Application Guidance

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Financial Management Development Scheme

Application Guidance

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Introduction

This guidance is to help you complete the application form and give you the best chance possible of reaching the next stage in the recruitment process.

The application form is designed to assess your suitability for the role. The questions are carefully designed to gather specific information about the skills identified as being necessary to achieve an effective performance level in the role.

You are expected to provide examples of past activities/actions as proof that you meet the requirements of the post. This approach makes the application process as standard and as fair as possible

The skills required for this role are known as competencies:

 The word competency is used in business environments and refers to the general skills that are required to perform well in a role. The role will have a set of key competencies, which allow us to assess how an individual is likely to perform in the role.

The table below sets out the five core competencies for this scheme, however, only 3 will be assessed at this stage of the process ‐ Analytical Thinking, Drive and Communication & Influence.

Competency Description

Analytical Thinking Uses a methodical approach to break down complex problems and evaluates different sources of data and information; Identifies cause and effect patterns; Analyses problems to arrive at an appropriate solution.

Drive Shows determination and initiative, and is driven to finish a task; does not give up even in the face of resistance or setbacks; challenges the status quo in a constructive way.

Communication & Influence _{to audience. Expresses ideas and arguments in a persuasive manner.}Communicates effectively, actively listens, and adapts communication

Working With Others including understanding and responding to the needs of clients; Effectively develops and maintains good working relationships, working effectively as a team member to achieve shared goals.

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Section 3 contains information about each of the 3 competencies specific to this stage of the process and lists the types of activities/actions that would typically be expected for each of the skills. This is not an exhaustive list, but offers a flavour of the types of activities/actions expected.

The questions are seeking proof of skills that are used in the job and often start with "Describe a situation where you had to ..." or "Give an example of when you

....”

For example, “Describe a time when have you dealt with a challenging customer.”

This type of question is designed to find out about the ways that you actually work. It focuses on things that you have actually done.

A good way to structure your answers is by describing the Situation, Task, Action & Results. This is known as the STAR model.

S

Situation: Briefly describe the situation to set the context, where, when, whom.

T

Task: Briefly describe the specific task, state what your primary goal was in _{this situation.}

A

Action: Specifically set out your role, including the actions and considerations _{that YOU undertook and why.}

R

Result: Briefly describe the outcome specifically detailing the impact of YOUR _{actions. Did those steps lead to success or failure? How you} improved as a result of the event. If failure, what did you learn?

Your emphasis should be on the ActionsandResults, specifically what YOU did and what impact YOU had. Try to make this about 70% of your answer.

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Below is an example of a question from an application form and sample response using the STAR approach.

Give an example of a time when you have improved a process What was the process?

Why did it need changing?

What improvements did you make? What was the impact of those changes?

My last role was working at Star Plc where I worked for the sales team as an administrator.

To manage the monthly sales team meeting. I was responsible for booking the meeting venue, compiling and circulating the agenda, taking and circulating the minutes.

In the meeting each member of the team had to give an update on their sales leads and provide a written summary for the rest of the team. All the summaries were in different formats which made them difficult to compare and discuss. I suggested that team members used a standard format. I have excellent Excel skills so I used them to create a sales report template which sales staff could update each week. This meant all the sales information was in one easy to read document which could be circulated with the agenda before the meeting.

This new sales template was used permanently. The design of the spreadsheet meant it was easy to read and compare team members’ sales leads. This reduced the time required to hold the sales meeting freeing up the teams’ time to make more sales. It was also possible to compare sales leads from previous months. This resulted in an improved understanding of sales history which was used by the team manager to improve performance.

When preparing your application response, you will need to keep to a limit of 200 words per question. The application form will also provide you with prompt questions. These are not prescriptive as some prompts may not exactly suit your examples, however you should try to use them to help you describe how you have used your skills in the past.

Situation

Task

Action

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Tips



Be very clear about what skills you are required to demonstrate – read and re‐read the application instructions.



It is important that you are specific when answering a competency based question. Choose an actual event, project or achievement. For example:

 setting up a team

 re‐organising a filing system

 managing a particular change within the team

 dealing with a difficult issue or complaint

 solving a day‐to‐day problem.



Your examples should be work‐based examples where possible although you might find suitable examples from other areas of your life such as university. For example, organising an event for a college /university club or society.



You may find it useful to talk through the examples with colleagues or friends before you write it. Other people can often remember better than ourselves when we have done something particularly well, but you must use examples about you and the application form should be completed in your own words.

 You should describe specific things that YOU have done. Avoid language such as ‘would’, ‘should’ or ‘we’. The person marking your application will not be able to identify what you specifically did if you say, “We decided to change the process…” Remember to outline your contribution to any team efforts.

 Answer questions fully but concisely. Make sure that you have addressed all parts of the question.

 Try to give quantifiable results where possible. You can't always do this, but it gives a much better impression of your achievement. For example, my performance rating improved from 2 to 4 (on a five point scale) or customer satisfaction improved by 4%.

 Make sure you spell check your answers. You could type your answers into a Word document before copying and pasting them into your application form.

 Re‐read you application before sending. Review each answer against the STAR model making sure the majority of the answer is about the Actions and Results.

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Qualities and Behaviours

On this page you will find descriptions of some of the types of activities/actions that would typically be expected for each of the 3 competencies being assessed at this stage of the process, please note‐ this is not an exhaustive list, but offers a flavour of the types of activities/actions expected.

 Analytical thinking

 Drive

 Communication and Influence

ANALYTICAL THINKING

Uses a methodical approach to break down complex problems and evaluates different sources of data and information; Identifies cause and effect patterns; Analyses problems to arrive at an appropriate solution.

 Identifies key issues and underlying issues

 Adapts a rational approach when evaluating options and identifies future consequences

 Makes rational decisions based upon reasoned arguments

NB: this is not an exhaustive list, but offers a flavour of the types of activities/actions expected.

DRIVE

Shows determination and initiative, and is driven to finish a task; does not give up even in the face of resistance or setbacks; challenges the status quo in a constructive way.

NB: this is not an exhaustive list, but offers a flavour of the types of activities/actions expected.

COMMUNICATION AND INFLUENCE

Communicates effectively, actively listens, and adapts communication to audience. Expresses ideas and arguments in a persuasive manner.