independently and in
a team. I have extensive experience of working with the public in a sales and customer service capacity. This has
made me develop excellent interpersonal skills and an ability to think on my feet.
My experience to date has now given me the confidence and experience to embark on a career in advertising.
Qualifications
2011–2014 BA (Hons) in Business Administration: Introduction to business studies;
Introduction to bookkeeping and accounting; Understanding management;
Professional communication skills for business
The Open University
2006 NVQ level 3 in Business Administration
Springfield Training, Birmingham
2005 6 GCSEs at grade A–C including English, Maths and I.T.
All Saints High School, Birmingham
Employment experience
August 2011 – Secretary/PA to Sales Manager New Look Fashion
Present • Providing secretarial and administrative support to the Sales Manager
• Arranging meetings, diary management, dealing with appointment requests
• Updating records using computer database and spreadsheet software
• Liaising with other managers, suppliers and clients etc.
• Writing reports and briefing papers and making presentations.
May 2008 – Senior Sales Assistant New Look Fashion
August 2011 • Responsible for driving sales
• Supervising a small sales team
• Ensuring good customer service
• Building relationships with suppliers
• Implementing agreed promotional activities
July 2005 – Modern Apprentice (Retail Work) Dixons
May 2008 • Dealing with customer enquiries and sales
• Stock control including checking deliveries
• Customer services including handling complaints
• Promoting certain products under the guidance of management
• Maintaining displays and visual standards within the store
• I am actively involved with three children’s charities for which I have arranged fund-raising activities.
I enjoy travel, swimming, Pilates and reading.
References
Available on request

5.3.4 Resources for employment
and training
The majority of disabled jobseekers who find work
through the Jobcentre are assisted by a disability
employment adviser (DEA). Specialist DEAs can
discuss your current employment situation with you
to plan the best way into work. If you’re concerned
about losing the job you’re already in for a reason
associated with disability, the DEA can provide advice
to you and your employer and explore practical ways
to help you keep your job.
Services the DEAs can offer include:
• An employment assessment to identify what work
or training suits you best.
• Referral where appropriate to a
work preparation programme.
• Referral if needed to an
occupational psychologist.
• A job matching and referral service.
• Information on employers in your area who are
Disability Symbol users.
• Referral where appropriate to specialist Jobcentre
Plus programmes for disabled people, including:
Access to Work – Can help you make the most of
your opportunities in work by helping you to tackle
some of the practical obstacles you may meet at
work if you have a disability. The scheme can pay for
the costs of adjustments for new members of staff,
or contribute to the costs for existing staff.
Work Choice – Helps people with disabilities who
need more specialised support to find employment
or keep a job once they have started work. The
programme is in three different sections:
– Work entry support – This will last for up to six
months. You will receive help with personal
skills and work-related advice.
– In-work support – This will last for up to two
years. You will receive help to start work and
stay in your job.
– Longer-term in-work support – You will
receive help to progress in your job and
where appropriate, help you move into
unsupported work.
• Details about work-based learning for adults.
• Information on local and national disability
organisations of and for disabled people.
For more information, go to:
www.gov.uk/looking-for-work-if-disabled
Disabled students’ allowances (DSAs)
Disabled students’ allowances (DSAs) are grants
available to disabled students in higher education
to help with the extra costs of services and facilities
they need for their studies because of a disability
or specific learning difficulty. The OU provides
information about DSAs on the website at:
www.open.ac.uk/disability
Further resources
Great with Disability, advice on employment issues
and live vacancies
www.greatwithdisability.com/recruitment-disability
Association of Disabled Professionals provides
advice, information and peer support to disabled
people, focusing on employment related issues.
For more details go to:
www.adp.org.uk
Disability Rights UK formed through the unification
of Disability Alliance, Skill, Radar and the National
Centre for Independent Living in 2012. It is the
largest pan-disability organisation in the UK. It has
a downloadable booklet called Doing Careers
Differently, which is about how to make a success
of your career while living with a disability or health
condition. You can download it from:
http://www.disabilityrightsuk.org/how-we-can-help/
publications/doing-life-differently-series/doing-
careers-differently
AHEAD (The Association for Higher Education
Access and Disability) is an independent
organisation working in the Republic of Ireland to
promote full access to, and participation in,
further and higher education for students with
disabilities and to enhance their employment
prospects on graduation:
www.ahead.ie.
Disabled Entrepreneurs Network:
www.disabled-entrepreneurs.net
The Business Disability Forum is an employers’
organisation focused on disability as it affects the
workplace. You can check the site for support, but
also to find any member companies who are likely to
have a very positive attitude to those with disabilities.
http://www.businessdisabilityforum.org.uk/
EmployAbility – A not-for-profit organisation that
helps disabled people into employment:
www.employ-ability.org.uk

Remploy provides a comprehensive range of
employment services to support disabled people
and those experiencing complex barriers to work
into gaining and retaining sustainable employment.
They work with many UK employers to help them
understand disability, and to recruit people into
all types of jobs. Their Employability Programme
is a free course for finalists and recent graduates
who have a disability, learning difference or
health condition.
www.remploy.co.uk
The Shaw Trust is a national charity that supports
disabled and disadvantaged people to prepare for
work, find jobs and live more independently. It offers
a service for students and graduates with disabilities,
dyslexia or a specific learning difficulty. They work in
partnership with top employers to offer a variety of
opportunities within a range of sectors.
www.shaw-trust.org.uk
Blind in Business is a charity that helps visually
impaired students and graduates of all ages into
work, through CV coaching, help with filling out
application forms, interview practice and other
advice and support.
www.blindinbusiness.co.uk
The OU Careers website contains useful information
on equality and diversity issues at:
http://www2.open.ac.uk/students/help/equality-and-
diversity
Equality and Diversity: Information for jobseekers
and-diversity.
5.4 Gender
Does it make a difference if you are a man or a
woman when applying for a job? Unfortunately, yes:
despite the legislation we still find gender discrimination
in the workplace. There is a lot of discussion about
the ‘glass ceiling’ that prevents women from achieving
‘top jobs’, and in fact, there is still evidence of a
pay gap between male and female employees
(particularly over the age of 40) – even when they
have the same qualifications in the same subject.
To see if an organisation is the right fit for you as
a place to work you could consider looking for
examples of support provided by employers such
as childcare facilities and flexible working policies
and practices. You could also try to find out what
arrangements they have in place to develop women
to work at senior and board level.
It’s important that you are aware of the issues
concerning gender discrimination – at both
recruitment stage, and in employment. If you check
on the legal situation, this can help you in presenting
yourself in your application for work, and in ongoing
communication with your employer. (You might also
want to check whether a prospective employer has
an equal opportunities policy.)
Other equality issues that you might encounter
include harassment at work, needing time off work
for parenting or caring duties, and looking for flexible
working arrangements. Times are changing: for
instance, in the UK mothers and fathers of children
under 17, or of disabled children under 18, have the
right to request flexible working. If you live outside
the UK you will need to check the legal position for
your country of residence.
5.4.1 Your rights
grounds of sex, and gives an individual a right to the
same contractual pay and benefits as a person of
the opposite sex in the same employment, where the
man and the woman are doing:
• like work; or
• work rated as equivalent under an analytical job
evaluation study; or
• work that is proved to be of equal value.
Employers are not required to provide the same pay
and benefits if they can prove that the difference
in pay or benefits is genuinely due to a reason
other than one related to gender. The Act applies to
England, Wales and Scotland. It covers indirect sex
discrimination as well as direct discrimination.

Equality law prohibits sex discrimination against
individuals in the areas of employment, education,
and the provision of goods, facilities and services
and in the disposal or management of premises.
It also prohibits discrimination in employment
against married people. Victimisation because
someone has tried to exercise their rights under
the Act is also prohibited.
There are a few exceptions to the Act surrounding
recruitment, if the gender of the worker is
considered a genuine occupational requirement
(GOR). This defence is likely to apply in very limited
circumstances.
The Act applies to women and men of any age,
including children and prohibits direct and indirect
sex discrimination. There are special provisions
about discrimination on the grounds of gender
reassignment (see page 5.4.4 below). The Act applies
to all public services, requiring them to promote
gender equality and eliminate sex discrimination.
All organisations serving the public must show their
policies and procedures comply with gender
discrimination legislation.
5.4.2 Direct sex discrimination
This is where someone is treated less favourably
than a person of the opposite sex in comparable
circumstances because of their sex. For instance,
one type of direct sex discrimination is sexual
harassment; another is treating a woman adversely
because she is pregnant.
5.4.3 Indirect sex discrimination
This is where a condition or practice is applied to
both sexes but it adversely affects a considerably
larger proportion of one sex than the other. For
instance, an unnecessary requirement to be under
5’ 10” could discriminate against men; a requirement
to work full-time might be unlawful discrimination
against women.
5.4.4 Transgender and
gender reassignment
‘Transgender’ is an umbrella term used by people
whose gender identity and/or gender expression
differs from their birth sex. The term includes, but
is not limited to, transsexual people and others who
define as gender-variant. ‘Trans’ as an umbrella term
includes transsexual people, transgender people,
people who cross-dress and a range of other distinct
forms of identity and expression.
People perceive and express their gender identity
in different ways, so trans people are therefore quite
clearly diverse. The experience of discrimination,
harassment, victimisation or adverse outcomes is
common to all trans people, though.
Equality law provides protection against discrimination
on the grounds of gender reassignment in
recruitment, employment or training, the provision
of goods, facilities and services, and education.
This is a protected characteristic under the Act, and
it protects people at any stage of having their sex
reassigned and without the need to be under any
medical supervision. Employment-related claims
are brought in an employment tribunal. Strict time
limits can apply from the act of the discrimination for
employment tribunal cases, so get advice as soon
as possible.
job market
Here are a few suggestions to help prevent
discrimination against yourself in the job market:
• Plan your application effectively to minimise the
possibility of unfair discrimination. This is especially
important if you are looking to enter a field of
employment that is traditionally dominated by one
sex or the other.
• Provide clear evidence of your ability to do the
job, and this will help to counter any negative
stereotypes that may exist.
• Concentrate on your strengths.
• Discuss your application with a careers adviser.
Returning to the labour market after a career break
can be difficult, especially if you have spent a long
time away. If this reflects your situation, there are a
number of issues and strategies you can consider:
• Think about your future goals.
• Research the careers that appeal to you in
some depth.
• Consider the skills and experience you have.
• Do some work experience or
voluntary work if you need to
enhance this.
• Find support networks to
boost your confidence.
• Market yourself effectively
in your applications.
For more help and advice visit:

and training
The Equality and Human Rights Commission (EHRC)
is the leading agency working to eliminate
discrimination in the UK. The EHRC campaigns to:
• Close the pay gap between women and men.
• Make it easier for parents to balance work with
family responsibilities.
• Increase the number of women in public life.
• Break free of male and female stereotypes.
• End sexual harassment at work.
• Make public services relevant to the differing
needs of men and women.
• Secure comprehensive equality legislation in
Europe, England, Scotland and Wales.
Go to their website and click on ‘Advice and
Guidance’:
In Northern Ireland you can find out more from the
Equality Commission for Northern Ireland:
www.equalityni.org
Press for Change is a political lobbying and
educational organisation that campaigns to achieve
equal civil rights and liberties for all transgender
people in the UK, through legislation and social change.
www.pfc.org.uk
Gender Identity Research and Education Society
(GIRES) provides helpful information for trans
people, their families and the professionals who care
for them.
www.gires.org.uk
The Gender Trust offers support and information
for trans people and all those affected by gender
identity issues.
www.gendertrust.org.uk
Further resources
Work Life Balance Centre – available at:
www.worklifebalancecentre.org
Business in the Community offer schemes such as
‘Opportunity Now’, which empowers employers to
accelerate change for women in the workplace.
http://workplace.bitc.org.uk/
Equality and Diversity – Information for jobseekers
and-diversity.
5.5 Race
A Parliamentary Briefing Paper ‘Unemployment and
Ethnic Background’, using data provided by the
Office for National Statistics, states that:
The UK unemployment rate (the
proportion of the economically active
population who are unemployed) was 5.1%
in December 2015-February 2016. The
unemployment rate was 4.3% for white
people compared to 9.6% for people from
other ethnic backgrounds, although the rate
varied between different ethnic minority
groups.
Theresa May is including employment in
official audit of racial inequality in public
services, which she launched in August
2016.
5.5.1 Your rights
Equality law protects against discrimination,
harassment and victimisation on the grounds of
race. This covers race, colour, nationality (including
citizenship), and national or ethnic origin. In practice,
most racial discrimination in Britain is against ethnic
minorities, but people of every background, race,
colour and nationality are protected by the law.
If you think you have been discriminated against on
racial grounds, equality law gives you the right to
take your complaint before an employment tribunal.
Keep in mind that there are strict time limits for filing
your case at an employment tribunal or court, so
don’t delay. In general, you have three months to file
an employment case.
The Equality Act identifies three main types of
racial discrimination:
• direct racial discrimination
• indirect racial discrimination
• victimisation.
5.5.2 Direct racial discrimination
Direct racial discrimination occurs when a person is
treated less favourably on racial grounds than others in
similar circumstances. If you think this has happened to
you, and you want to prove it, it will help if you can
give an example of someone from a different racial
group who, in similar circumstances, has been
treated more favourably than you. Racist abuse and
harassment are also forms of direct discrimination.

5.5.3 Indirect racial discrimination
Indirect racial discrimination occurs when a person
from a particular racial group is less likely to be able
to comply with a requirement or condition that applies
to everyone but which cannot be justified.
5.5.4 Victimisation
Victimisation has a special legal meaning in the
Equality Act. This happens when a person is treated
less favourably because they have complained
about racial discrimination or supported someone
else who has.
If you think you have been discriminated against at
work, or when applying for work, you have the right
under the Act to take your complaint before an
employment tribunal. If you are thinking of bringing
a case of racial discrimination, you can apply to the
Equality and Human Rights Commission (EHRC), or to
one of a number of other organisations such as trade
unions, racial equality councils, law centres, citizens
advice bureaux and other advice agencies, for help.
job market
So what can and should you do to market yourself,
to target employers, and to challenge unfair
discrimination? Here are some suggestions:
• Think about your future goals and research the
careers that appeal to you in some depth.
• Make use of Section 4 ‘Getting the job’ to prepare
your marketing tools, your CV, application forms
and covering letters.
• Consider your unique selling points and market
yourself in a positive way that shows employers
your skills. This can challenge any stereotypical
ideas employers might have.
• Discuss your plans and approach with a careers
adviser.
• Many employers have staff networks for minority
ethnic groups. Target employers with a reputation
for good equality and diversity policy and practice
• Understand the relevant legal situation.
• Develop contacts and make the most of your
networking skills.
• Check if the organisation is a member of Business
in the Community (BITC) at www.bitc.org.uk.
Race for Opportunity is a programme, run by BITC,
that is dedicated to advancing racial equality.
• Be proud of who you are and what you have
achieved. Many employers are keen to recruit
from a wide pool of talent as they recognise that
different opinions, experiences and backgrounds
allow for better quality decision making.
and training
Equality and Human Rights Commission (EHRC)
The EHRC is the national organisation for monitoring
racial equality (as well as other equality issues).
Contact them for information on legal issues,
campaigns and services as well as vacancies in
the commission:
Equality Commission for Northern Ireland
The Equality Commission for Northern Ireland is
responsible for promoting awareness of, and enforcing,
anti-discrimination law. For more information see:
www.equalityni.org
Equality and Diversity – information for jobseekers on
how to challenge unfair discrimination in the workplace
is available on the Targetjobs website at:
and-diversity
National Mentoring Consortium
The National Mentoring Consortium aims to promote
equality and diversity in graduate recruitment, and
works with employers and universities to enhance the
employability of students from minority ethnic groups.
The Ethnic Minority Undergraduate Scheme lasts six
months and links undergraduates with mentors in
order to help them prepare for entry into the world of
work. Find out more about the scheme at:
http://www.nmc-online.com/schemes/ethnic.htm
TeacherWorld UK
TeacherWorld UK provides information and support
for teachers (and those intending to teach) particularly
those from minority ethnic backgrounds. You can log
onto its website at:
www.teacherworld.org.uk
Windsor Fellowship
The Windsor Fellowship is a charitable organisation
that offers skills development programmes to
undergraduates and graduates from minority ethnic
groups. Their website is:
www.windsor-fellowship.org
Business in the Community
Business in the Community has a campaign ‘Race
for Opportunity’ which is committed to improving
employment opportunities for ethnic minorities
across the UK. It is the only race diversity campaign
that has access to and influence over the leaders of
the UK’s best known organisations.
http://workplace.bitc.org.uk/

Further resources
Recruitment websites – sites such as Ethnic Jobsite
(www.ethnicjobsite.co.uk), Asian Jobsite (www.asian
jobsite.co.uk) all offer vacancies, advice on job hunting
and applications for ethnic minority students and
graduates looking for employment.
5.6 Religion or belief
discrimination, harassment and victimisation on
the grounds of religion or belief, which includes
discrimination because of a lack of religion or belief.
It is unlawful to discriminate against anyone on the
grounds of religion or belief. There are exemptions
for religious institutions, but they need to be able
to show that a particular religion or belief is a
requirement, and this is likely to be justifiable only for
particular roles (for example, for ministers or priests,
but not for administrators, managers or technicians).
There are also some occupational requirements that
may require particular dress codes, but most good
employers will have alternatives to allow for particular
religious observance.
The most likely ways in which employers may
discriminate might be around the way in which they
recruit new staff, where they advertise, days when
they choose to interview, staff development and
promotion, dress codes, or training days clashing
with days of worship or important festivals.
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.
The Equality Act (2010) also makes it illegal to
discriminate because of a lack of religion or belief.
job market
If this is an area that is of concern to you, it is
important (as is the case with all job applications and
career decisions) to research jobs and organisations
to ensure that they are right for you.
Here are some suggestions to look for in an employer:
• facilities for prayer or contemplation
• catering for different dietary requirements
• leave policies that allow for people to take leave at
times of festivals/pilgrimages related to different
religions – not just that they can request leave
but that there is an expectation for managers to
grant permission
• awareness and promotion of dates and times to
avoid scheduling meetings and work activities
which coincide with practices related to
different religions
• dress codes that accommodate different
requirements and preferences
• dignity at work or bullying and harassment policies
that make explicit that inappropriate behaviour
related to religion or belief is unacceptable.
You may find it helpful to discuss some of these
issues with the equality and diversity officer if the
organisation has one. Alternatively, someone from
human resources may be able to help.
5.6.2 Disclosure
There is no requirement for 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). This defence is
likely to apply in very limited circumstances.
In the meantime, if this is a concern for you, keep up
to date on the law and your rights.
Further resources
Equality and Human Rights Commission. Great
Britain’s national equality body:
Equality Commission for Northern Ireland works
towards equality of opportunity and the elimination
of discrimination in Northern Ireland:
www.equalityni.org
Equality and Diversity – information for jobseekers
and-diversity
Business in the Community is a group of more than
800 companies that are committed to improving their
positive impact on society.
www.bitc.org.uk

5.7 Sexuality and
sexual orientation
Are you worried about possible discrimination in
the workplace because of your sexuality? Whether
to, when to, and how much to declare to a potential
employer and to work colleagues is of course a
matter of personal choice. You will need to consider
how comfortable you will be in an area of work
where you are not open about your sexuality, and this
will depend on your own experience and lifestyle.
5.7.1 Your rights
grounds of sexual orientation.
Unlawful sexual orientation discrimination happens
when someone is treated less favourably due to their
sexual orientation, their perceived sexual orientation
or the sexual orientation of those they associate with.
job market
There are a number of measures that you can take to
help yourself in the job market:
• Many employers now have Equality and Diversity
Policies that include lesbian, gay and bisexual
people, especially the public sector and large
private employers. You can ask for a copy of
the policy before applying for a job. If there is
a statement about equality and diversity in your
contract you might be able to directly rely upon it.
• Consider joining a trade union where you will
receive support and legal advice. If you encounter
discrimination, the support of a trade union can
protect you. A number of motions passed at TUC
conferences have made it clear that all affiliated
unions should adhere to equal opportunities for
lesbians and gay men.
• If your employer recognises more than one union,
contact their headquarters to check which is the
most progressive on lesbian and gay issues:
some produce specific material and some have
lesbian, gay and bisexual groups.
• Find out about employers who belong to the
Diversity Champions Programme managed by
Stonewall. They have also produced a Corporate
Equality Index, which identifies the top 100 gay-
friendly employers.
and training
Stonewall
Stonewall works to achieve legal equality and social
justice for lesbians, gay men and bisexual people
and launched Diversity Champions in 2001. This is a
forum in which more than 600 employers work with
Stonewall to encourage diversity in the workplace.
Usually, these employers are at the cutting edge
of innovation in business and public service, and
Diversity Champions allows employers to focus on
the new challenges and opportunities for addressing
issues of diversity in the workplace.
www.stonewall.org.uk
‘Starting Out’ is Stonewall’s directory of gay-friendly
employers. It also contains tips for job search and
how to develop your career. You can find the current
edition at:
http://www.stonewall.org.uk/sites/default/files/
starting_out.pdf
Being a Stonewall Diversity Champion
means that The Open University is
committed to providing an inclusive
workplace for lesbian, gay and bisexual
staff, and an inclusive learning environment
for our students. In practice, this means
we are working to enable our staff and
students to be as open as they want to be,
and to bring their whole selves to work
and study, without fear of any negative
consequences. Honest and open
relationships at work and in learning lead
to greater trust and engagement, which in
turn leads to a high performing work
culture and students that are more likely to
achieve their study goals. As Stonewall
rightly says, ‘people perform better when
they can be themselves’.
Tony O’Shea-Poon, former Head of Equality and
Diversity, The Open University.

Notes

Further resources
Equality and Human Rights Commission
Equality Commission for Northern Ireland
www.equalityni.org
Equality and Diversity – information for jobseekers
and-diversity
Gay Business Association provides networking
opportunities to make business contacts and offers
training for professionals in legal, marketing and
business development, and employment issues.
www.gba.org.uk

135The next steps
your needs. You may need to allow some time for the
appropriate arrangements to be made.
6.1.1 Open University Careers website
Visit our website at:
The site takes you through the various stages of
planning your career, from analysing your potential
to applying for jobs. You will also find information on
career opportunities linked to relevant OU subjects
and qualifications. In addition the site includes:
• careers and employability news items
• an online vacancy service
• information about employers interested in
recruiting from the OU
• clips of employers talking about the recruitment
process and the skills they value
• an interview simulation.
[The careers adviser] was amazingly
professional, helpful and resourceful. I am
very impressed by how she dealt with my
issues, I was very concerned that I wouldn’t
get much help as I was very confused
about what to do next but [the CA] asked
the right questions to map my academic
and personal situation and was
tremendously helpful
OU Student
6.1.2 Open University Careers forums
and webinars
All OU students have access to our online Careers
forums and webinars.
For details, follow the link from our website:
06 The next steps
6.1 Open University Careers and Employability
Services 135
6.3 Other sources of help 137
When you’ve worked through this book there’s a lot to
gain not only by reflecting and reconsidering things,
but also by discussing them either informally with a
trusted friend or formally with a careers adviser.
You can contact a careers adviser via the careers
website at:
http://www2.open.ac.uk/students/help/contact-a-
careers-adviser
As you clarify your objectives, you’ll be able to develop
a plan of action. In order to achieve what you want,
you may need to go through several smaller steps
such as gaining particular experience or qualifications,
gathering information or getting access to a particular
resource.
Look through the information and resources that we
recommend. Remember that many of the resources
listed are concerned primarily with the UK job market.
Readers outside the UK should look at:
https://targetjobs.co.uk/careers-advice/working-
abroad
6.1 Open University
Careers and Employability
Services
We provide access to appropriate careers and
employability information, advice and guidance
for prospective and current students and recent
graduates. You can view our statement of service
outlining the range of services available to you at:
http://www.open.ac.uk/students/charter/essential-
documents/our-statements-of-service
You may want to request an individual consultation
with one of our careers advisers. This can be
conducted by telephone, Skype or email. You can
contact a careers adviser via the Careers website at:
If you have additional requirements that may lead
to difficulties accessing any of our services, we will
be happy to take reasonable steps to accommodate

I would say that the careers forums are
brilliant. My questions were answered by
the Careers Adviser, and the information
I was given answered my points
specifically rather than being vague. As
a student still deciding what I want to do
it is really helpful as I am looking into
various career paths, and other people
bring up questions that I would never
have thought of.
Social Sciences student
Excellent advice, not pointing to one
role but encouraging [me] to look at
different options. Motivating and
encouraging – just what was needed!
OU student
6.1.3 Publications and information
There are a number of useful publications and
sources of careers information available to all
students of The Open University:
Becoming a teacher – This publication contains
information on routes into teaching; entry requirements;
and the implications for planning your OU study.
It is available in hard copy or online at:
to http://www2.open.ac.uk/students/help/starting-
points-teaching
Association of Graduate Careers Advisory Services
(AGCAS) Information
You can look at and/or download careers information,
written by members of AGCAS who are careers
guidance staff from UK universities, on the Prospects
website at:
www.prospects.ac.uk
This includes information such as:
• What can I do with my degree?:
www.prospects.ac.uk/careers-advice/what-can-i-do-
with-my-degree
• Information about specific jobs:
• An overview of job sectors (for example education,
information technology, law and social care):
https://www.prospects.ac.uk/jobs-and-work-
experience/job-sectors
You can also find information on special interest
topics such as:
Prospects website also includes a free online career
planning tool ”What job would suit me”. This asks
users questions on a range of factors related to their
career choice and a list of potential occupations
is generated according to their responses. OU
students may find it helpful to discuss their results
with a careers adviser. You can access this at:
www.prospects.ac.uk/planner
Graduate Careers Ireland (GCI) information
GCI careers information is researched and written by
members of Graduate Careers Ireland specifically
for graduates wanting to work in Ireland. It includes
the following:
Sector guides – Information on opportunities in a
range of careers, e.g. computing and IT, social work,
teaching and education, and law.
You can view or download this information at:
www.gradireland.com/publications
Students and graduates in Ireland will also find
careers information and help with career planning at:
www.careersportal.ie
Your Student Support Team may also be able to
provide or suggest other sources of information.
6.1.4 Social Media
You can connect with OU Careers and Employability
Services on Facebook, Twitter and LinkedIn to find
out more about:
• Where your OU study can take you
• Starting out in a new career or developing in your
current one
• Your career options
• How to sell your OU study to employers
• What you can do with what you’ve already achieved
• News from Careers & Employability Services
• Upcoming forums, webinars and live Facebook
chats
• Careers resources, advice, motivation and
inspiration
• The latest jobs from JobZone, our online vacancy
service.
Facebook: www.facebook.com/OpenUniCareers
Twitter: https://twitter.com/OpenUniCareers
LinkedIn: www.linkedin.com/groups/3871260

137The next steps
6.2 Other sources of help
6.3.1 External guidance providers
Other university careers services may allow OU
students to use their information rooms. You are
advised to ring first.
For details of adult advice and guidance services in
the following countries, look at these websites:
England
https://nationalcareersservice.direct.gov.uk
Northern Ireland and Republic of Ireland
www.nidirect.gov.uk/careers
www.gradireland.com
Scotland
www.myworldofwork.co.uk/
Wales
www.careerswales.com
Keep in mind that the extent of advice and guidance
provided for adults varies and there may be charges
for some services.
Further resources
A list of further resources is given at the end of each
section of this book.
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.
Good luck and best wishes
for your future!


Notes

139The next steps

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