Job Application Process And A Review Of Performance Education Essay

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The following report intends to provide you with feedback from the job application process and a review of your performance at the assessment centre day. This report should be treated as a practical document which can be used to further your personal development and provide guidance when applying for future job opportunities. I also hope it will give you a good insight and feel into the type of employment processes currently seen within the UK.

The report consists of two fundamental sections: the first will provide feedback on the final drafts of your job application form. The second part of the report will provide a critique of your performance during the assessment centre including a review of the exercises and the interview. The report culminates in a personal development plan (PDP) which is intended to be used as an aid to make you aware of possible areas where you could strengthen your performance for future applications.

Throughout this document you will find recommendations of further reading and additional materials that you may find useful for improving your performance and developing your areas of weakness.

I would like to take this opportunity to thank you for your co-operation throughout the last year and I hope that you take some valuable experiences away with you. I wish you every success in the future.

Kind regards,

Jarryd Mandy

INTRODUCTION

Aim

The aim of this feedback report is to provide you with information based on your performance during the job application process. This feedback was constructed following my observation of your involvement in the Barclays Assessment Centre which took place on the 27th February 2010.

Objectives

To provide you with feedback on the job application form and your performance throughout the Barclays Assessment Centre; offering any advice and recommendations on possible improvements.

To highlight your personal strengths whilst making you aware of any areas you may need to further develop. This may be beneficial for you in future job opportunities.

Provide guidance for completing future job application forms.

Aid your personal development through a detailed Personal Development Plan (PDP).

REVIEW OF JOB APPLICATION DOCUMENT

Application Form

The application form you completed is a generic and widely used application form, known as the Standard Application Form (SAF). The reasons I chose to use it is that it is used by many employers during the recruitment process; therefore making it a useful for you to complete in preparation for your placement or future employment. A copy of your application form can be found in appendix 3.

Presentation

Your application form was well presented with a clear layout, font style and paragraph spacing. There are no spelling mistakes and few grammatical errors illustrating your high competency in the use of the English language.

You may wish to alter the order of your 'Employment and Work Experience' to list the most recent jobs at the top of the table. This would make employers aware of your most recent and relevant experience.

Content

The content in your application form was clear and concise with relevant answers to the questions posed and demonstrate forethought and understanding of the competencies needed.

The content in your application form was clear and concise with relevant answers to the questions posed and demonstrate forethought and understanding of the competencies needed. You have also listed achievements for each position which illustrates your continual growth in knowledge throughout your working life.

It may be beneficial for you to add more detail to the employment history by providing additional information about your responsibilities; indicting to your prospective employer that you are capable and responsible. Achievements such as first aid certificates, awards and extra curricular activities such as running a marathon can illustrate your self motivation to achieve personal goals; employers can again a good insight to your personality through this. You may also want to consider using more descriptive language to demonstrate your extensive vocabulary and emphasizing your qualities such as "dependability", "flexibility" and "motivated".

Your career choice states: "I believe that I could bring a good, young, fresh outlook to the marketing department at American Express. I work and get on exceptionally well with all types of people and backgrounds, I believe that marketing is mainly dependant on connections with others and by using my experience, ideas and charisma, I hope to create strong positive bonds with everyone from work colleagues to prospective and existing clients." This emphasises your suitability for the position but does not state why you wish to work as the Marketing Assistant within American Express. In future revisions of your application form you could include an explanation of why you are interested in the specific position you are applying for. You could rephrase this by saying: "The areas of marketing interests me greatly, I believe it is dependent on communication with others and using my experience and skills I think I am well suited to this field. The role of Marketing Assistant provides an excellent stepping stone in to this area of interest."

Sentence Structure

When describing your specific skills you commented that "I am an advanced user in MS Word, PowerPoint, Excel and Access. I am also an advanced user in Macromedia Dreamweaver, Flash, and Adobe Photoshop. I have a little experience in the accounting package Sage as well. I have been using graphic design software such as Photoshop for 5 years and consider myself to be a skilled user of it." You could re-phrase this and state: "I have extensive knowledge of Microsoft Office as well as Macromedia Dreamweaver, Flash and Adobe Photoshop. I consider myself an advanced user of Photoshop and I have a basic understanding of the accounting programme Sage."

Overall your application form demonstrated a good understanding of the job role and provided relevant and varied examples of your skills.

3.0 REVIEW OF YOUR ASSESSMENT CENTRE PERFORMANCE

The Barclays Assessment Centre which took place on 27th February 2010 was designed to measure your performance against predetermined competencies based on the job role you were applying for, as well as to provide evidence of the skills you stated in the application form.

I monitored the execution of each of your activities by using a behaviourally anchored ratings scale (BARS) seen in appendix 2. BARS are a well known scale commonly used within psychology and the assessment centre monitoring processes because they "measure the critical components that constitute effective performance in an occupation" (Webb et al 1994).

The use of BARS is useful as it provides assessors with detailed boundaries for each level of a competency, rating from level 1 (poor/inadequate) through to level 5 (candidate demonstrates outstanding behaviour desired in the competency descriptor) (Woodruff, 2007).

All the mentors took the role of 'observers' on the day of the assessment centre and recorded each activity of their mentee(s) using specifically designed BARS criteria based on a set range of competencies for that activity. In addition, hand written notes provided further evidence when undertaking the final evaluation and write up of your performance.

3.1 Assessment Criteria

On the day of the assessment centre, we used competency based frameworks to measure your performance. These frameworks provided us with an easily measurable, clear and concise rating scale system to effectively evaluate each candidate's performance on the given activity.

Your performance during the assessment centre was measured using competency based frameworks which provided the assessors with clear and concise rating scales to evaluate each candidate's achievement. Competencies can be defined as "the behaviours that employees must have, or must acquire, to input into a situation in order to achieve high levels of performance" (CIPD, 2005). The competencies used during the American Express Assessment Centre are detailed in section 3.1.1 below.

3.1.1 Competency descriptors

Competency

Descriptor

Time management

The ability to work affectively under pressure; demonstrating efficient prioritisation and planning skills whilst maintaining responsibility for the outcome.

Team work

The ability to listen to others opinions and proactively participate in a task, demonstrating flexible and assertive communication and be reliable team player.

Interpersonal skills

The ability to give your opinions articulately and communicate views verbally in a respectful manner to others.

Attention to detail

The ability to remain self-motivated during repetitive tasks, demonstrating thorough and precise work ethics; maintaining good use of the English language throughout.

Analytical

The ability to interpret results accurately and deliver relevant solutions to data needs.

Creativity

The ability to develop innovative ideas into practical solutions by using initiative and enthusiasm.

Table 3.1a Competencies being assessed during the assessment centre

These competencies were assessed a minimum of two times throughout the assessment centre, in the various exercises and during the interview. Table 3.1a illustrates the competencies that were examined during each activity.

Competency

Ice breaker

Group exercise

In-tray exercise

Analytical exercise

Maths exercise

Grammar exercise

Interview

Time management

X

X

X

X

X

Team work

X

X

Interpersonal skills

X

X

X

Attention to detail

X

X

Analytical

X

X

X

Creativity

X

X

Table 3.1b - Illustrates the competencies being assessed during each exercise

3.2 Icebreaker Exercise

The icebreaker exercise was designed ease you into the assessment centre and help you get to know the other candidates. The competencies of interpersonal skills and creativity were tested; your ratings are shown below:

Interpersonal Skills

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

Creativity

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

3.1.1 Interpersonal skills

When verbal instructions were given for this exercise you displayed open body language by turning your body to face the speaker, showing interest and enthusiasm in the task. As the exercise progressed you remained relaxed and opened up your seating position to face your partner (Braysich 1979). Your head gestures were positive as you were looking up and making eye contact with your partner. During this initial exercise you demonstrated a willingness to participate in the task and showed an interest in your partner's answers.

During the discussion with your partner, Dan, you demonstrated good listening skills and proactively asked him questions to discover more about him. You maintained eye contact when asking questions illustrating that you were interested in his responses and talked of similar experiences to find areas of common ground. You injected humour into the discussion which helped to break the ice and make it easier for you to talk to the group about your partner.

The instructions were followed implicitly and you were able to present Dan's responses confidently to the group. This presentation was made in front of the entire group of eighteen people, which could be quite daunting; however you spoke clearly and injected humour into the presentation. Your performance could have been improved by maintaining eye contact with members of the audience and speaking more slowly as it seemed you were in a rush to finish the presentation.

The verbal instructions were followed carefully and fulfilled all the requirements of the exercise, which also highlights your good listening skills.

3.1.2 Creativity

The exercise required you to draw your partner's responses to your questions in order to learn more about him. These instructions were carried out accurately and you completed the exercise without the use of words to describe the responses.

Your drawings follow a logical sequence, drawing a line under each illustration to separate it from the next. You demonstrated good creativity skills using of different colours to add interest to the imaginative drawings. The exercise briefing required you to ask imaginative questions, you did this by asking Dan "if you could chose how to die, what would you choose?" and "What is your favourite animal?"

Figure 3.1a Jay's icebreaker drawings

3.3 Group exercise

The group exercises enabled you to interact with other members of the team to complete two problem-solving exercises: building a newspaper tower and group negotiation, each demanding lateral thinking and negotiation skills. These exercises tested the competencies of creativity, team work and interpersonal skills. Your ratings are shown below:

Interpersonal Skills

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

Team work

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

Creativity

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

3.3.1 Interpersonal skills

At the beginning of the activity the groups were uneven, giving one group an unfair advantage in the group task. You volunteered to changed groups after the icebreaker, demonstrating your flexibility and that you are willing to be removed from your comfort zone.

Newspaper tower exercise

The instructions for the first task were given verbally; you remained attentive whilst the instructor was talking, displaying good listening skills. Whilst listening to these instructions you turned your upper body to face the instructor, demonstrating a keen interest in the task.

As the task commenced you actively participated in group discussions, manipulating the newspaper to experiment with different techniques, generating effective ideas for a possible solution.

Your body language was positive as you leaned into the group, over the table, whilst you were discussing various strategies; showing your enthusiasm. During the implementation of the construction you played an essential role in constructing the tower; providing helpful advice about how to measure the tower without a tape measure. This motivated other team members and had a positive effect on the group's performance. You also provided suggestions about how to best utilise the materials when you said "we should use three pieces of newspaper for the legs" and justified this statement with reasoning by saying: "because the legs need to be stronger."

When you were stating your opinions to the group you directed your comments to all group members, which illustrates your eagerness to be perceived as a team player and displaying your motivation to carry out the task as a team.

Group Negotiation exercise

The second task involved group negotiation surrounding the order in which a group of people should be rescued from the flooding cave. During this exercise you were forthcoming with your opinions and presented these to the group assertively, providing justifications for your answers. You demonstrated a consideration for the feelings of others if your views conflicted with those of a team member.

Your body language was positive, positioning yourself to face the group as the negotiation took place and leaning in during group discussions. You volunteered to be scribe and in doing so you ensured that every member of the group agreed with the decision before writing it down. You made eye contact with members of the group when they were explaining their reasoning behind their choices and seemed to take this into consideration when drawing your own conclusions.

When the representatives from each group were presenting the outcome of their negotiations you turned to face the speaker, indicating your enthusiasm and interest in the task.

3.3.2 Team work

Newspaper Tower exercise

Your group consisted largely of activists who immediately began to experiment with the materials rather than spending time discussing the implementation. The building of the tower was harmonious with none of the group members disagreeing with the chosen method. Throughout the exercise you referred back to the instructions to ensure they were being followed, illustrating your desire for the correct completion of the task.

Although your tower was not as sturdy as the other groups, you were the first to successfully complete which lead to the opposing team to imitate your construction design.

Group negotiation exercise

You interacted well with other group members and showed good listening skills, waiting until people had stopped talking before giving your opinions. It was clear that you considered the opinions of other group members which demonstrated an openness of mind and willingness to accept their ideas if they were to prove more beneficial than your own.

You appear to take on the role as resource-investigator (Belbin's team roles, see appendix 3) as you remain enthusiastic and throughout the task, ensuring there was communication between all group members which enables the successful completion of the task. As scribe you also summarized the order in which people should be rescued from the cave before the list was submitted to the facilitator.

Throughout the activities you assumed a leadership role, guiding the group through the tasks. Your dominant personality could hinder other group members being forthcoming with their opinions; your future performance could be improved by allowing other members to take the lead in some tasks.

3.3.3 Creativity

Newspaper Tower exercise

The creativity competency assessed your ability to develop innovative ideas, using your own initiative to solve a problem. You displayed evidence of this during the construction of the paper tower when you stated "we should only use eight pieces of newspaper for the main bit of the tower," which prompted the group to ration the newspaper ensuring you did not run out. The key skill of innovation was demonstrated in this task enabling it to be completed successfully to the specified requirements. Your performance could be improved by planning the construction of the tower before building it, which could ensure the structure was more sound.

Group Negotiation exercise

Your performance during this exercise was satisfactory, you demonstrated a clear understanding of the task and steps you and your group should take to achieve the desired results. You appeared enthusiastic throughout the task and remained motivated until its completion. Future performance of these tasks could be improved by attempting to 'think outside the box' and search for creative resolutions to problems.

3.3 In-tray Exercise

The in-tray exercise was used to assess your ability to work under pressure and complete tasks within a stipulated time frame. The competencies of time management and analytical skills were assessed during this task and the ratings are indicated in the table below:

Time Management

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

Analytical

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

3.4.1 Time management

The in-tray exercise consisted of six emails which each needed to be analysed and given a prioritisation rating from one to six within a ten minute time frame. You successfully completed the task by stipulating the most efficient order in which to resolve the problems which was accomplished within the allotted time frame. Your answers demonstrated a good understanding of the scenarios and you proposed actions that showed your professionalism in the work place. For example email number six, the personal email of a lunch request for that day was placed last and accompanied with an explanation that "the email to Dan is personal and is not important at work."

When responding to the email regarding the ad-hoc research project you placed this fifth in order of importance, accompanying this with a note saying "email to James and Ian." Although this states what you intended to do, it provides no justification of actions, your performance could have been improved by providing reasoning for your actions.

When carrying out the exercise you showed adequate levels of organisation in your methods of working as you arranged the emails on the table and filed them back in the folder once they were dealt with.

3.4.2 Analytical skills

The in-tray exercise assessed your ability to interpret information correctly and organise tasks into a logical order. You illustrated a good understanding of the tasks involved in the emails which enabled you to arrange these in the most appropriate order, giving you a rating of three.

It is clear from the results that you understood the need for prioritisation, illustrating your professional approach to the situations presented to you. The explanations you provided for the action taken for each email were concise, you could have provided further reasoning behind your actions. For example you placed the monthly e-newsletter email third but have not given an explanation for doing so; stating you would "call Kirsty Samuels to get results before they are needed." You could state when they are needed and which task these results relate to.

You demonstrate the initiative to follow up tasks, communicating their successful completion to the original contact, this is illustrated in your response to email six when you suggest emailing Hannah "to let her know once it's completed."

3.5 Analytical Exercise

The analytical exercise was used to assess your ability to analyse the results of campaign data and interpret these within an allotted time period, offering meaningful explanations of the sales activity. This activity assessed the competencies of time management in addition to your analytical skills.

Time Management

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

Analytical

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

3.5.1 Time management

You demonstrated the ability to work effectively within the designated time period as the task was competed, although the answers are lacking in-depth analysis and seem a little rushed. In future, your performance could be enhanced by planning your time effectively, for example allocating time to read the article and to answer each question would prevent a last minute rush to finish.

3.5.2 Analytical

This exercise required strong, accurate analytical skills in order to assess whether the company had achieved an increase in sales during the campaign period. You demonstrated a good understanding of the sales data and highlighting your ability to understand information that is presented in a mathematical format.

The acumen provided alongside your answer adequately explained the results, however further insight into this reasoning could have been beneficial. The explanations were concise and clearly written illustrating logical thinking; however these were largely descriptive, lacking analytical content. For example, in response to question one you stated: "As the campaign passed its halfway period mark, average transactions started to fall but at a slower rate than which they rose. The average transaction post campaign was still higher than pre campaign, perhaps due to satisfaction of merchant X." You could have extrapolated on the explanation of the results and possible reasons behind the reduction in spending after the scheme's completion.

3.6 Maths exercise

The maths exercise was used to assess your ability to interpret mathematical information and use this to resolve problems. Your analytical skills and attention to detail were assessed during this task.

Attention to detail

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

Analytical

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

3.6.1 Attention to detail

This competency analysed your ability to remain motivated during repetitive tasks which required high levels of concentration. You appeared to be motivated during the first part of this task as you attempted to answer the first five questions. The questions were complex and you were not expected to answer them all correctly and it is easy for your attention span to decrease as the exercise progresses. Your performance could have been improved by trying to answer all the multiple choice questions, even if you do not know the answers try to tick an answer rather than leave it blank, showing you have attempted to finish the exercise.

3.6.2 Analytical

The maths exercise monitored your ability to interpret numerical data and resolve the specified problems. This was carried out to a satisfactory standard as you were able to analyse the data and perform simple calculations to decipher an answer to some questions. It appears that you have tried to guess the answer to some questions as you have ticked boxes and subsequently crossed these out. In future you may wish to you a pencil to work out the answer before committing this to the page.

3.7 Grammar exercise

The grammar exercise was used to assess your methodical work practices and demonstrate your ability to use the English language correctly. This activity focused on your accuracy in the competency shown below:

Attention to detail

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

3.7.1 Attention to detail

Your performance during this exercise was good; you used the correct grammar throughout the task and completed the work with few mistakes. The work was completed within the designated time period, demonstrating your improving time keeping skills. Your answers appear to be a little rushed at the end of the exercise, and you did not provide a correct spelling of the word "principle". In future try to ensure you answer all questions and remain attentive until all questions have been answered to avoid unnecessary mistakes.

3.8 Interview

The competency based interview was conducted at the end of the assessment centre and consisted of structured questions which were designed about how well your individual competencies matched those required for the job. You were asked to draw on your previous work and academic experiences to answer the questions, providing you with the opportunity to explain why you would be most suited to the job role.

Time Management

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

Team work

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

Interpersonal Skills

1 2 3 4 5

Poor Requires Satisfactory Good Excellent

Development

3.8.1 Time management

You were presented with the scenario that your manager had "given you an urgent project to complete within a tight time frame. Your workload was already stretched, how would you deal with the situation?" You were asked to provide the most appropriate response. Your answer immediately highlighted the need for prioritisation, illustrating your understanding of the need for time management skills in the work workplace when you stated:

"I would prioritise the situation and speak to the manager or whoever gave me the extra workload and ask them as a matter of urgency when these would need to be done for and I would prioritise."

You also demonstrated your commitment when you stated that you would "make sure the work was done, even if I had to stay late."

When asked how you work under pressure you believed you worked more effectively because it "encourages you and spurs you on because you know you have a time limit". This response well suited to a business environment and would impress prospective employers.

3.8.2 Team work

Throughout the interview your answers displayed a great consideration for team work which was supported by your assessment centre performance. When asked whether you work more effectively within a team or individually you stated that you "work well in both aspects but would probably work better in a team as I thrive on contact and communication amongst people." You were able to demonstrate your experiences of resolving conflicts in a team using your work experience in Pipex. This was an excellent example of how you were able to calm a situation and come to a solution which suited both parties which also illustrated your negotiation skills.

3.8.3 Interpersonal skills

Your interpersonal skills were assessed indirectly throughout the interview by how you listened to the speaker and translated the questions as well as your response to these. You listened carefully to the questions and interpreted these correctly. You were forthcoming with your opinions and your answers were provided clearly and concisely.

Your body language was also assessed during the interview. As the interview commenced your shoulders were slumped and your hands were clasped on the table but as the interview progressed you showed signs that you were relaxing and your body language changed. You leaned in towards the interviewer and gestured with your hands whilst talking. Your answers began to flow much more easily as you relaxed and conversed more freely.

3.9 Conclusion

Your performance throughout the assessment centre was very good, you demonstrated an understanding of the competencies being assessed and utilised these skills during the activities. You participated in the activities enthusiastically and showed a keen interest mixing with the other candidates. A summary of your ratings are illustrated in table 3.9a.

Activity

Teamwork

Interpersonal Skills

Time management

Attention to detail

Analytical

Creativity

Icebreaker

4

5

Group exercise

4

4

4

In-tray exercise

3

3

Analytical exercise

3

3

Maths exercise

4

2

Grammar exercise

3

Interview

4

4

4

Overall

4

4

3

3.5

3

4.5

Table 3.9a The competency ratings awarded for all activities

The assessment centre highlighted many of your strengths such as your ability to communication effectively both verbally and in writing, your motivation to complete a task and your ability to work well under pressure. It is important for you to recognise these skills as you begin the application process for your placement job; these could enable you to differentiate yourself from the competition.

The Personal Development Plan in section 4 provides a summary of your areas for development and suggests effective methods for improving your performance. By working to improve these areas you will increase your employability as well as your confidence.

4.0 PERSONAL DEVELOPMENT PLAN

The Personal Development Plan (PDP) illustrated in table 4.0a details the areas you specified you would like to development: time management, organisation and budgeting. Each section details the actions that need to be taken and how these can be measured to ensure you reach these goals. The actions that need to be taken are designed to be specific, measurable, achievable, realistic and time bound (SMART).

4.1 Time management

Good time management skills are essential in any working environment. Punctuality is especially important in today's cross cultural workplaces, the time keeping etiquette of different cultures vary therefore it is important to arrive on time to work and to meetings. Please refer to section A of the plan for proposed actions.

There are many resources available to help you to improve your time management skills, for example time planning tools such as Gantt charts, the following website could is useful if you are interested on further reading: http://www.mindtools.com/pages/article/newPPM_03.htm.

You could also practice answering past exam papers to improve your time management skills during exams. Past papers for various modules can be found on Student Central.

4.2 Organisation

Organisation is a key skill which can be utilised in both your working and academic life, particularly during examination periods. Good organisation skills will also help you to multi task many activities. Allocating time for multi-tasking, such as revising for a variety of subjects and completing coursework, will prepare you for future working life.

The implementation of SMART targets is one of the most effective methods of improving your organisational skills. Large tasks can be broken into smaller, which makes the task seem more achievable. A template for SMART targets can be found in appendix 4.

4.3 Accuracy

Accuracy is important in both your academic and professional life as small mistakes can be costly for businesses and could lower your grade in our university work. Therefore it is important to pay attention to the details of a task and remained focused until its completion. Your attention to detail was noted as one of your areas for development during the application process and in the assessment centre. It is important to strengthen this area to increase your competitive stance when entering the work place.

PERSONAL DEVELOPMENT PLAN

Name: Craig Mincher

Aims:

What do I want to learn/achieve?

Actions:

What will I do to achieve this?

Resources:

What resources or support will I need?

Measurement:

What will my success criteria be?

Review & Time Scale:

Date & method of review

A) Time management - to improve my time management skills, helping me to be punctual for work and lecturers/ seminars and when meeting tight deadlines.

Get information on the traffic reports/public transport time tables so you are aware of the time you should leave and how frequent the transport links are.

Plan to arrive 15 minutes in advance, this will create a good impression and provides you with some safety time in case you are late.

Use time planning techniques such as Gantt charts to aid you in meeting tight deadlines.

Participate in group tasks with tight deadlines and use past papers to practice completing exams within the time allowance.

Use Gantt charts to plan and monitor your time for complex or important tasks.

Punctual attendance at work and to seminars and lectures.

An improvement in your ability to manage your work and meet tight deadlines.

Second year, First semester

Observation

B) Organisation - improve my ability to multi task various activities.

Prioritise your workload, making a list of all your coursework deadlines and exams.

Break each task into manageable sections and allocate your time each day according to how much you will realistically achieve.

Set SMART targets so you feel a sense of achievement and remain motivated.

Buy a diary and use this to plan your time and make you aware of your deadlines.

Use the SMART format when creating targets. See section 4.2 for details.

Timely completion of your work.

A marked improvement in carrying out multiple pieces of coursework at one time.

Second year, First semester

Observation

C) Accuracy - to improve my accuracy in tasks which require attention to detail.

Proof read documents before you submit them or ask some one else to proof read them for you.

Use a pencil to complete work which requires accuracy, enabling you to correct any mistakes more easily.

Allow more time for completing tasks preventing you from rushing as this is where mistakes are often made.

A third party to proof read your work for you.

Utilise the time planning tools detailed in section A to allow you to set aside more time for checking your work.

A marked improvement in the accuracy of your work.

Second year, First semester

Observation

5.0 REFERENCES

http://www.cvtips.com/cv_resume_books.html

07/04/07, 21.00hours

http://www.prospects.ac.uk/cms/ShowPage/Home_page/Applications_and_interviews/Interviews/Assessment_centres/p!egFlLd

10/04/07, 16.45

http://www.trainer.org.uk/members/theory/learner/learning_styles.htm

05/05/6, 17.00

Kessler, R. and Strasburg, L. (2004) Competency Based Resumes - How To Bring Your Resume To The Top Of The Pile, Career Press.

Thompson, M.A. (2001) The Global Resume and CV Guide, Wiley and Sons.

Braysich, J. (1979) Body Language, Braysich Enterprises.

Woodruffe C. (2007), Development and Assessment Centres, 4th Edition, Human Assets Ltd

APPENDIX 1 - First draft of your CV

Curriculum Vitae

Jarryd Mandy

Personal Details

Name: Jarryd

Surname: Mandy

Preferred Name: Jay

Address: 4 The Manor House, Tewin Water

City/Town: Welwyn

Post Code/Zip: AL6 0AA

Country: England

Tel: 01438 718573

Mobile: 07951598747

Nationality: South African

Date Of Birth: 20/04/86

My Education:

School/College/University: Richard Hale

Location: Hertford, UK

Date started: August 2003

Date finished: July, 2005

Qualifications: Standard 8 South African GCSE equivalent (English first language Higher grade, Afrikaans second language Higher Grade, Physical Science Higher Grade, Chemistry Higher Grade, Mathematics Higher Grade, Art Higher Grade, Computer Studies Higher Grade, History Higher Grade)

UK GCSE Maths Higher

UK GCSE Double Science

Psychology AS

CC grade in A level Double Business Award (2 A levels)

C grade in A level ICT

6 months work experience in South Africa (August 2005 - February 2006)

Work Experience:

1)

Job Title: Office Assistant

Company Name: Bizassist

Location: Cape Town, South Africa

Date started: August 2003

Date Ended: December 2003

Job Description: Dealing with clients and updating information on the database.

Reference: Warwick Smith-chandler

Contact: (+27) 21 513 7185

2)

Job Title: Help Desk Assistant

Company Name: Algorithmics

Location: London, UK

Date started: June, 2003

Date Ended: July, 2003

Job Description: I worked at a help desk, dealing with customer support and technical assistance.

Reference: Dr Neil Dodgson

Contact: 0207 553 3617

3)

Job Title: Web Designer, PC technician, Salesman, Help Desk assistant

Company Name: Bizassist

Location: South Africa, Cape Town

Date started: August, 2005

Date Ended: January. 2006

Job Description: For the past 6 months I have been working as a web and graphic designer for an Internet based software solutions business based in South Africa. During this time I was also brought into the sales team and learnt about the necessary involvements and communication skills that are required to sell. To add to my learning experience, I was also involved in hosting a stand at the Cape Town Business week show and compiled an article on website optimization for the South African Guide to Business Opportunities magazine.

Reference: Warwick Smith-Chandler

Contact: (0027) 21 671 1526

4)

Job Title: Customer Service Representative, Customer Technical 1st Line Support, Sales

Company Name: Pipex

Location: London, England

Date started: June, 2006

Date Ended: September. 2006

Job Description: Working at Pipex was a demanding but an incredibly invaluable learning experience. During the time I was there, I was being trained on the go, learning crucial skills and knowledge about the ins and outs of Internet, Broadband and Communications. I dealt with a wide variety of customers on a day to day basis, learning, understanding and sometimes sympathising with their problems.

Reference: Lee Sanky

Contact: (01707) 299 557

Skills

Skill Title: ICT

Skill Description: I have been using computers for design, projects, programming and pleasure since the age of 8. I am proficient in MS Word, Excel, PowerPoint, Access, Photoshop and Corel Draw. I am an intermediate/advanced Dreamweaver, Fireworks, Flash and Photoshop user. I have good knowledge in I.T skills and can work with a range of different software programs fluently as well as provide the technical assistance side needed to overcome problems, errors and mishaps.

Skill Title: Communication, Interpersonal Skills

Skill Description: I have very good communication skills and communicate effectively with a range of different people. I find this is needed in a sales and business environment as good communication is key to successful running of a business as well as every day relationships.

About Jarryd Mandy

About Myself: I am a student who completed his A level year in 2005. I studied Business Double Award for the two year A level course. This course covered Finance, Economics, Marketing, Using sales promotion, Business and the EU and Human Resources. I also completed my ICT A level which involves web design, analyzing data, Microsoft Excel and many more. I am an outgoing person with a good sense of humour. I am optimistic, personable, sociable and am able to deal/communicate with a wide spectrum of individuals. I am an extroverted, gregarious person. I thrive on making new friends and interacting with people of all ages, races and backgrounds. I am a dedicated, hardworking individual who will try to find solutions to all problems and believe that nothing is impossible. I am a team player and can work just as effectively in a group as I can as an individual. I love the feel of success and believe that there is nothing more rewarding than completing a challenging and difficult task well. I am a liberal person and have excellent inter-personal skills. I have a thirst for knowledge and am continually learning valuable skills. I am now furthering my education and experience at the University of Brighton, studying Business Management with E-Commerce. My modules include Statistics, Marketing, Economics, E-Commerce, the UK Legal Environment and Accounting. I have an ancestral UK visa that entitles me to work in the UK.

APPENDIX 1.2 - Final draft of you CV

UNIVERSITY OF BRIGHTON

Name: Jarryd-Lee Mandy Date of Birth: 20th April 1986

Home Address Term Address:

4 The Manor House, 20 Chalvington Close,

Tewin Water, Brighton,

Herts, East Sussex,

AL6 0AA. BN1 9GR.

Email:jarrydlm@gmail.com Tel: 07951 598747

EDUCATION AND QUALIFICATIONS

UNIVERSITY OF BRIGHTON- BA (Hons) Business Management with E-commerce

(September 2006 - June 2009)

Year 1 Subjects

Financial Accounting Pending %

Management Accounting Pending %

Introduction to Marketing Pending %

Personal Academic Skills Pending %

Law for Business Pending %

Economics Pending%

Statistics Pending %

Overall grade Pending%

Richard Hale, Hertford, HERTFORDSHIRE

A-LEVELS (September 2003 - June 2005)

Business Management double award CC ICT C

Psychology (AS) C

G.C.S.E. Equivalent (South Africa)

English first language Higher grade C Afrikaans second language Higher grade B

Physical Science Higher grade C Chemistry Higher grade C

Mathematics Higher grade B Art Higher grade B

Computer Studies Higher grade B History Higher grade D

WORK EXPERIENCE

August 2002 Bizassist, Cape Town, South Africa: Office Assistant

Working as an office assistant, I would be dealing with clients and updating information on their business database. This gave me a good insight into using databases and how they play a vital role in the running of the business.

June 2003 - July 2003 Algorithmics, London: Help Desk Assistant

I worked at a help desk, dealing with customer support and technical assistance. On occasions, I would work long shifts in order to deliver effective and professional assistance to very important clients and banks. Assistance provided was for a Risk Management software called WatchDog which was designed by Algorithmics.

August 2005 - January 2006 Bizassist, Cape Town, South Africa: Web Designer, PC technician, Salesman, Help Desk assistant

For the those 6 months I has been working as a web and graphic designer for an Internet based software solutions business based in South Africa. During this time I was also brought into the sales team and learnt about the necessary involvements and communication skills that are required to sell. To add to my learning experience, I was also involved in hosting a stand at the Cape Town Business week show and compiled an article on website optimization for the South African Guide to Business Opportunities magazine.

June 2006 - September 2006 Pipex, North London: Customer Service Representative, Customer Technical 1st Line Support, Sales

Working at Pipex was a demanding but an incredibly invaluable learning experience. During the time I was there, I was being trained on the go, learning crucial skills and knowledge about the ins and outs of Internet, Broadband and Communications. I dealt with a wide variety of customers on a day to day basis, learning, understanding and sometimes sympathising with their problems.

Skills

Skill Title: ICT

Skill Description: I have been using computers for design, projects, programming and pleasure since the age of 8. I am proficient in MS Word, Excel, PowerPoint, Access, Photoshop and Corel Draw. I am an intermediate/advanced Dreamweaver, Fireworks, Flash and Photoshop user. I have good knowledge in I.T skills and can work with a range of different software programs fluently as well as provide the technical assistance side needed to overcome problems, errors and mishaps.

Skill Title: Communication, Interpersonal Skills

Skill Description: I have very good communication skills and communicate effectively with a range of different people. I find this is needed in a sales and business environment as good communication is key to successful running of a business as well as every day relationships.

ACHIEVEMENTS AND LEISURE INTERESTS

Additional Qualifications

I have a South African Lifeguard Certificate.

Languages

I can speak Afrikaans.

Traveling

My extra-curricular interests include travelling and broadening my knowledge in the world we live in. I have visited Australia. America, Canada, South America, New Zealand, Tasmania, Switzerland, France, Austria and various other countries in Europe.

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