Many learners find it difficult to develop a good employability portfolio from scratch. It is, therefore, critical to provide learners with a scaffolded learning experience which is structured, easily understood and meaningful. Once this initial experience is provided, learners are enabled to take the next step which is integrating their course-wide and other lifelong learning experiences with prospective employment opportunities. We demonstrate the effectiveness of a scaffolded learning experience in a sport, recreation and event management unit in a university setting, where students are asked to develop their skills and enhance their employability prospects through a final year Industry Practice placement of 100-160 hours. The scaffolding is effective because it enables learners to evaluate their placement experience in the context of learning outcomes associated with their course. As part of their assessment for this unit, students set personal and professional learning outcomes and create an eportfolio, using a range of evidence (e.g. supervisor reference, flyer, Excel database, brochure etc.) which demonstrate their achievement outcomes; and participate in a Showcase where they present their portfolio and a poster of their experiences in interviews with industry judges. The purpose of this workshop is to demonstrate and discuss from both a lecturer and student perspective how the use of a webfolio, which incorporates reflective practice through an activity log and a purpose built workbook template, can manage and showcase student learning experiences, and be used as a wider tool for enhanced employability outcomes.
Many learners find it difficult to develop a good employability portfolio from scratch. It is, therefore, critical to provide learners with a scaffolded learning experience which is structured, easily understood and meaningful. Once this initial experience is provided, learners are enabled to take the next step which is integrating their course-wide and other lifelong learning experiences with prospective employment opportunities. We demonstrate the effectiveness of a scaffolded learning experience in a sport, recreation and event management unit in a university setting, where students are asked to develop their skills and enhance their employability prospects through a final year Industry Practice placement of 100-160 hours. The scaffolding is effective because it enables learners to evaluate their placement experience in the context of learning outcomes associated with their course. As part of their assessment for this unit, students set personal and professional learning outcomes and create an eportfolio, using a range of evidence (e.g. supervisor reference, flyer, Excel database, brochure etc.) which demonstrate their achievement outcomes; and participate in a Showcase where they present their portfolio and a poster of their experiences in interviews with industry judges. The purpose of this workshop is to demonstrate and discuss from both a lecturer and student perspective how the use of a webfolio, which incorporates reflective practice through an activity log and a purpose built workbook template, can manage and showcase student learning experiences, and be used as a wider tool for enhanced employability outcomes.
This was created for the agents to refresh them on basic compliance requirements. This presentation does not include the actual policies due to the sensitivity of the information. This only includes the initial part of the course outline which is the "Basic Call Flow"
This was created for the agents to refresh them on basic compliance requirements. This presentation does not include the actual policies due to the sensitivity of the information. This only includes the initial part of the course outline which is the "Basic Call Flow"
3. Aims & Objectives
Aim:
• The aim of this session is to be able to define the term STAR and
competency and to gather knowledge of these so employees can
put this into practice for future job applications.
Objectives:
• By the end of the session you will be able to;
- Identify what a STAR example is
- Recognise what is meant by competency
- Have enough knowledge to go forward and write your own STAR
example and competency statement
4. Competency
• What is a competency?
• How are they measured and assessed?
• https://www.gov.uk/government/publications/civil-service-competency-
framework
7. Example
Had a call from an upset customer notifying of her fathers death and she said
that the branch had been unhelpful and had left her alone. I confirmed if
the customer was ok to proceed without the branch. I empathised and
offered to call the customer at home as she was upset by some of the
questions asked in branch.
I explained the process and what would happen, I asked the correct
questions to gather the information I needed and completed the relevant
checks. The customer understood the way forward but advised she would
be seeing a solicitor to assist with the closure paperwork.
As the customer had presented the Death Certificate in branch, I was able to
sort things the same day. I explained the customer had previously been
identified and I could help her fill in an agreement form today. The customer
need to return the paperwork including the reference I had given and to sign
the documents.
I delivered on my promise and I gave the team fax details to be faxed to
myself. I took responsibility to make sure the paperwork was received so
nothing could go wrong for the customer. I rang this customer back to
confirm everything had been received. I ensured the documents were faxed
into the correct queues.
S
T
A
R
8. Summary
• What is meant by STAR?
• What is meant by competency?
• Do you feel like you have good basic knowledge to go forward
and write your own examples?
What is a competency?
A lot of companies are now starting to use competency statements as the initial part of their recruitment process. Competencies are basically skills and behaviours required to be successful in a certain role and depending on the level of job you are applying for, will determine the level of the competency behaviours you will use.
Can you give me examples of competencies? – spider diagram
Teamwork, communication, leadership, problem solving, decision making, organisation and responsibility.
Measured and assessed
Competency framework is a structure that sets out and defines each individual competency. It gives the applicant guidance on effective and ineffective behaviour so they get an understanding of how they can fully breakdown their example and get the key behaviours in so they have a better change at being accepted for an interview. It helps the recruiter look for transferable skills and it also helps them recognise the required behaviours they are looking for, regardless of the candidates career backgrounds.
The link provided will take you straight to the framework set out by the Civil Service and will give you the best chance at passing this assessment to get though the sift process.
STAR is the format in which you will need to set out your examples and this is based on the competency in the job advert.
As you can see from the handout of the job advert, the employer has asked for several competencies and you will need to provide an example for each one.
Think of the STAR format as a story, you have a beginning, a middle and an end. It doesn’t need to be a perfect customer story, but you will need to show how you did right by the customer or how you followed policy and procedures.
As you can see on the next page..
This is a STAR example.
It is clearly layed out and you can see what the employee has done for the customer.
Group exercise – based on the statement provided and the assessment criteria, each group will be assessing the example and giving feedback to the rest of the group.
You have 10 minutes to decide if this statement meets the criteria and decide if the candidate would pass.
STAR is a format is which you can set out your examples to get the best result.
They are to be set out like a story and it means; situation, task, action, result.
Competencies are basically skills and behaviours required to be successful in a certain role and depending on the level of job you are applying for, will determine the level of the competency behaviours you will use.
