Career Planning and Mobility Workshop 2 Job Application Workbook

Human Resources
(Organisational and Staff Development Services)
Career Planning and Mobility

Workshop 2: Develop a Winning Job Application
How to use this workbook
The purpose of this workbook is to provide information and resources to assist staff
looking to develop the tools to market themselves in preparation for the next career
step they choose to make. We will be:
 Creating cover letters
 Developing Resumes – Generic and Tailored
 Addressing selection criteria
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Table of Contents
Researching your ‘fit’ to a role................................................................................................5
Analysis of a ‘best fit’.......................................................................................................... 5
General Manager – IT position...........................................................................................6
Exercise 1: Your Fit............................................................................................................ 8
More information needed?..................................................................................................9
Cover letters......................................................................................................................... 10
What should go into a cover letter?..................................................................................10
What is a cover letter?......................................................................................................10
Tips for writing effective cover letters:..............................................................................10
Cover Letter: Template.........................................................................................................13
Example cover letter paragraphs..........................................................................................14
Your Resume....................................................................................................................... 15
Creating a generic resume...............................................................................................15
Creating a tailored resume...............................................................................................15
Layout and presentation.......................................................................................................16
Exercise 2: Start your Resume.............................................................................................16
Selection Criteria.................................................................................................................. 20
Essential Criteria........................................................................................................... 20
Desirable Criteria.......................................................................................................... 20
S.T.A.R Technique.............................................................................................................. 21
Creating your statement...................................................................................................22
Examples of Specific Selection Criteria................................................................................23
Example 1: Written & Oral Communication...................................................................23
Example 2: Sound Project Management & Teamwork..................................................24
Example 3: Use and Application of Information Technology.........................................25
Example 4: Customer Service and Presentation...........................................................26
Exercise 3: Writing your Response to the Selection Criteria.................................................27
Appendix A: Word power......................................................................................................27
Appendix B: Competency examples with Performance Statements.....................................29
Appendix C: Word List to Help with Selection Criteria..........................................................50
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Know what you have to offer an employer.
Workbook/Workshop 1 – Know Yourself covers identifying what you have to offer an
employer in detail.
The appendices provide Competency examples and performance examples which
will help when you are asked to identify and summarize your key competencies for
your Resume.
These competencies are sourced:
(Ref: http://hr.wa.gov/SiteCollectionDocuments/Strategic HR/Workforce
Planning/CompetencyExamples.doc and provide a great list of various competencies
and examples of achievements related to these)
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Researching your ‘fit’ to a role
There are two things you need to do before you start applying for positions.
Understand exactly what an employer is looking for and whether it will be a good ‘fit’
for you. It is important to:
1. Ensure you only apply for jobs that genuinely appear to be a good fit.
2. Utilise your generic resume to tailor a specific resume for the job.
3. Understand the key competencies and attitudes required
Employers tend to think about your ‘fit’ across four different areas:-
 Knowledge: the experience and qualifications you possess
 Skill: the skills you can demonstrate
 Abilities: your ability to carry out a range of tasks within your skill set and
grow in the role
 Attitudes: Your personality and the degree to which you are enthusiastic,
flexible and positive in your approach
Analysis of a ‘best fit’
From the advertisement below, we have identified the most important attributes
sought after by the employer. We have then transferred these attributes across to
the table on the following page. By summarising the requirements, we can then
transfer the skill set requirements into our resume, selection criteria and cover letter.
Following on from this example is an opportunity for you to go through an

advertisement of your choice and do the same.
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General Manager – IT position
General Manager – Technology
The role:
Principally the role will focus on developing a strategic IT plan that

supports business objectives and future system requirements. There is a
need to review and evaluate existing hardware/software and to manage
a small support team.
The person:
You are a business manager first and foremost who understands the
retail industry. You have a thorough understanding of information
technology, including current and future directions across the
Internet/Intranet and Extranet. You possess strong people management
skills and appreciate the importance of getting the best out of staff. You
have exceptional presentation skills and can tailor content to suit a broad
audience. Excellent written presentation skills are required to
communicate organisational needs and persuade senior management to
implement system changes. This is an excellent opportunity for a
successful individual to join a rapidly developing organisation and to
make an impact on its future direction. Please send your resume to …..
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From this Job advertisement we are able determine that the company’s best fit for
this role would have:
Job requirements
Knowledge  Knowledge of the retail industry
 Business management
 IT (Internet, Intranet, Extranet)
 Change management techniques
Skills  Leadership – implementing change
 Strategic business planning
 Decision-making
 People management- managing a small support team
 Performance management – keeping the team’s
performance at an appropriate level
 Presentation skills – oral and written
 Business management – managing a departmental budget
Abilities  Influencing others, especially at senior management level
 Decisive
 Innovate and adapt
 Inspire others
 Forward thinking
Attitude  Adaptable and innovative
 Open to trying new things
 Positive and enthusiastic
 Confident
By extracting the key elements of the requirements of the role it now gives us the
language to be able to write powerful and targeted applications. In the next section,
Cover Letters, we have provided you with an example of a cover letter that
addresses the above advertisement’s requirements.
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Exercise 1: Your Fit
Worksheet – Job Profile

Find a job advertisement that is of interest to you and complete the exercise below
based on the activity above.
Job requirements Me?

Knowledge

Skills

Abilities

Attitude
Degree of fit Outline your degree of fit. Would you apply for this role?
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More information needed?
Sometimes the advertisement does not provide all the information you require to
make a definitive decision. Sometimes you may need to do more research and
determine further detail as outlined below.
Research the organisation and the position ‘fit’
 What’s happening in the company and their industry?

 Why is the role important to the organization?
 What other knowledge or training might you need, given the job’s purpose?
 What would a star performer in this role look like?
You can research the organisation by:
 The organisation’s website, LinkedIn profile

 Conducting an Information Interview
 Asking someone you know who works in the organisation
 The media
 Someone already doing the job or something similar elsewhere
 Annual reports/company brochures
 Industry trade magazines or journals e.g. Australia’s Top 500 companies
 Industry trend analysis
 Industry directories
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Cover letters
What should go into a cover letter?
The cover letter is a soft sales document sent with your resume and often provides
the first opportunity to present yourself to a potential employer to entice them to read
further. A cover letter should accompany each application and is a targeted, precise,
interesting communication tool that provides an opportunity for you to highlight skills
and experience, and express an interest in the position. The aim of a cover letter is
to encourage the employer to look closely at the accompanying resume and other
paperwork, and to invite you to an interview.
Sometimes employers request that the applicant address the selection criteria within
the cover letter. While possible it is more difficult to achieve effectively. Where
possible you should address Selection Criteria in a separate statement.
What is a cover letter?
 Introduces you to the employer

 Highlights key information from your resume
 Tells the employer why they should consider employing you
 Tells the employer why you are interested in them
 Invites the employer to read further to find out more
 Convinces the employer that you are worth interviewing
Tips for writing effective cover letters:
 Be no longer than one page

 Aim for 3-4 paragraphs
 Make sure you address any key requirements in the advertisement
 Get feedback from an independent person
 Personalise your letter – this ensures you have a follow up contact
 Be targeted for each application
 Aim at getting attention quickly
 Be error free
 Be courteous
 Have a positive, enthusiastic tone
 Make use of short paragraphs and clear language
 Refer to the organisation and include why you want to work for them
 Tell the employer how you will meet their needs
 Be balanced between self-confidence and modesty
 Be drafted and redrafted until it is right
 Be presented on good quality paper
 Be typed, not hand written
 Be sent, unfolded, with your resume (use an A4 envelop)
 Brief but succinct and highlight the core skills needed
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 Make clear reference to the position’s expectations
Your Name
Your Address
Suburb
State and postcode
Date
Their Name
Company’s Name
Company’s Address
Suburb
State and postcode
Dear Sir/Madam
Re: General Manager – Technology
I would like to take this opportunity to express my interest in the above position advertised on
Seek.com on March 3rd 2015.
I have been in the retail industry since my teenage years and have worked my way into Management
roles by showing leaderships skills and readily making decisions when required, leading to positive
changes in the way we service our clients. I have managed small teams of up to 15 plus staff and
also conducted the performance reviews of these staff, ensuring they receive adequate training as
and when required. I am able to inspire, motivate and influence others to achieve positive outcomes
for our clients and our organisation as a whole.
I have over ten years’ experience in both reviewing and evaluating hardware and software across
internet, intranet and extranet systems. This experience has been gained through various positions
including Management of the Internal Systems Auditing Team at XCom, where we assisted clients
troubleshoot their internal IT needs, and as the Senior Manager at YRW where I lead a team of 12 in
the development of a streamlined approach to their retail ordering systems.
I have the skill set needed to fulfil this position’s requirements as I have a business management
background, leadership background and solid knowledge of the retail industry. I am adaptable, keen
to try new innovations and confident in my leadership abilities and ability to drive change at a higher
level.
I have attached my resume for your perusal and sincerely look forward to speaking with you soon. I
am to be contactable on M: 0000 000 000
Kind regards
Bob Builder
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Further Information:
Focus on the job at hand. It’s fine to tell a prospective employer how great you are
but people are only interested in how your skills relate specifically to the position they
need to fill. In other words, do you have the particular skills and abilities that they
need? Make it relevant. Find out exactly what the job will involve and tailor your letter
accordingly.
Less is more. There is no need to write more than one single page. Successful
people are busy and getting straight to the point is appreciated.
Get the little things right. Make sure that the names are spelled correctly – in fact;
make sure ALL words are spelt right. Check the grammar and punctuation. Make
sure that the date is correct, your contact information is correct as well as their
contact information.
Show that you value what you’ve learned from your education and other work and
life experiences and that you recognise the transferable skills gained that you will be
able to apply to this workplace. Focus on what the employer is looking for – they
won’t spend much time trying to find ways in which you can meet their requirements
so make it easy for them.
The letter is a link between your resume and the job or organisation. It is used
to emphasise, to highlight or to build on information in your resume, and to convince
the organisation you have skills and experience necessary to be the best applicant
for the position.
You should consider contacting the company to find out any additional
information such as the name of the person to whom you need to address the letter
and whether they can provide you with any additional information about the
company. Only contact them IF the questions you are asking have not been
addressed in the application or on their website.
Show clear understanding of the structure of the company, where the position fits
into the company and the company’s products and market as well as their missions
and values
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Cover Letter: Template
Your Name
Your Address
Suburb
State and postcode
Date
Their Name
Company’s Name
Company’s Address
Suburb
State and postcode
Dear Sir/Madam
Re: Clearly define what the letter is about – position name and number
PARAGRAPH ONE: Introduction

State the position you are applying for, where and when it was advertised and provide a
summary (short) of your career objectives.
PARAGRAPH TWO: Why you – what you have to offer.

Outline your qualifications, training, experience and learned skills that would be relevant to
the position.
PARAGRAPH THREE: Who you are – Values / strengths / Personality

Outline what your personality traits are and the strengths and type of commitment you
would bring to the organisation. i.e. self-motivated, hard working, creative, good
communicator….
PARAGRAPH FOUR: What next?

Let them know you are available to be contacted for interview at their convenience. Resume
and Selection Criteria is attached in support of your application.
Kind regards
(insert signature)
Your name
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Example cover letter paragraphs
PARAGRAPH ONE:
I am writing in response to the advertisement for an Officer Manager advertised on

Seek on the 30 May 2015.
PARAGRAPH TWO:
The key elements of my expertise and achievements are summarised below and
demonstrate my capacity to undertake staff and resource management, financial
control and general administration of the office. I have 10 years’ experience in a
slightly smaller practice and would relish the opportunity to operate in a busy, larger
medical practice. .
PARAGRAPH THREE:
You will see from my resume that I have participated in a range of medical
administration conferences and have an excellent understanding of the legislation
and industry best practice. My experience have enabled me to further develop my
skills in time management, working under pressure, professional communication and
presentation, and creative problem solving, as well as the range of technical skills
required in advertising and public relations. I am hard working and have maintained
part-time employment while studying to become a nurse practitioner and have a very
positive work ethic. I am a self-motivated and enthusiastic person with a strong
passion to develop my career and am eager to implement the professional skills I
have developed. I am committed to ongoing learning.
CLOSING PARAGRAPH:
Example One
Thank you for considering my application. Please find enclosed a copy of my resume
which provides more details of how my skills and experiences meet the requirements
of your position. I would appreciate the opportunity to meet with you to further
discuss my suitability for this position. I can be contacted on my mobile 0413 721
201 or via email at t.s@nomail.com
Example Two
I am confident my experience, academic qualifications and interests will fulfil the
requirements of the position outlined. The opportunity to discuss my application with
you would be greatly appreciated. I can be contacted on…or by message on…during
work hours.
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Your Resume
Creating a generic resume – Some guiding principles and resources
A generic resume is one that contains all of your professional experiences and
attributes. It is yours to refer to whenever you have to create a tailored resume. It is
not designed to forward onto prospective employers but instead is a document for
you to refer to and extract relevant pieces of information from. Having a generic
resume provides you with a template you can build upon. Save your generic resume
as one you can refer back to. You build onto your generic resume and use it to
create new, tailored resumes.
Your generic resume will contain all of the skills, abilities, employment history and
qualifications you have accumulated throughout the years.
Never send your generic resume; it is only a place to store career information.
Creating a tailored resume – Some guiding principles and resources
To create the “Skills and Abilities” section in your tailored resume, and prove that you
are the best ‘fit’ for the specific position you are applying for, you need to:
 Analyse the job advertisement as above

 Ensure that the specifications of the job are matched with your skill set
 Review your generic resume and identify skills and abilities that you can transfer
to your tailored resume and that are relevant to the role
 Always tailor your resume to ensure it reflects the job advertisement
requirements
 Design an achievement and outcomes focused resume that highlights your
relevant to the job competencies
 Choose the resume style that best suits the position:
o Chronological
o Functional – emphasises skills and achievements
o Combination of chronological and functional. Retains much of the fixed
order of the chronological but with more emphasis on skills and
achievements. If you use this style emphasise skills, knowledge, abilities.
 Keep to the 4-S rule – Keep it Simple, Structured, Succinct and Significant
 Always focus on your achievements
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Layout and presentation
There are a plethora of resume templates available online. Regardless of which one
you choose, you need to ensure you adhere to the following guidelines below.
 Never increase the margins and make sure you have plenty of white space. It is
very difficult to read anything if the margins are extended and there is not enough
spacing between the individual lines
 Ensure you use the same font throughout – Arial, Times new Roman, Tahoma or
Palatino are preferred
 It is perfectly acceptable to use bullet points. Using bullet points is good for
brevity as long as you ensure the meaning is not lost
 If submitting in hard copy, do not use both sides of the paper
 Do not fold – place in an A4 envelope
 Do not use vibrant colours at all. Stick to white, black and grey (if desired)
 Do not put clip-art, cartoons or other illustrations on your resume
 In Australia it is not common practice to include a photograph
 Use high quality white paper
 Use positive adjectives to better convey your abilities. A list of positive adjectives
is supplied as thought starters at Appendix B
 Recruiters and employers receive a lot of applications. You want to ensure that
yours is to the point and highlights what they want to see i.e.: relevance to the
position. Avoid ‘waffle’ and try not to go over three pages in length. Less is more
when it comes to resume writing
See http://hr.wa.gov/SiteCollectionDocuments/Strategic HR/Workforce

Planning/CompetencyExamples.doc for a great list of various competencies and examples of
achievements. Appendix A: Competency Examples with Performance Statements
Exercise 2: Start your Resume
The template below is a guide to how you can structure your resume.
Under each heading you will see there are hints and tips on information
you can include.
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Resume Template (pg 1)
Your Resume is a reflection of you and is the most powerful marketing tool you have.
YOU are the product!!
RESUME
Alternative headings: CURRICULUM VITAE/PERSONAL PROFILE/CV
Name
Address
Phone contacts
Email address and LinkedIn Address!
Optional IF applicable: Own reliable car and driver’s license/ Hobbies/ Police clearance/
Languages (or this can be included in Skills and Abilities)
CAREER PROFILE
Alternative headings: CAREER SUMMARY/PROFESSIONAL PROFILE/CAREER

OBJECTIVE.
 Provide a clear and concise profile
 Summary of your experience and/or key strengths that relate to the job.
 Remember this is about what you offer and matching what the employer wants
 This must change every time you send your resume. It must relate specifically to the
position you are applying for.
 It only needs to be a few sentences.
SKILLS AND ABILITIES
Alternative headings: CAPABILITIES AND SKILLS/KEY SKILLS/ CORE

COMPENTENCIES/ COMPETENCIES/ RELEVANT SKILLS/ SKILL SUMMARY/
Consult the position description and the advertisement to ensure that the skills and
abilities listed in this section meet the needs of the position and organisation as a
whole.
These must be easy for the employer to read and be listed on the first page of your
resume. The Appendix will assist you in identifying statements that can be ustilised
in this section.
 Make sure the skills you choose are aligned with the skills required in the job description
and from your research of the organisation
 Highlight relevant skills & abilities (6-10) – not too long!
 List a combination of skills: Specific, generic/transferable skills and IT skills
 Each skill must be credible, demonstrable and specific
 Try to expand your competencies by adding more detail as to how you have used them
or where they were developed
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WORK HISTORY
Alternative headings: PROFESSIONAL EXPERIENCE/ CAREER EXPERIENCE/

CAREER HISTORY/ EMPLOYMENT/ CAREER OVERVIEW/ EMPLOYMENT
HISTORY/ RELEVANT EXPERIENCE
Always start with your most recent employment first.

DATE
COMPANY
TITLE
Provide 2-3 lines on what the position involved that will help the reader understand
what the role entails/what you actually did.
If you have had an significant achievements in the role, include them as well.
EDUCATION
Alternative headings: ACADEMIC ACHIEVEMENTS/ ACADEMIC HISTORY/

EDUCATION AND TRAINING/ QUALIFICATIONS/ PROFESSIONAL
DEVELOPMENT
Always start with your most recent education first.

DATE
INSTITUTION
COURSE STUDIED
VOLUNTARY WORK
Alternative headings: COMMUNITY INVOLVEMENT/COMMUNITY WORK
Volunteer work shows commitment to the community and a willingness to give back
without expectations. It also provides the employer with insight into your values.
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PROFESSIONAL MEMBERSHIP
Alternative headings: PROFESSIONAL ASSOCIATIONS/ RELEVANT

MEMBERSHIP
This section isn’t entirely necessary, however if you do have professional
membership with an association or organisation, especially if it is directly related to
the industry you are hoping to gain employment in, then definitely include this.
REFERENCES
It is preferable that you have a minimum of two professional references (that is,
people who have worked with you in a professional context, such as a Manager,
Supervisor or work colleague). Always check with the person first before including
their name and advise them each time you apply for a position. Also provide them
with the details of the position and why you have applied so they have an opportunity
to consider their input.
NAME
TITLE/COMPANY
CONTACT DETAILS (Make sure you have provided Phone and email contacts)
Notes:
 If information that is under one heading spills on to the next page, either shorten
the amount of information in that section or, on the next page, make sure you
write the heading again and put ‘Cont…’ to show that the information is a
continuation from the previous page.
 Some helpful websites are:-
http://www.dayjob.com/downloads/cv_examples
http://www.jobsearch.about.com/od/cvadvice/qt/cvacademia.html
http://www.resume-now.com/builder/load.aspx
http://www.jobaccess.gov.au
http://www.career-advice.careerone.com.au
 Extensive library of free cover letter templates covering a variety of jobs and
situations encountered in the job find process: http://www.careerlab.com/letters/
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Selection Criteria
The selection criteria are the skills, qualifications and experience that the employer
considers are needed to successfully do the work of the advertised position.
Selection Criteria are usually included in the position description and in part in the
advertisement. Not every job has a position description or selection criteria, if it does
it will be stated in the advertisement.
The selection criteria are your chance to prove that you can meet all these
requirements better than any other applicant.
There are two categories of selection criteria - ESSENTIAL and DESIRABLE.
Essential Criteria
You MUST be able to address all of the requirements listed under the Essential
heading. If you can’t, there is little point in applying for the job….there will be other
jobs more suited to your skills.
Desirable Criteria
Desirable Criteria are those that would greatly assist the person in doing the job.
Employers would like you to have these, but they are not essential. They are still
important to the job and therefore you should attempt to address them as best you
can. Applicants who can meet both essential and desirable criteria will be more
competitive.
Writing Your Selection Criteria
Before attempting to address the selection criteria you need to prepare well.
 Read through the ENTIRE application package carefully.

 Analyse what the company wants in the role.
 Research the company and the industry.
 Are there page limits for your resume and selection criteria? These will be
outlined in the application package.
 Respond in the order listed in the selection criteria sheet and use the exact words
they have when you are writing the heading.
 Use your best example in your written response and different examples at the
interview.
 Try to make your examples as closely related to the position as possible.
 Never use the same example twice.
 Be specific. Focus on what YOU did, not others people in your team.
The current approach to staff selection at interview is to use “behavioural”

questioning. This means that the panel will look at past behaviour as an indication of
your future behaviour. For example, if you can demonstrate good “planning” skills in
your current or past positions, the assumption is that you will probably do the same
in your future position.
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To be able to address behavioural based questions effectively, follow the STAR
technique.
S.T.A.R Technique
The STAR technique is a way to help you structure your responses to the individual
Selection Criteria. When you address each criteria make sure you only include one
example per criteria and always start with a positive statement.
S – Situation: Set the scene. Where were you and what were you doing? Try
to do this in approximately three lines
T – Task: State what the task was and you were trying to achieve. In
other words what was your desired outcome?
A – Action: What did you specifically do? What skills did you use? How
did you handle the situation? Was it complex? This should make
up the main body of your response.
R – Result: What was the result of your actions? Try to make this as
positive as possible. Even if the Outcome was not the desired
one, what did you learn or how would you handle it differently
next time.
Remember that the most important part of this is how you acted to get the result. The
result of your action must be positive, short and concise. Where possible, indicate
how successful you were at achieving your tasks. You could do this by referring to
outcomes, measurements, feedback you've received from others, suggestions you
have made that have been adopted, and/or changes you have implemented that are
still being used. Try and make it as tangible as possible.
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Examples:
 'As a result, the report I wrote about .... that was well received by the ....
Committee, and circulated as a discussion paper.'
 'As a result, the accounting spreadsheet system I introduced two years ago is
working effectively and it easier for staff to use.'
Your examples must be able to be supported by your referees. A simple everyday

task does not demonstrate skills. Try to think of an example that challenged you and
where you used your very best skills to bring about a positive result. At every level
try to find the highest possible situation to describe. Try to establish that the situation
was challenging, i.e.: you were carrying out a complex task, dealing with a difficult
person, working in a politically sensitive environment or bringing about a major
change.
Creating your statement
 Create a document that is separate from your resume and cover letter
 Title this document ‘Statements addressing the selection criteria’
 Use each of the selection criteria as headings
 Address each criteria carefully providing behavioral examples to support your
claims
 Ensure you have addressed all aspects of each selection criteria
 Draw upon different evidence in support of different criteria. Do not repeat the
same achievements over and over for each criteria
 Use positive language
 Check for word and page limit. If it isn’t stated in the advertisement, call the
organisation and ask
 Make sure every claim you make in addressing these statements is consistent
with claims made in your resume and covering letter AND that you can verify
these
 Be specific. Focus on what YOU did, not others.
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Examples of Specific Selection Criteria
The following section provides you with some example responses to specific criteria.
In the examples, you will notice that we have highlighted particular words and/or
phrases. This is to demonstrate the importance of making the links between your
responses and the criteria. While you wouldn't highlight these in your response, it is
important to clearly make the links back to the criteria to ensure that you are
answering the questions.
Example 1: Written & Oral Communication
SC1. High level of interpersonal skills, with a strong focus on oral and written
communication
I have strong interpersonal skills, demonstrated through both oral and written
communication. These skills have been forged throughout my employment history as
well as through professional development opportunities I have embraced. An
example that demonstrates my interpersonal skills is in the research component of
my study. I was tasked with presenting an oral overview of a written research
proposal with the purpose of persuading my academic peers and examiners to
approve my research project. The outcome of my written and oral presentation was
approved without challenge and I also received valuable feedback that I could
incorporate into any future research and presentations.
Firstly, I prepared a logically sound and concise written proposal document for an
examiner to scrutinise. My interpersonal skills assisted me in the production of this
document, allowing me to discuss ideas for my project with a diverse group of my
peers and academics to receive feedback. The purpose of this complex document
mandated that it be readable by any examiner with or without a detailed knowledge
of the subject matter. To achieve this, technical terms were made plain with clear
language, and concepts were developed logically with the assistance of diagrams.
This written document achieved a high distinction grading.
Secondly, in preparation for the oral presentation of my proposal, I attended a night

course in public speaking to sharpen my skills. This course allowed me to present my
research proposal with clarity and confidence to a group. Importantly, it also
heightened my ability to discuss my somewhat complex research topic to laypeople.
The outcome of this written and oral presentation of my research proposal was that
my research was approved without challenge but with valuable feedback that I could
incorporate. I learnt that strong interpersonal skills contributed to the effectiveness of
communicating my research. I am confident that my interpersonal skills will
contribute to my individual and team tasks, as I am an attentive listener and clear
Page 23 of 60
communicator. I believe that these interpersonal skills will be a valuable contribution
to the specific tasks of this position.
***Note the distinct division of the SITUATION, the specific TASK, and then clear
ACTIONS in this response, demonstrating the use of the skills asked for. When
addressing your job application, you will need to clearly link your skills to the
specifics of the tasks outlined in the job advertisement to make it an even stronger
response.
Example 2: Sound Project Management & Teamwork
SC2 Sound project management skills and a capacity to contribute positively to a

team environment.
My career, particularly at ‘Company Y’, has been based upon my ability to work both
as a member and/or leader of teams to facilitate the completion of project based
work. Critical to this were the skills I developed in communicating the project
requirements to various team members and mapping out a strategy that ensured
timely completion of the job whilst allowing the flexibility to adapt as the conditions or
requirements evolved.
A specific example of my project management abilities can be seen through the

coordination of a task that my team was regularly required to carry out; the
maintenance or replacement of power poles. As team leader, I was responsible for a
variety of tasks including examining the job plans (designed by the planning
department) for anomalies, and then physically visited the jobsite to ascertain the site
specific requirements. On completion of this task I then ordered external suppliers,
such as traffic controllers; ensured project requirements were communicated
effectively to affected customers; organised and confirmed receipt of appropriate
materials; and evaluated and sourced labour and plant requirements to specification.
I also ensured the running of the job to adhere to completion parameters. Given the
scope of my role, I was therefore exposed to a variety of internal and external
stakeholders and developed considerable communication and negotiation skills that
were required to efficiently complete the job. These jobs varied in size and scope
from small jobs in residential backstreets to major upgrades on arterial roads.
One of the key factors in my work at ‘Company Y’ was the need for teamwork. My
role required me to ensure that we operated well as a team. Our team worked in a
relatively dangerous environment and mistakes could literally prove fatal. Critical to
the effectiveness of this teamwork were excellent communication skills between the
members of the team and also with support staff. I regularly asked open ended
questions to ensure that these lines of communication were clear and strong
amongst team members and external stakeholders. I further developed these skills
through exposure to a wide variety of people from very diverse backgrounds.
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All of the skills I have acquired whilst carrying out these activities, particularly the
communications aspects, are readily transferable across jobs and can be applied
directly to the communication industry. I believe that my practical application of
organisational and time management skills would also be quickly adapted to the
requirements of this role.
Example 3: Use and Application of Information Technology
SC3. Skills in the use and application of information technology.
I have well developed skills in the use and application of information technology
software and hardware. In my current research studies I have gained skills in the use
and application of software such as Microsoft Windows for file management and
Microsoft Office for the creation, management and communication of financial and
documentary (textual) information. I have also applied non-Microsoft software to my
studies, including database and internet searching applications, statistical analysis
packages, and other specialist programs for textual analysis. In addition, I have
gained skills in using information technology hardware to ‘back up’ important records,
access research resources, and communicate remotely.
Furthermore, the skills I have developed in using Microsoft Excel have enabled me to
undertake the task of extracting and analysing the financial data of 116 company
annual reports from a database. Using Excel, I created organised files of financial
information and then used editing and formula creation functions to reduce my data
to a meaningful financial ratio for each firm. From this point, I used the statistical
functions of Excel to produce a percentile analysis of firms within industries, which
formed an input to further analysis. This financial analysis was supported by Macro
programs I created in Excel and in Microsoft Word to extract text files. Textual
analysis software applied to the letters to shareholders from the same companies
yielded results which, together with the financial analysis results, formed inputs to
statistical analysis programs.
Bringing these components together, my skills in using Microsoft Word have allowed
me to collate the writing of my thesis to communicate this complex process and my
research findings. My skills with information technology hardware are evidenced by
my system of backup devices that hold my important information, such as using
portable storage devices and either OneDrive or iCloud systems. Not only have I
learned the skills needed to operate the hardware and software I have used, I have
also learned the skills needed for my research and writing tasks to quickly
understand and evaluate technology so it may be applied effectively. I am confident
that my information technology skills would allow me to tackle research tasks
efficiently and effectively and with a minimum of training.
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Example 4: Customer Service and Presentation
SC4. Possess excellent and professional customer service manner and presentation.
During the last two and a half years, I have held positions at two retail stores with
primary responsibilities that demanded the provision of excellent customer service
and immaculate presentation. Both positions have allowed me to develop high levels
of communication skills through conversing on a daily basis with a broad cross-
section of the community and senior staff.
Whilst in these positions, I have demonstrated excellence in customer service by:

 Being responsive to customers.
 Providing accurate and timely information and advice at a level to match
customer understanding.
 Remembering the names and personal details of regular customers.
 Keeping staff informed of any particularly difficult situations which needed
sensitive handling.
 Ensuring that records were updated when new information was received.
 Listening carefully to distressed customers and ensuring that they received more
than just ‘the standard answer’.
 Explaining directions relating to correct and safe product use.
The quality of my customer service was recognised by the consistent positive

feedback customers provided in supportive correspondence received, and in the
tendency for regular customers to seek my assistance when they called.
Through my induction at one store, I have been thoroughly trained in the finer
aspects of customer service, code of conduct issues, and ensuring professionalism
at work. Since I work on the floor and am continually dealing with customers, I am
continually practising customer service and am conscious of the impression I am
portraying to the customers. I believe I have an agreeable nature and try to always
keep my appearance neat and professional, especially when working in such a role.
Adapted from http://www.lms.uwa.edu.au/course/view.php?id=9458
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Exercise 3: Writing your Response to the Selection Criteria
Use a selection criteria on the position description or advertisement you have

brought with you, work through the STAR approach to address that criteria.
Selection Criterion Write in the name of the selection criteria
_________________________________________________________________________
Statement - Start with an overarching positive claim.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task - Set the scene. Where were you and what were you trying to do?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Action - This is the important part. Give details of how you acted
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Result - Keep it short and focused – punchy!. It must be a successful result

_________________________________________________________________________
_________________________________________________________________________
 If you do this for every selection criteria for every job application you will slowly
accumulate a library of behavioural examples that you can draw on when
applying for jobs.
 Do not forget also Selection criteria written in the STAR form are excellent
interview answers!
More in Workshop 3 – Interview Skills.
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Appendix A: Word power
Below is a list of positive adjectives that can be used to describe the way you
approach your work when referencing your achievements, skills and abilities.
(Ref. Bright & Earl, 2004)
Overcame Achieved Enlarged Developed Discovered
Controlled Managed Delivered Reorganised Won
Applied Defeated Eliminated Engineered Overhauled
Presented Founded Instigated Created Directed
Attracted Led Initiated Established Enjoyed
Contributed Modified Specialised Expanded Repaired
Improved Analysed Coordinated Trained Organised
Guided Conducted Implemented Built Designed
Persuaded Helped Proved Utilised Simplified
Investigated Completed Compiled Demonstrated Accomplished
Transformed Introduced Finalised Headed Constructed
Supervised Illustrated Outlined Selected Monitored
Quickly Successfully Rapidly Carefully Decisively
Competently Resourcefully Capably Efficiently Consistently
Effectively Positively Cooperatively Selectively Creatively
Assertively Energetically Enthusiastically Responsibly Flexibly
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Appendix B: Competency examples with
Performance Statements
(Ref: http://hr.wa.gov/SiteCollectionDocuments/Strategic HR/Workforce
Planning/CompetencyExamples.doc for a great list of various competencies and
examples of achievements related to these)
The examples below of competencies may be used in various staff management
functions like:
Planning performance expectations.
Determining training and development needs.
Establishing recruitment and selection criteria.
The competencies are grouped together under categories. Each competency

includes a title, a general definition, and several measurable or observable
performance statements.
This list is useful as a reference, but is not all-inclusive. The performance statements
listed are to be used to generate thought about how the competency is displayed
when performed well on the job. The competency descriptions are intended to be
tailored to individual positions.
Position-specific competencies are best determined through a job analysis process.
Supervisors should talk with their HR office to receive specific direction around
competency identification.
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Competency Group – Communication
Competency Title Description Performance

statements
Listening Understands and learns from what others say. Examples
Reading Grasps the meaning of information written in English, Examples

Comprehension and applies it to work situations.
Speaking Conveys ideas and facts orally using language the Examples
audience will best understand.
Writing Conveys ideas and facts in writing using language the Examples
reader will best understand.
Competency Group - Cognition

statements
Analysis/Reasoning Examines data to grasp issues, draw conclusions, and Examples
solve problems.
Creative & Develops fresh ideas that provide solutions to all types Examples
Innovative Thinking of workplace challenges.
Decision Making & Makes timely, informed decisions that take into account Examples
Judgment the facts, goals, constraints, and risks.
Mathematical Uses mathematical techniques to calculate data or solve Examples

Reasoning practical problems.
Problem Solving Resolves difficult or complicated challenges. Examples
Researching Identifies, collects, and organizes data for analysis and Examples
Information decision-making.
Competency Group – Personal Effectiveness

statements
Accountability & Takes personal responsibility for the quality and Examples
Dependability timeliness of work, and achieves results with little
oversight.
Adaptability & Adapts to changing business needs, conditions, and Examples

Flexibility work responsibilities.
Attention to Detail Diligently attends to details and pursues quality in Examples
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accomplishing tasks.
Customer Focus Builds and maintains customer satisfaction with the Examples
products and services offered by the organization.
Development & Displays an ongoing commitment to learning and self- Examples
Continual Learning improvement.
Ethics & Integrity Earns others’ trust and respect through consistent Examples
honesty and professionalism in all interactions.
Results Focus & Focuses on results and desired outcomes and how best Examples
Initiative to achieve them. Gets the job done.
Safety Focus Adheres to all workplace and trade safety laws, Examples
regulations, standards, and practices.
Self Management Manages own time, priorities, and resources to achieve Examples
goals.
Stress Tolerance Maintains composure in highly stressful or adverse Examples
situations.
Tact Diplomatically handles challenging or tense Examples
interpersonal situations.
Competency Group – Interaction with Others

statements
Influencing Others Influences others to be excited and committed to Examples
furthering the organization’s objectives.
Relationship Builds constructive working relationships characterized Examples
Building by a high level of acceptance, cooperation, and mutual
respect.
Teamwork Promotes cooperation and commitment within a team to Examples
achieve goals and deliverables.
Valuing Diversity Helps create a work environment that embraces and Examples
appreciates diversity.
Competency Group – Occupational

statements
Advocating Causes Influences others to act in support of ideas, programs, or Examples
causes.
Enforcing Laws, Enforces governmental laws, rules, and regulations, and Examples
Rules, & initiates enforcement actions in a way that the public
Regulations perceives as fair, objective, and reasonable.
Facilitating Groups Enables cooperative and productive group interactions. Examples
Gaining Voluntary Convinces others to follow recommendations and advice Examples
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Compliance to bring them into compliance with regulations,
standards, or policies
Interviewing Others Asks questions in ways that enhance the clarity, quality, Examples
and reliability of information.
Managing Projects Structures and directs others’ work on projects or Examples
or Programs programs.
Mediating Disputes Helps others resolve complex or sensitive Examples
disagreements and conflicts.
Negotiating Reaches deals or compromises. Examples

Agreements
Operating Uses tools, machines, and vehicles to transport goods Examples
Equipment or people, or to create work products.
Providing Partners with clients to identify and resolve complex or Examples

Consultation sensitive issues.
Training & Formally delivers information to groups. Examples

Presenting
Information
Competency Group – Management Qualities

statements
Business Alignment Aligns the direction, products, services, and Examples
performance of a business line with the rest of the
organization.
Coaching & Enables co-workers to grow and succeed through Examples
Mentoring feedback, instruction, and encouragement.
Leadership Promotes organizational mission and goals, and shows Examples
the way to achieve them.
Fiscal Accountability Follows fiscal guidelines, regulations, principles, and Examples
standards when committing fiscal resources or
processing financial transactions.
Organizational & Uses knowledge of the organizational and political Examples
Political Savvy climate to solve problems and accomplish goals.
Planning & Coordinates ideas and resources to achieve goals. Examples
Organizing
Staff Management Manages staff in ways that improve their ability to Examples
succeed on the job.
Strategic Vision Sees the big, long-range picture. Examples
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Accountability & Dependability
Definition
Takes personal responsibility for the quality and timeliness of work, and achieves results with little
oversight.
Performance Statement Examples

 Shows up to work on time, and follows instructions, policies, and procedures. Meets
productivity standards, deadlines, and work schedules.
 Stays focused on tasks in spite of distractions and interruptions.
 Makes the best use of available time and resources.
 Balances quality of work with meeting deadlines.
 Does not make excuses for errors or problems; acknowledges and corrects mistakes.
 Does not diffuse blame for not meeting expectations; faces up to problems with people
quickly and directly.
Adaptability & Flexibility

Definition
Adapts to changing business needs, conditions, and work responsibilities.

 Responds positively to change, embracing and using new practices or values to accomplish
goals and solve problems.
 Adapts approach, goals, and methods to achieve solutions and results in dynamic situations.
 Copes well and helps others deal with the ongoing demands of change; sees and shows
others the benefits of change.
 Recovers quickly from setbacks, and finds alternative ways to reach goals or targets.
 Manages change in a way that reduces the concern experienced by others. Clarifies priorities
when leading change.
Advocating Causes
Definition
Influences others to act in support of ideas, programs, or causes.
 Actively promotes and solicits support for a program or cause. Builds credibility as a
representative by demonstrating personal commitment and sharing information.
 Using knowledge of audience views and interests, chooses and employs diverse methods,
tools, and resources to educate and build enthusiasm in potential partners and supporters.
 Ensures others grasp the purpose and benefits of the program or cause. Tailors messages to
specific audiences to develop interest and endorsement.
 Displays passion for the cause, and sparks that same passion in others.
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Analysis/Reasoning
Definition
Examines data to grasp issues, draw conclusions, and solve problems.

 Identifies key facts in a range of data. Notices when data appear wrong or incomplete, or
need verification. Distinguishes information that is not pertinent to a decision or solution.
 Breaks down complex information into component parts. Sorts and groups data, and applies
causal relationships. Sees underlying principles, patterns, or themes in an array of related
information.
 Applies logic and complex layers of rules to analyse and categorize complicated information.
Sees relationships between information in varied forms and from varied sources.
 Goes beyond analysing factual information to develop a conceptual understanding of the
meaning of a range of information. Integrates diverse themes and lines of reasoning to create
new insights or levels of understanding for the issue at hand. Thinks in terms of generalized
models rather than concrete details.
Attention to Detail
Definition
Diligently attends to details and pursues quality in accomplishing tasks.

 Performs tasks with care; is thorough. Makes few if any errors.
 Checks work to ensure accuracy and completeness.
 Compares observations or finished work to what is expected to find inconsistencies.
 Remains aware and takes care of details that are easy to overlook or dismiss as insignificant.
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Business Alignment
Definition
Aligns the direction, products, services, and performance of a business line with the rest of the
organization.

 Seeks to understand other programs in the department, including their services, deliverables,
and measures.
 Integrates executive direction into every decision and consultation.
 Advocates for and positively represents other programs and services when working with
customers and stakeholders.
Coaching & Mentoring

Definition
Enables co-workers to grow and succeed through feedback, instruction, and encouragement.

 Coaches others regardless of performance level. Shares specialized approaches and skills
that will increase capabilities.
 Helps others identify key goals and use their talents to achieve those goals. Sees others’
potential and strengths, and works to build on them.
 Takes time to observe behaviours that contribute to or detract from others’ success.
Highlights performance strengths and weaknesses by giving factual, specific, non-judgmental
feedback.
 Builds relationships with teammates so that coaching efforts are received in a positive,
developmental manner. Takes steps to learn the work interests and career goals of
teammates.
 Actively supports others stretching beyond their comfort levels and trying new techniques that
may enhance success. Coaches for incremental, one-step-at-a-time improvements, offering
praise and recognition as each step forward is made.
 Encourages repeating and building upon areas of strength, and dissects areas that may be
improved. Suggests methods and gives examples that provide a roadmap to improved
performance.
 Models success behaviours, a high performance work ethic, and constant self-improvement.
Creative & Innovative Thinking

Definition
Develops fresh ideas that provide solutions to all types of workplace challenges.

 Sees old problems in new ways and has novel approaches to solving those problems.
 Contributes original and resourceful ideas in brainstorming sessions.
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 Connects seemingly unrelated ideas, events, and circumstances to find global solutions to
individual problems.
 Sees opportunities for creative problem solving while staying within the parameters of good
practice. Generates unique but workable and useful solutions to difficult problems.
 Thinks in terms of desired outcomes, not just reactive, quick solutions. Finds ways to turn the
ideal into reality. Experiments with new ideas, methodologies, and procedures.
 Visualizes potential problems and solutions without needing tangible, “real-life” examples.
Can discuss and project the aspects and impacts of issues and decisions.
Customer Focus
Definition
Builds and maintains customer satisfaction with the products and services offered by the organization.

 Can describe customers’ business and expectations. Shows interest in, anticipates, and
responds timely to customer needs.
 Focuses on the customer’s business results, rather than own. Goes beyond basic service
expectations to help customers implement complete solutions.
 Delivers products and services when and where the customer needs them. Explores options
when unable to deliver a requested product or service, and pursues solutions until the
customer is satisfied.
 Provides to customers status reports and progress updates. Seeks customer feedback and
ensures needs have been fully met.
 Seeks ways to improve service delivery. Assesses the organization and its services from the
customer’s point of view. Emphasizes a team approach to providing great customer service.
 Recognizes adverse customer reactions and develops better alternatives.
Decision Making & Judgment

Definition
Makes timely, informed decisions that take into account the facts, goals, constraints, and risks.

 Gathers data and others’ input when making decisions. Considers lessons learned from
experience, differing needs, and the impact of the decision on others.
 Balances analysis, wisdom, experience, and perspective when making decisions.
 Finds solutions that are acceptable to diverse groups with conflicting interests and needs.
 Weighs the pros and cons of each option before making a decision and moving forward.
 Can explain the rationale for a decision.
 Makes necessary decisions even when information is limited or unclear.
 Learns from the consequences of decisions.
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Development & Continual Learning
Definition
Displays an ongoing commitment to learning and self-improvement.

 Applies own talents to work assignments, and hones the competencies needed in current job.
 Looks for better ways to perform routine aspects of job.
 Asks for and uses feedback to improve performance. Seeks and acquires new competencies,
work methods, ideas, and information that will improve own efficiency and effectiveness on
the job.
 Finds and maximizes opportunities for growth and development from multiple sources.
 Sees failure as an opportunity to learn from past results, and continues to learn and grow.
Enforcing Laws, Rules, & Regulations

Definition
Enforces governmental laws, rules, and regulations, and initiates enforcement actions in a way that
the public perceives as fair, objective, and reasonable.

 Clearly explains laws, rules, and regulations, as well as what constitutes a violation.
 Objectively applies “the letter of the law” during all interactions, yet clearly understands “the
spirit of the law” when deciding if enforcement action is needed. Exhausts other options, such
as seeking voluntary compliance, before resorting to enforcement action.
 Recognizes situations that warrant assertive action and moves forward without hesitation.
 Balances enforcing all laws, rules, and regulations against the need to respond to the worst
(or most harmful) violations first.
 Remains calm during the course of enforcement activities to lessen the chance of hostility.
Ethics & Integrity

Definition
Earns others’ trust and respect through consistent honesty and professionalism in all interactions.

 Respects and maintains confidentiality.
 Tells the truth and is honest in all dealings.
 Keeps promises and commitments made to others. Does the right thing, even when it is
difficult. Does not yield to pressure to show bias or manipulate others.
 Avoids situations and actions considered inappropriate or which present a conflict of interest.
 Adheres to a set of core values that are represented in decisions and actions.
 Does not misrepresent self or use position or authority for personal gain.
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Facilitating Groups
Definition
Enables cooperative and productive group interactions.

 Prepares for group meetings by identifying the key issues, goals, and stakeholder
expectations. Identifies resources that are most likely to help the group with its task. Clarifies
the agenda and objectives, and allocates time for topics.
 Leads the group in its initial stages, outlining issues, communicating direction and desired
outcomes, and helping participants understand their tasks, roles, and contributions to the
process.
 Engages all members in the discussion. Builds on the ideas of contributors, while ensuring
other members are not overwhelmed or discouraged from giving input.
 Sees when the group is off-track and redirects the conversation toward productive channels.
 Guides the discussion of complex or divisive issues to help members develop insights and
remain engaged with the task. Judges when issues cannot be resolved in the group, and re-
focuses the dialogue on the essential goals.
 Allows ownership of the process by group members. Highlights group successes, and builds
a sense of shared accomplishment. Reinforces success by becoming an advocate for the
group's decisions.
Fiscal Accountability
Definition
Follows fiscal guidelines, regulations, principles, and standards when committing fiscal resources or
processing financial transactions.

 Handles currency carefully and attentively. Verifies the authenticity of money, recognizes
when it is suspect, and takes action to confirm its value before completing any transactions.
 Safeguards fiscal resources, and adheres to all internal control procedures designed to
prevent and detect theft or misuse of funds. Remains alert to security breaches and reports
problems. Seeks ways to improve internal controls.
 Keeps current on fiscal procedures, principles, standards, rates, etc. Ensures all financial data
is properly calculated and reported.
 Responsibly allocates and accounts for the use of fiscal resources, weighing alternatives and
their benefits. Monitors budget usage and ensures critical costs are covered. Seeks ways to
reduce costs.
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Gaining Voluntary Compliance
Definition
Convinces others to follow recommendations and advice to bring them into compliance with
regulations, standards, or policies.

 Clearly communicates the reasons for seeking compliance. Explains the regulation, standard,
or policy within the context of the customer’s situation. Sees when the client fails to grasp key
provisions of the law.
 Listens to the customer’s point of view to ensure recommendations truly meet their needs
within the provisions of the law.
 Anticipates and responds constructively to customer resistance. Avoids confrontational
approaches and keeps the communication positive. Points out the obvious and hidden
benefits of voluntary compliance.
 Explains to the customer the consequences of failure to comply with regulations, standards,
or policies. Ensures the customer understands the next steps in the enforcement process.
Influencing Others
Definition
Gets others excited about and committed to furthering the organization’s objectives.

 Inspires and persuades others to voluntarily follow direction, pursue and achieve goals, and
adopt new positions or opinions.
 Promotes the creation of shared mission, vision, and values, and uses those principles to
guide actions.
 Displays a positive attitude about the work to be done, co-workers, customers, management,
and employer policies.
 Addresses issues in an open, constructive, professional manner, and persuades others to
approach issues in the same manner.
 Leads by example and sets standards for professional behavior. Helps those in need of
assistance, regardless of rank.
 Shows dedication in completing the work that must be done.
Interviewing Others
Definition
Asks questions in ways that enhance the clarity, quality, and reliability of information.

 Plans the interview process in advance, identifying the key information to collect.
 Puts the interviewee at ease, and ensures he or she understands the process and its
purpose. Develops trust to obtain honest responses.
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 Asks direct, focused, and logically ordered questions that comply with all legal or policy
requirements. Tactfully broaches sensitive subjects.
 Spots when initial answers are insufficient. Asks clarifying questions that get to the heart of
issues or that supply needed information. Sees when to doubt or verify information.
 After the interview, reviews, clarifies, and documents notes and impressions while the
information is still fresh in memory. Notes key points that are most relevant to the issue.
Leadership
Definition
Promotes organizational mission and goals, and shows the way to achieve them.

 Creates a positive work environment where all staff are motivated to do their best.
 Conveys confidence in a group’s ability to prevail over challenges to reach its goals.
 Links mission, vision, values, goals, and strategies to everyday work.
 Sees the potential in others and takes opportunities to apply and develop that potential.
 Takes calculated risks to improve performance, try a fresh approach, or reach a challenging
goal.
 Sets clear, meaningful, challenging, and attainable group goals and expectations that are
aligned with those of the organization.
 Suggests and asks for others’ ideas to improve quality, efficiency, and effectiveness.
Listening
Definition
Understands and learns from what others say.

 Gives the speaker undivided attention and appears interested in the message (e.g., maintains
eye contact, nods).
 Attends to verbal and non-verbal cues that create a deeper understanding of the message.
 Allows others to speak without unnecessarily interrupting them.
 Asks clarifying questions that elicit clearer or more detailed information.
 Confirms understanding by paraphrasing or summarizing what others have said.
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Managing Projects or Programs
Definition
Structures and directs others’ work on projects or programs.

 Ensures the project’s or program’s goals, purpose, and criteria for success are clear defined.
Clarifies the related roles and responsibilities, deliverables, milestones, limits for independent
decision-making, and needs and desires of the primary customers.
 Ensures needed resources and skill sets among staff are available. Averts scope creep.
 Develops reasonable performance standards and ways of evaluating outcome quality.
 Integrates the ideas and needs of others in developing feasible strategies to achieve goals.
Obtains stakeholder acceptance of and support for those strategies.
 Evaluates progress and success against performance standards. Appraises and resolves
deficiencies and challenges. Ensures deadlines are met and keeps stakeholders informed of
project/program status.
Mathematical Reasoning
Definition
Uses mathematical techniques to calculate data or solve practical problems.

 Performs basic arithmetic (i.e., addition, subtraction, multiplication, and division) and uses
basic numerical concepts (e.g., whole numbers, percentages) to complete job tasks. Makes
reasonable estimates of arithmetic results without a calculator.
 Measures distance, area, volume, and weight using standard tools and mathematical
formulas.
 Applies basic algebra and statistical techniques and formulas (e.g., measures of central
tendency, standard deviation) to calculate data.
 Understands and can select and use advanced statistical and quantitative techniques and
principles (e.g., random sampling, multiple regression, factor analysis, analysis of variances,
and discriminate analysis) to achieve desired data or solutions.
 Creates ways to measure and analyze concepts or goals.
Mediating Disputes
Definition
Helps others resolve complex or sensitive disagreements and conflicts.

 Maintains an objective, neutral stance. Shows respect for the needs and perspectives of all
sides in the dispute.
 Clarifies the issues, interests, and objectives of each party. Helps parties see things from
each other’s perspectives.
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 Recognizes when parties have become more willing to compromise. Helps others find
common ground and viable solutions that meet their needs.
 Sees when parties are so entrenched that the mediation process is not progressing. Seeks
additional resources or moves to a different strategy for resolving the issues.
Negotiating Agreements
Definition
Reaches deals or compromises.

 Presents interests in ways that foster the understanding and resolution of problems. Seeks to
understand others’ interests.
 Gains other parties’ trust by being honest, respectful, and sensitive to their needs. Knows
when to be gentle and when to be assertive, and acts accordingly. Avoids ultimatums.
 Questions and counters others’ proposals without damaging relationships. Explains ideas or
positions that gain acceptance or agreement. Works from facts and a strong knowledge base.
 Remains open to many approaches to address needs or resolve issues. Seeks suggestions
from other parties.
 Seeks common interests and win/win solutions or mutually agreeable trade-offs.
Operating Equipment
Definition
Uses tools, machines, and vehicles to transport goods or people, or to create work products.

 Learns the functions, purposes, and limitations of new equipment, and practices using it.
 Accurately sets up and calibrates tools and machines.
 Routinely inspects equipment, and adheres to the proper maintenance schedule.
 Follows safety and other regulations when handling and operating equipment.
 Uses equipment for its intended purpose only, protecting it from damage and misuse.
 Responds quickly to malfunctions, seeking assistance as needed and ensuring equipment is
fully operational prior to using it again.
Organizational & Political Savvy

Definition
Uses knowledge of the organization and political climate to solve problems and accomplish goals.

 Understands how the roles, products, and services of own work unit relate to and impact
those of other work units. Sees the interrelationships between parts of the organization.
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 Applies to issues a knowledge of the mission, values, resources, culture, systems, and
business strategies to find solutions that best serve the organization and its customers.
Knows the reasoning behind key policies, practices, and procedures, and seeks exceptions
when needed to achieve goals.
 Capitalizes on both formal channels and informal networks to achieve goals. Forms alliances
with key players to get things done.
 Understands internal and external politics and their impacts on the organization. Aligns
resources and manoeuvres politics to solve problems or reach goals.
Planning & Organizing

Definition
Coordinates ideas and resources to achieve goals.

 Identifies the sequence of tasks and the resources needed to achieve a goal, and prioritizes
key action steps. Anticipates the impacts and risks of decisions and actions.
 Seeks and uses others’ input about critical actions, timelines, sequencing, scope,
methodology, expected outcomes, and priorities. Sees potential challenges and opportunities,
and adjusts plans based on input.
 Creates realistic schedules for projects and follows them. Evaluates progress against
schedule and goal.
 Monitors and evaluates social, fiscal, and political trends that affect the plan. Prepares
strategies to deal with problems or drastic changes.
 Evaluates proposed actions and timelines against organizational mission and values.
Integrates the current plan with other plans as needed to achieve the overall mission.
Problem Solving
Definition
Resolves difficult or complicated challenges.

 Frames problems before trying to solve them. Breaks down problems and identifies all of their
facets, including hidden or tricky aspects.
 Shows insight into the root-causes of problems. Generates a range of solutions and courses
of action with benefits, costs, and risks associated with each.
 Probes all fruitful sources for answers, and thinks ‘outside the box’ to find options. Uses the
good ideas of others to help develop solutions. Seeks advice from those who’ve solved
similar problems.
 Tests proposed solutions against the reality of likely effects before going forward; looks
beyond the obvious and does not stop at the first answers.
 Evaluates the chosen course of action after it has been implemented to determine its worth
and impacts.
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Providing Consultation
Definition
Partners with clients to identify and resolve complex or sensitive issues.

 Eagerly engages clients in identifying issues, options, and desired outcomes. Develops a
clear picture of the needs and best options from the client’s perspective.
 Identifies resources and potential solutions that are practical and effective. Knows and
explains where, when, and how to implement those options.
 Helps clients navigate complex or sensitive issues, keeping the client’s best interests in mind
and advising on best practices.
 Remains committed to helping the client long after initial solutions have been applied. Follows
up to make sure desired outcomes are realized.
 Acquires a keen perspective on the client's business and operational needs. Uses that
broadening view to help resolve more complex and difficult issues, and to anticipate new
client needs.
 Acts proactively, recognizing important trends that will affect clients. Communicates those
trends so clients can better prepare to meet new challenges. Develops new services and
service models in line with those needs.
Reading Comprehension
Definition
Grasps the meaning of information written in English, and applies it to work situations.

 Learns from written passages by discerning the main idea or key facts. Locates or infers from
their context the meaning of unknown or technical words.
 Understands basic correspondence, instructions, rules, policies, graphs, and/or charts.
 Draws logical conclusions from text, and ‘reads between the lines’ to find underlying meaning.
Detects bias, separates fact from opinion, and discerns the author's purpose and tone.
 Can interpret complex, technical, professional, or legal information and publications.
Relationship Building
Definition
Builds constructive working relationships characterized by a high level of acceptance, cooperation,
and mutual respect.

 Maintains an open, approachable manner, and treats others fairly and respectfully. Preserves
others’ self-confidence and dignity, and shows regard for their opinions.
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 Seeks and considers ideas from those who are reluctant to express their points of view.
Anticipates and recognizes the concerns of others, even if those concerns are not openly
expressed.
 Builds rapport by listening to, discussing and negotiating with, and rewarding, encouraging,
and motivating others.
 Seeks to resolve confrontations and disagreements constructively. Focuses on the situation,
issues, or behaviours, rather than the people.
 Celebrates workplace success and achievement. Supports the good ideas of others.
 Promotes the contributions and accomplishments of customers or clients to others.
 Demonstrates a balance between building rapport and getting the work done.
Researching Information
Definition
Identifies, collects, and organizes data for analysis and decision-making.

 Knows where and how to access the right data for the assignment. Pursues leads for
additional sources of information.
 Screens out irrelevant and vague information, keeping the high-quality data. Questions the
limits, quality, and accuracy of data; digs for details and confirms suspect data.
 Clearly documents sources, and organizes the information according to the research needs.
 Knows when more information is needed and when enough has been collected to reach a
conclusion.
 Finds the trends and relationships in the emerging fact pattern, and identifies new or related
lines of research that lead to more successful or complete conclusions.
Results Focus & Initiative

Definition
Focuses on results and desired outcomes and how best to achieve them. Gets the job done.

 Sets high goals and works doggedly to achieve them. Pushes self and others to reach
milestones.
 Looks for opportunities to help move a project along; volunteers to help others with projects or
assignments.
 Sees when analysis and discussion have served their purpose and moves to action.
 Responds to setbacks with renewed and increased efforts; is persistent in the face of
difficulty.
 Willingly puts in extra time and effort in crisis situations; goes the “extra mile” to ensure the
goal is met.
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Safety Focus
Definition
Adheres to all workplace and trade safety laws, regulations, standards, and practices.

 Performs work in a safe manner at all times. Avoids shortcuts that increase health and safety
risks to self or others. Maintains emergency supplies and/or personal protective gear.
 Organizes the personal workspace to minimize the likelihood of an accident or other unsafe
situation.
 Checks for and reports potential hazards or breaches of security plans while in the workplace
or in the field.
 Responds positively to safety-oriented feedback.
 Encourages and supports others to be safe while at work.
Self-Management
Definition
Manages own time, priorities, and resources to achieve goals.

 Prioritizes tasks by importance and deadline. Discerns what is crucial from what is just urgent.
Adjusts priorities as situations change.
 Focuses time and effort on key tasks. Groups related tasks to be more efficient. Easily
transitions between tasks and picks up where left off when interrupted.
 Makes reasonable estimates of resource needs to achieve goals or complete projects. Uses
sound methods to plan and track work, appointments, and commitments. Evaluates progress
on tasks and adjusts work style as needed.
 Completes high volumes of work, keeping a rapid pace without sacrificing accuracy.
 Meets and exceeds deadlines through efficient
Speaking
Description
Conveys ideas and facts orally using language the audience will best understand.

 Uses correct vocabulary and grammar. Avoids slang and offensive language.
 Presents information clearly, concisely, and logically. Focuses on key points.
 Gives the listener time to process information and ask questions.
 Reads others’ body language, and adjusts tone and style accordingly.
 Uses plain talk to explain complex or technical concepts. Varies content, style, and form to
suit the subject, the purpose, and the needs of diverse audiences.
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 Captures and holds others’ attention. Uses language, inflection, pauses, and body language
for increased impact.
Staff Management
Definition
Manages staff in ways that improve their ability to succeed on the job.

 Aligns the right work with the right people; delegates tasks according to people’s strengths
and interests.
 Ensures staff have the skills and resources to get things done. Provides staff with coaching,
training, and opportunities for growth to improve their skills.
 Gives staff ongoing, constructive feedback on their performance and progress in light of
expectations and goals. Holds timely discussions and performance reviews.
 Lets staff know what is expected of them and holds them accountable. Differentiates between
high and low performance. Rewards and recognizes hard work and results. Addresses
performance issues promptly and corrects poor performance.
 Works to create a strong team. Treats all staff fairly and consistently. Shares accountability
when delegating. Involves staff in setting their performance goals.
 Balances guiding the others’ actions with granting authority for decision-making within set
limits. Provides direction when needed without micro-managing.
Strategic Vision
Definition
Sees the big, long-range picture.

 Sees where current trends will lead, and how they may influence the organization’s direction.
Foresees opportunities that will come and go.
 Forms and articulates a clear picture of the future the organization should strive for. Explains
why that future is important and how current decisions make or break the chance to reach it.
 Using a global perspective, reliably forecasts future needs and devises plans to meet those
needs.
 Analyzes options and decisions based on long-term pay-offs or outcomes.
 Translates the vision for a program or organization into clear strategies.
Stress Tolerance
Definition
Maintains composure in highly stressful or adverse situations.

 Handles high workloads, competing demands, vague assignments, interruptions, and
distractions with poise and ease.
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 Remains steady or thrives under pressure, using it to fuel productivity and efficiency.
 Stays calm and maintains focus in turbulent, threatening, or emergency situations. Makes
rational decisions and continues to perform effectively.
 Provides direction in crisis situations. Defuses potentially violent people or situations, calming
others and removing them from harm.
Tact
Definition
Diplomatically handles challenging or tense interpersonal situations.

 Strives to understand the data, the people, and their views before making decisions and
taking action.
 Works through difficult or awkward interpersonal situations in a positive manner. Broaches
sensitive issues ways that allows rational and open discussion.
 Focuses on issues and interests instead of people or positions, even when personally
attacked.
 Delivers tough messages with sensitivity to minimize the negative impact on others; critiques
constructively.
 Thoughtfully intervenes in conflicts to improve communication, diffuse tension, and resolve
problems. Seeks to find common ground and preserve relationships.
Teamwork
Definition
Promotes cooperation and commitment within a team to achieve goals and deliverables.

 Knows and supports teammates’ work and deliverables. Helps teammates who need or ask
for support or assistance.
 Acknowledges and celebrates the achievements of teammates. Praises the team and its
achievement to others.
 Encourages team unity through sharing information or expertise, working together to solve
problems, and putting team success first.
 Helps remove barriers to team productivity and success.
 Ensures joint ownership of goal setting, commitments, and accomplishments. Involves
everyone on the team.
Training & Presenting Information

Definition
Formally delivers information to groups.

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 ‘Sets the stage’ for optimal learning. Comes prepared, and gauges the audience’s level of
knowledge. Tailors the teaching style to the audience.
 Combines exercises, group discussions, lecture, and other methods to meet diverse learning
styles. Uses props, slides, and other presentation aids well.
 Interacts with the audience, reading body language, gathering feedback, and holding their
attention. Sees when listeners fail to grasp critical concepts and take steps to ensure
comprehension. Uses individuals’ strengths to help them learn.
 Gives adequate attention to individuals without neglecting the group as a whole.
 Develops accurate standards or activities to measure the audience’s learning.
 Seeks ways to enhance the learning experience. Ensures that content is current, and that
activities are engaging and effective.
Valuing Diversity
Definition
Helps create a work environment that embraces and appreciates diversity.

 Sees the value of cultural, ethnic, gender, and other individual differences in people. Creates
an environment of learning about, valuing, encouraging, and supporting differences.
 Seeks different points of view and leverages diverse perspectives in group processes and
decision-making. Checks own views against the views of others.
 Supports fair treatment and equal opportunity for all. Listens to and objectively considers the
ideas/input of others. Respects the talents and contributions of all individuals.
 Strives to eliminate barriers to diversity; ensures that new barriers to diversity are not built.
Writing
Definition
Conveys ideas and facts in writing using language the reader will best understand.

 Uses correct vocabulary, spelling, grammar, and punctuation.
 Composes clear, direct, concise, complete messages.
 Chooses the most effective and meaningful form to express ideas and information. Uses
bullet points, tables, or other tools to organize and present detailed or complex information.
 Adapts the content, tone, style, and form to suit the needs of the reader, the subject, and the
purpose of the communication. Uses plain talk to explain complex or technical concepts.
 Organizes information so that facts or ideas build upon one another to lead the reader to a
specific conclusion.
 Uses formal writing styles or advanced literary techniques and formats suited to the job.
Page 49 of 60
Appendix C: Word List to Help with Selection
Criteria
Administrative Skills  Use of research methods
 Decision making skills
 Administering corporate plans  Renewing skills
 Clerical tasks  Make critical assessments
 Customer inquiries  Ability to make detailed plans
 Data entry  Can see relationships between
 Drafting replies facts
 E-mail
 Facsimile machine
 Filing and organising files
Change Management
 Implementing policies
 Leave records  Understand theories of change
 Mail registry and dispatch  Top-down and bottom-up change
 Meetings  Consulting techniques
 Minute taking  Team building
 Office management  Strategic planning
 Office teamwork  Inter group development
 Photocopiers  Goal and objective setting
 Purchasing and allocating  Mission statements
consumable  Innovation
 Receiving money  Centralisation and decentralisation
 Record keeping  Organisation reconstruction
 Recourses  Downsizing and right-sizing
 Rosters Salary payments and  Shaping and guiding values
variations  Knowledge of organisational
 Telephone / switchboard / PABX culture
 Timetables  Relocating recourses
 Using computers  Transition techniques
 Using forms  Ensuring adequate information
 Working within budgets flow
 Executive secretary duties  Allocating rewards
 Co-ordination  Evaluation of change progress
 Copying with resistance to change
 Introducing new technology
Analytical Skills  Training in new technology
 Persuasion powers
 Critical thinking  Rational decision making
 Making connections  Leadership functions in promoting
 Evaluating change
 Seeing the big picture  Analysing change requirements
 Ability to divide a problem into its  Conflict management
component parts
 See cause and effect
 Tracing the implications in a step
Communication Skills – Oral
by step way
 Organising the parts of a problem  Persuasion
in a systematic way.  Selling
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 Influencing  Creative thinking that generates
 Teaching new ideas
 Explaining  Seeing the inter-dependency of
 arguing parts
 Debating  Understanding priorities
 Liaising  Forecasting tendencies or
 Advising probabilities
 Consulting  Seeing patterns
 Negotiating  Decision making accomplished by
 Interviewing setting specific goals and
 Speaking clearly constraint, and choosing the best
 Meetings alternative
 Gathering facts  Problem solving by recognising the
 Being assertive problem and devising an
 Telephone inquiries implementing solution
 Dealing with clients and the public  Mental visualisation
 Being a good listener  Thinking about what something
 Saying what you think might or might not be
 Speaking up for yourself  Reasoning that discovers and
 Speaking freely to supervisors and applies
subordinates  Critical thinking
 Expressing opinions without anger  Making sense of vague and
abstract notions
 To form a concept our of
observation, experience or data
Communication skills – Written
 making sense of confused data to
 Drafting letters visualise the perfect solution
 Writing memos  ability to handle abstract thought
 Report writing  to apply theoretical models
 Annual reports  to apply theories to a problem
 Research findings  to cope with mental rather than
 Performance appraisals physical challenge
 Minutes  to hold many ideas in the mind
 Funding submissions and relate to them to form a
 Taking notes structure
 ability to think through
 Writing speeches
hypothetical situation
 Taking notes
 understanding how to apply a
 Writing file notes
suitable framework
 Personal writing
 generating creating innovative
 School, TAFE and university essays
ideas
 Lesson plans
 Able to create and hold a vision in
 Preparing documents
the mind.
 Case study notes
 Preparing statutory declarations
 Writing victim impact statements
 Letters of support Customer relation / Focus skills
 Writing reviews and articles
 Funding submissions  delivering services linked to
customer needs or requirements
 ensuring delivery standards are in
line with customer expectations
Conceptual Skills
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 Achieving competitive performance  Recruitment techniques
standards  Staff selection and induction
 Working with internal and external procedures
customers  Staff development (Training)
 An attitude of helpfulness  Performance appraisal
 Showing interest in people  Giving feedback and providing
 Patients motivation
 Politeness  Organisational change
 Good listening skills  Strategic planning
 Empathy  Team development
 Follow through with inquiries  Career development
 Knowledge of policies  Knowledge of awards and
 Understanding the organisation contracts
and services  HR functions – payroll, records
 Using initiative  Deployment and redeployment
 O.H.S.W Act
 E.E.O Act
E.E.O Principles
 No discrimination on grounds of
gender, race, age, religion,
physical disability or family
responsibility
 Ensuring fairness and equality
 Recruitment of staff
 Staff selection
 Selection of acting positions
 Staff training
 Sexual harassment laws
 Allocation of tasks
 Shift rosters
Financial Management Skills
 Budget, management, formulating

and planning
 Use of cost centres
 Budget monitoring
 Knowledge of FAAA requirements
 Knowledge of the finance,
administration and audit Act
 Use of computer accounting
systems
 Accounting skills
 Spreadsheets
 Knowledge of accrual accounting
principles
Human Resource Management Skills
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Initiative  Liaising
 Persuading
 Being assertive  Negotiating
 Being creative  Meditating
 Being flexible and not hide-bound  Being a good listener
by precedent  Working co-operatively with others
 Going outside standard procedures  Establishing and maintaining
to solve a problem positive working relationships
 Looking ahead and planning on  Generating participation
appropriate course of action involvement
 Not waiting to be told  Being able to solve interpersonal
 Original thought conflicts
 Recognising opportunities  Not holding grudges
 Recognising possibilities or  Not manipulating
potential where others don’t  Smoothing things over
 Seeing a potential problem and  Being open, approachable and
alerting others helpful
 Seeing that something has to be  Maintaining self control and being
done and doing it consistent
 Setting personal goals, strategies  Speaking freely
and action plans  Expressing opinions without anger
 Taking control of an emergency  Being assertive, saying what you
situation think
 Thinking for yourself  Taking an interest in other people
 Working beyond your usual and their problems
requirements  Maintaining confidentiality
 Working without supervision  Maintaining a network of contacts
 Having a clear oral communication
 Using appropriate self-disclosure
Innovation Skills  Being open and honest
 Politeness, social graces, not
 Analytical ability causing offence
 Comprehending complex concepts  Having a positive and confident
 Conceptual skills attitude to life
 Lateral thinking  Understands and uses body
 Making lateral associations language
 Making links between dissimilar  Giving and receiving feedback
facts without animosity
 Problem solving  Being able to handle difficult
 Segmenting complex issues into situations
manageable chunks  Giving others equal air time
 Being likeable, cheerful and
popular
 Doing extra work without
grumbling
 Having an appropriate sense of
humour
Interpersonal Skills (Very similar to oral  Communicating effectively with the
communication in some areas.) media
 Supporting others
 Good relationships
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Leadership Lesson skills with senior
management
 Getting the task completed,
keeping the team working  Assessing job requirements
together, and honouring the  And liaising with management as
individual to how best to undertake the task
 Styles of leadership are  Assessing the needs of clients and
authoritarian, democratic, and liaising with management to arrive
laissez-faire at a satisfactory solution
 Being a manager, supervisor or  Liaising with students, junior staff,
team leader supervisors, lecturers to design a
 Chairing a meeting training course
 Inspiring and promoting the  Working in a team environment
development of a shared vision with staff at all levels
 Providing clear, well reasoned and  Quickly adapting to different
purposeful leadership procedures and standards of work
 Adopting behaviour recognised as  Seeing authority to act
leadership  Using diplomacy and tact
 Influencing others to share  Retaining confidentiality
ownership of common goals
 Selecting and leading a team of
workers
Liaising effectively with staff at all
 Taking responsibility for the task
and ensuring it is completed on levels
time, within budget and to the
 Oral communication
required standard
 Knowing which communication
 Setting goals, strategies and action
style to use
plans
 Adjusting your personal approach
 Providing clear strategic direction
 Negotiating personal skills
to staff
 Knowledge of office procedure
 Allocating tasks and
 Using judgement
responsibilities
 Flexibility
 Utilising a range of decision
 Teamwork
making skills
 Using initiative
 Monitoring the progress of the
tasks  Participation in meetings
 Providing feedback of the team  Sensitivity to others needs
 Having open lines of  Have a positive attitude
communication  A “down to earth” approach
 Taking responsibility for the  Listening skills
individual so that they are treated  Being assertive
fairly, are valued and have  Be prepared
personal growth and satisfaction  Show empathy
 Showing initiative  An attitude of helpfulness
 Taking control and delegating fairly  Can seek information
 Liaising successfully with superiors  Be approachable
and subordinates  An ability to gather information
 Making appropriate decisions,  Co-operative manner
either democratic or authoritarian  Organisational and analytical skills
 Able to convey information clearly
 Understand cultural diversity
 Ability to interpret information
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 Protecting senior staff  Recognising positive and negative
 A sense of place effects of conflict
 Not being daunted  Assertion skills
 Confidentiality  Control of emotion
 Loyalty  Demonstrating empathy
 Knowledge of protocol  Negotiate with others
 Recognise the needs of people in
conflict
Management skills
 Getting things done through Organisational skills

people
 Directing activities of others  Sets goals, objectives, timelines
 Taking the responsibility for the and procedures
achievement of objectives  Set priorities
 Proficiency in technical skills  Maintains records
 Expertise in methods, procedures,  Uses the filing system correctly
processes, and techniques  Follows up messages
 Human management skills such as  Keeps others informed
understanding others  Keeps to budget
 Motivation  Understands and interprets policies
 Sensitivity and guidelines
 Judgement  Can predict difficulties
 Leadership  Plans the use of recourses
 Inter-group relationship skills  Understands and uses timetables
 Conceptual skills and rosters
 Analytical skills  Can organise functions and events
 Comprehends the big picture
Mathematical and numeracy skills
 Is personally organised, meets
 Arithmetic skills deadlines, is punctual, keeps
 Performs basic computations appointments
 Choosing appropriate  Manages personal finances
mathematical techniques  Returns telephone calls
 Spreadsheets
 Use of calculators
 Mental numerical functions Personal practices, Industrial awards
 Accounting and regulations.
 Payroll
 Calculating tax  Recruitment of staff
 Computer statistical packages  Staff selection
 Handling petty cash  Selection for acting positions
 Balancing books  Staff training
 Job descriptions
 Duty statements
Negotiating and conflict resolution  Selection criteria
 Personal information management
skills
systems
 Listening to the other side  Leave entitlements
 Collaborating with others  Award contracts
 Seeking a win / win solution
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Policy development  Allocating resources (human,
financial, physical and
 A clear need technological) to projects
 Researching background  Monitoring resources in relation to
information planned outcomes
 Analysing information  Initiating or contributing to policy
 Study previous or similar policy development for projects
 Market survey  Handles projects independently
 Use of consultants with minimal supervision
 Establish focus group  Manages small to large projects
 Target audience  Makes confident decisions
 Within overall corporate plan  Pull peers and managers together
 Not in conflict with other policies  Neutralises tough personality types
 Meets needs with clear instructions  Negotiates win-win agreements
 Workable  Formulates daily, weekly and
 Uniformity with other policies monthly plans
 Approval by others  Establish project definition and
 Implementation stages proposed outcomes and
 Fine tune objectives
 Planning strategies and tactics
 Set clear objectives for cost and
Problem solving skills scope of project
 Task breakdown
 Can make sense of confused data  Establish agreed processes and
or situations mechanisms such as project
 Ability to listen to people to get control group or steering
both sides of the story committee, tender process, use of
 Can analyse the components of the consultants
problems of the problems –  Monitoring the progress of the
human, financial, equipment project against objective, goals,
 Can prioritise issues outcomes, time, cost and scope
 Has alternative thinking  Financial and time management
 Sees the whole picture rather than  Human resource management
the little issue  Using appropriate leadership and
 Uses conceptual skills interpersonal skills
 Can negotiate with stake holders
 Can identify emotional influences
 Understands the “problem Research skills
environment”
 Can balance the needs of the  Archive research
organisation with the needs of the  Library research
people involved  Searching the filing system
 Takes personal responsibility for  Gathering facts
solving the problem and has good  Using questionnaires
personal conflict resolution  Telephoning for information
techniques such as: assertion,  Interviewing people
negotiation, win-win  Searching newspapers for
information
 Asking people their opinions
Project development and  Examining materials
management skills  Studying statistics
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 Creating lists of materials, venues,  Uses a wealth of common
people knowledge
 Preparing to respond to a  Co-operation within teams
ministerial question  Competition between teams
 Preparing facts for a paper  Sense of team ship
 Preparing to answer a F.O.I inquiry  Tasks assigned within groups
 Jobs are exchanged
 More pride in work
 Group motivation is higher than
individual
 Develops interpersonal skills
 Technical skills are taught
Self management skills including  Mentoring
adaptability and flexibility  Individuals are supported when
necessary
 Time management  Group decisions are made
 Stress management  Conflict resolution skills are learned
 Organizational skills  Takes pressure off manager
 Ability to set priorities  Better service to clients
 Dealing with tasks as they arise  Multi-skills of group members
 Completing the task  Efficiency increases
 Ability to set goals and objectives
 Perseverance and self discipline
 Use of initiative Staff development
 Flexible approach to dealing with
change  Group facilitation skills
 Not being constrained by tradition  Rapport building
 An open mind  Training needs analysis
 An ability to adapt  Workshop organisation and
 Looking forward rather than back planning
 Willingness to change  Coaching
 A knowledge of some change  Teaching
strategies  Training
 Acceptance of the need to be  Programming development
retained  Group management
 Ability to work with heterogeneous  Managing difficult behaviours
groups  Knowledge of adult learning
 An awareness of how you react to techniques
change  On-the-job training
 A willingness to take up new  Giving feedback
challenges  Motivation and encouragement
 Demonstrating skills
Self maintained work group

principles Strategic planning skills
 Higher levels of performance  Applying strategic thinking to long

 Greater job satisfaction term planning
 More work accomplished  Analyse the situation
 Faster work  Getting to the heart of the matter
Page 57 of 60
 Look ahead to future requirements  Providing time for them to come
and objectives together and work as a team,
 Identify priorities having meetings, discussions and
 Analyse symptoms and identify decision making time
causes  Recognising different abilities
 Finding solutions within a team
 Creating frameworks  Providing resources for the team.
 Identify resources including Physical, human, financial and
human, financial, physical and technological
technological  Assign tasks equitably and
 Identify strengths and weaknesses according to ability
within the team  Encouragement and motivation of
 Keep within the organisations teams
vision and mission  Ensuring that team members
 Divide into manageable chunks receive the benefits of working in a
 Collect information team, such as belonging, support
 Build in review / evaluation and skill development
processes  Handling conflicts according to
 Awareness of current and future your style of management be it
trends democratic, care taker of
authorities
 Keeping the teams functional and
Supervisory Skills (see also leadership) on target
 Providing experiences that
 Delegation of work promotes group cohesion
 Feedback, both positive and  Team building exercises
corrective  Maintaining contact
 Motivation  Morale boosting
 Good communication skills  Recognising a good result and
 Assertion showing you value work done
 Listening skills  Motivating teams by reassurance,
 Setting goals and time limits honouring good results, applauding
 Monitoring progress a new process or method,
 Equality and fairness providing rewards, care,
 Team cohesion compliments, feedback, passing on
 Leads by example positive comments received from
 Keeps team informed outside clients
 Available to individuals
 Ensures task are done on time
 Arranges staff to cover absences Teamwork – ability to work as a member
of a team
Teams (ability to manage and work with  Experience in working in small

groups
a variety of teams – Note that managing
 Ability to use humour appropriately
and working with teams is not the same within the group
as leadership. You may manage teams  Cooperation in developing
that you do not lead) professional skills
 Demonstrates empathy with team
 Setting expectancies for the team members
 Giving them authority to work  Division of responsibilities
 Group cohesion skills
Page 58 of 60
 Group conflict resolution skills  Able to motivate students
 Mentoring  Can relate theory to industry
 Openness in communicating with practice
team  Has researched and provided
 Participative meeting skills leadership in the study area
 Participative team making  Familiar with learning evaluation
 Providing and receiving feedback techniques
from team members  Can use behaviour modification
 Recognising the strengths and techniques to enhance learning
weakness of others  Is open and available to all
 Reliable in carrying out tasks students
 Resource sharing  Has designed learning experiences
 Setting common goals and  Uses the wider communities
objectives resources to enhance learning
 Sharing information with others  Teaches “how to learn” techniques
 Sharing knowledge about  Is creative and innovative in
strategies, tactics and techniques teaching practice
 Supportive behaviour  Maintains high standards
 Team work experience  Advises and counsels students
professionally
 Explores new learning situations
Ability to facilitate learning – adult with students
 Acknowledges and uses students
learning
prior experiences
 Knowledge of adult learning  Gives control over learning to
techniques students
 Student empowerment skills  Collaborates with students over
 Skilled in techniques that promote learning objectives
the transfer of learning  Is flexible and can accommodate
 Knowledge of different styles of adult difficulties
learning such as activist, reflector,  Treats students as adults and
theorist and pragmatist shares power
 Use of general experiential  Uses students experiences as the
learning strategy – experience, basis for learning
reflect, generalise and apply  Makes provision for
 Application of learning theory disadvantaged / disabled students
 Applied teaching skills  Is non-sexist / racial and uses
 Facility with technical learning and appropriate language
teaching equipment  Encourages non-sexist attitude
 Ability to provide feedback and toward career choice
progress reports to students  Provides full positive and corrective
 Able to rectify student problem feedback on assignments
behaviour  Can encourage shy or reluctant
 Coaching skills students to participate
 Demonstrations skills
 Communication skills
 Awareness of individual differences Educational leadership (see also
and how to meet them to reach “leadership”)
learning goals
 Can set mutually satisfactory  Taking responsibility for the
learning objectives with students individual so that they are treated
Page 59 of 60
fairly, are valued and have  Promoting participative team
personal growth and satisfaction decision making
 Taking responsibility for the task  Providing hones positive and
be ensuring it is completed on negative feedback to team
time, within budget and to a members
required standard  Ensuring professional development
 Taking responsibility for the team of teachers
by ensuring there is cohesion,  Leading by showing initiative in
team spirit, support and conflicts educational trends
are resolved amicably  Supporting the staff through
 Demonstrating academic changing conditions
excellence  Identifying and interpreting trends
 Leadership in developing in education
professional skills  Highly developed administrative
 A higher capacity for conceptual skills
thinking  Ensuring the selection of the best
 An ability to make rational and staff available
credible decisions  Promoting equality for all staff and
 An ability to motivate and enthuse students
staff  Having the respect of the teaching
 Providing financial, physical, team
technological and human resources  Conflict resolution skills
as required
 Setting faculty or department goals
and objectives
 Having a clear vision for the faculty
 Ability to communicate with teams
of teachers
 Allocating tasks and responsibilities
 Being expert in a vocational or
academic area cooperating with
teachers and administrative
officers
 Manages a variety of teams
 Encouraging team cooperativeness
 Deciding on the division of
responsibilities
 Setting team educational standards
 Remaining open and available to
staff
 Information sharing with staff
 Using group development stages
and skills to assist the group
through those stages
 Making appropriate decisions,
either democratic or authoritarian
 Arranging for the mentoring of
new staff
 Monitoring the progress of teams
 Establishing participative meeting
skills
Page 60 of 60

Career Planning and Mobility Workshop 2 Job Application Workbook

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Human Resources

(Organisational and Staff Development Services)

Career Planning and Mobility

 Creating cover letters

 Developing Resumes – Generic and Tailored

 Addressing selection criteria

3. Understand the key competencies and attitudes required

 Knowledge: the experience and qualifications you possess

 Skill: the skills you can demonstrate

Analysis of a ‘best fit’

Following on from this example is an opportunity for you to go through an

General Manager – Technology

Principally the role will focus on developing a strategic IT plan that

Worksheet – Job Profile

Job requirements Me?

Research the organisation and the position ‘fit’

 What’s happening in the company and their industry?

You can research the organisation by:

 The organisation’s website, LinkedIn profile

What is a cover letter?

 Introduces you to the employer

 Convinces the employer that you are worth interviewing

Tips for writing effective cover letters:

 Be no longer than one page

PARAGRAPH ONE: Introduction

PARAGRAPH TWO: Why you – what you have to offer.

PARAGRAPH THREE: Who you are – Values / strengths / Personality

PARAGRAPH FOUR: What next?

I am writing in response to the advertisement for an Officer Manager advertised on

Creating a tailored resume – Some guiding principles and resources

 Analyse the job advertisement as above

See http://hr.wa.gov/SiteCollectionDocuments/Strategic HR/Workforce

Exercise 2: Start your Resume

Alternative headings: CAREER SUMMARY/PROFESSIONAL PROFILE/CAREER

SKILLS AND ABILITIES

Alternative headings: CAPABILITIES AND SKILLS/KEY SKILLS/ CORE

Alternative headings: PROFESSIONAL EXPERIENCE/ CAREER EXPERIENCE/

Always start with your most recent employment first.

Alternative headings: ACADEMIC ACHIEVEMENTS/ ACADEMIC HISTORY/

Always start with your most recent education first.

Alternative headings: PROFESSIONAL ASSOCIATIONS/ RELEVANT

There are two categories of selection criteria - ESSENTIAL and DESIRABLE.

Writing Your Selection Criteria

 Read through the ENTIRE application package carefully.

The current approach to staff selection at interview is to use “behavioural”

Your examples must be able to be supported by your referees. A simple everyday

Creating your statement

Example 1: Written & Oral Communication

Secondly, in preparation for the oral presentation of my proposal, I attended a night

Example 2: Sound Project Management & Teamwork

SC2 Sound project management skills and a capacity to contribute positively to a

A specific example of my project management abilities can be seen through the

Example 3: Use and Application of Information Technology

SC3. Skills in the use and application of information technology.

Whilst in these positions, I have demonstrated excellence in customer service by:

The quality of my customer service was recognised by the consistent positive

Adapted from http://www.lms.uwa.edu.au/course/view.php?id=9458

Use a selection criteria on the position description or advertisement you have

Result - Keep it short and focused – punchy!. It must be a successful result

More in Workshop 3 – Interview Skills.

Overcame Achieved Enlarged Developed Discovered

Controlled Managed Delivered Reorganised Won

Applied Defeated Eliminated Engineered Overhauled