The final stage brings it all together. Use your examples of the
experience, skills, and attributes identified in your self-reflection
and align these with the criteria you’ve found through your
research into a specific role within a particular organisation. This
will help you avoid clichés and generalisations, ensuring your
application is as unique as you!
When completing your application, organise and present your
information so that employers and digital applicant tracking systems can easily see that you are motivated, competent, and
- Keep presentation clear and uncluttered.
- Use dynamic language to bring your application to life.
- Mirror the wording used in the job description.
- Use a succinct, professional – rather than academic – style
of writing and edit your points carefully.
- Structure your personal statements and cover letters in a
clear, logical manner. For example, use “signpost” sentences
at the beginning of paragraphs and place “linking” sentences
at the end to assist your reader in identifying key points.
- Use the STAR technique to structure your evidence.
Write clearly and concisely
‘I am currently in my second year at the University of Essex,
where I am studying for a Psychology degree’. (20 words)
‘I am a second-year psychology student at the University of
Essex’. (11 words)
Remember: same information, fewer words.
Use the STAR technique
Evidence against criteria: Leadership skills
- 2nd year
- Student Ambassador
- Working with secondary school pupils to promote University
- Lead class
- Organise activities
- Engage pupils
- Set out expectations
- Showed interest in more withdrawn pupils
- Interactive delivery
- Enthusiasm of class
- Completed tasks
- 90% to go on to HE
During my second year, I developed my leadership skills by
working as a Student Ambassador. Working with secondary
school pupils to promote higher education, I had to lead from
the front on five 40-minute sessions: organising activities, setting
targets, delegating tasks, and making decisions.
challenging sessions, but by setting out expectations early on I
was able to respond promptly and firmly to disruptive behaviour.
Then, by delivering interactive and challenging activities, such as
quizzes and debates, I motivated the class to take part and the
pupils achieved the tasks within the given timescale. A survey at
the end of the session showed that 90% of the class planned to
go on to Higher Education as a result.
For more information, advice, and support with applications,
email email@example.com or visit CareerHub to
book an event or 1–1 appointment.