Using examples in competency-based application from a job that I resigned from - AIBU?

[Pariswhenitdrizzles]

Hello everyone.

I'm applying for a competency-based job at the moment.

Each competency is very specific, and I've found it tricky to think of relevant examples of work that I've done so that I can answer each competency-based question as fully as possible.

For one of the competency questions, the best example that I can think of to use in the answer relates to tasks that I did in a job that I resigned from last year.

The advice given to applicants for this job is that the answers given in the application must demonstrate examples of challenging and demanding situations, and this is the only example of recent work that I've done that fits this really.

Do you think it would give the application panel a bad impression if I write about skills I learned and applied in a job that I resigned from?

AIBU to use this job to answer the questions in the application?

Thanks in advance :)

If it'still in education, will you need a DBS? You can't miss anything out if there is a safeguarding aspect to recruitment.

Thank you all so much for your help so far - you've all been fantastic :)

Could I run a drafted answer past you all please? :)

The competency that I'm attempting to answer on here is 'leading and communicating'. It's broken down into four specific criteria:

• pride and passion for public service
• communicating purpose and direction with clarity, integrity, and enthusiasm
• championing difference
• supporting equal opportunities.

My answer is along these lines (I've tried to address how I fulfil each criteria in turn):

Whilst working towards a teaching qualification, I was expected to be a very effective leader and communicator. I was also required to champion differences as well as supporting principles of fairness and opportunity for all of my students. I achieved this by making sure that I created carefully differentiated resources for pupils in need of this, such as students who spoke English as an additional language or pupils with learning difficulties.

I also ensured that I communicated the purpose and direction of my lessons in a clear, honest and enthusiastic way. This was accomplished through communicating the main learning objective at the start of each lesson before breaking down this objective into several smaller objectives and by constantly circulating in the classroom to give my students regular individual support. This strategy enabled my students to have a clear and truthful vision at all times of their progress in the lesson whilst always being aware of the lesson’s expected outcomes.

In the role, I also worked on making a positive contribution to the lives of each of my students through establishing a strong and supportive rapport with them. I did this through holding weekly catch-up sessions with each of them, where we discussed their aspirations and academic targets, as well as through liaising regularly with their parents or carers through weekly phone calls home in order to update them on the students’ progress.

Given that every competency based example I have ever given has been at least partly fictional (albeit based in reality), I would say use it but don't specify the job it comes from, as others have said it isn't necessary.

But only for 10 weeks? What will your answer be if you are asked why you don't have the qualification?

I think that, because you did it for so short a time, focusing on specific situations rather than good classroom practice might be more effective. But then I am viewing it from a teaching POV.

Agree, TheFallen.

OP, your example is a bit wooly, I would focus in on a specific incident where you demonstrated those skills rather than the big picture

Yes, it's not specific enough. Also you can't really mention building a rapport with the students when you left after 10 weeks.

I think it's a good example to give, and you've covered all the STAR points and described what you did yourself, both of which are good and not always things candidates manage without (sometimes extensive!) prompting.

I would drop the last paragraph, I think, given that you finished the course early, and unpack the first one a bit more. What did you do to create differentiated resources? What were the resources you came up with in the end? How did you identify the student needs that three resources addressed? Talk more about what you did in making this happen.

The second paragraph sounds great to me!

Thanks so much MumInBrussels :)

I was a bit pressed for time with the application, as I had to submit it last night. It's absolutely not the best job I've ever done on an application (far from it!) but I just thought I should send it in anyway. (Not a great attitude to have, I know!)

I found it really tricky to think of situations that I'd been through which met all of the substrands of each competency, but I've learned a huge amount just by doing this application. And thank you all so much for posting on this thread - you've all been really helpful. I'll certainly learn from my mistakes for next time.