need help addressing the selection criteria?

Selection criteria are statements that describe the qualifications, knowledge, skills, abilities and experience that are required in a job. When you are asked to respond to selection criteria, you are being asked to describe how you meet the requirements of the job, providing examples.

Types of criteria

The kind of responses you will write for selection criteria will depend on the kind of job you are applying for. Different employers will ask different kinds of questions.

Some employers will focus on your qualifications or your work skills. Others will be experience-based, and will ask you how you have responded to specific situations. For example, you may simply be asked if you have attained a specific qualification or if you have a licence for a certain kind of vehicle. Or you could be asked to explain how you have met deadlines and prioritised tasks, how you have dealt with difficult people, or how you have demonstrated leadership.

In many job applications, written selection criteria are broken down into ‘essential’ and ‘desirable’ qualities. You must be able to demonstrate the essential qualities to be considered for the position. If you can also demonstrate the desirable qualities, this will strengthen your application……… To read the full article here

I came across this document whilst researching “Addressing Selection Criteria” for you! the readers and given it’s insightful content thought i would share it with you in full rather than referencing specific aspects.

Addressing Selection Criteria

Introduction

Many people don’t get past the first post with their job applications for Public Sector positions because they haven’t prepared their application according to the requirements. You cannot effectively write a  job application for either short or longer term positions without a job and person specification for the position, and remember job and person specifications do change.

When writing ‘full applications’, i.e. includes a resume, responses to the person Specification of a job description and covering letter, you must always address the criteria found in the Person Specification to ensure the best possible chance at selection for an interview. You will find that Job and Person specifications vary across agencies/departments, however, they are generally written in terms of ‘merit’ and increasingly in ‘outcome’ terms.

What is Selection Criteria?

Selection criteria are a list of skills, experience, and knowledge that are considered to be either essential or desirable in an applicant for them to successfully perform the duties of the position.

Why are they used?

Under Equal Opportunity legislation it is illegal to appoint a candidate on the basis of anything but their ability to do the job in question. So selection criteria are used to find

• the best person for the job; and
• as benchmarks against which each applicant is measured – keep panel focussed on type

of employee it should select. Each applicant is rated on how well or closely they meet each of the criteria and then ranked against the other applicants.

These Selection Criteria are used to:

• indicate essential and desirable factors in successful job performance—for use by applicants and selection panel members
• determine who gets shortlisted—e.g. anyone who does not satisfy the essential criteria is omitted from interview
• determine the most appropriate types of selection methods
• indicate the areas of concern for interview questions
• determine the topics to be addressed in referee checks
• measure applicants by rating them against the selection criteria
• determine who has won on merit because they are the best person for the job
• compare and distinguish between applicants in terms of explaining and
• justifying the panel’s decision
• give applicants’ focused and useful feedback

Why selection criteria must be addressed

The selection panel is required to assess each applicant in terms of how well they meet the selection criteria. However, it is not up to the selection panel, who may have 100 applications to assess, to
wade through your résumé and covering letter trying to find the relevant information about you that relates to each criterion.

The onus is on you to clearly demonstrate your value—it is not up to the selection panel to ‘guess’ or ‘decipher’ this from your application. A panel often will only have time to read your application once, therefore it must be well set out, easy to read, concise, clear and relevant.

This will assist the panel to rate your application against the selection criteria and against other applicants, and to decide who to shortlist for interview. Many good applicants are overlooked because they don’t clearly address the selection criteria and assume that the panel will be able to “read between the lines” in their résumé.

Shortlisting of applicants is based on the applicant’s ability to convince the selection panel that they can meet the essential and desirable skills necessary to perform the job.

Key expressions found in person specifications
The selection criteria or essential minimum requirements often use key phrases which indicate the type of required skill or ability. Some of these are:

• Experience in, Proven ability in, Responsible for;
• Awareness of, Knowledge of, An understanding , Appreciation of;
• Ability To, Capacity To; and Contributes to;
• Well Developed, Demonstrated, Extensive, High Level of.

To write your responses, you must understand what these words mean, as subtle differences can mean a different approach to wording your response. Following is a brief explanation of the meanings of these phrases.

Background In

Background in is often used in reference to educational qualifications or areas of specialisation (for example, accounting or marketing).

Experience In, Proven ability in, Responsible for

Experience in means you must have practical experience with the matter, have literally done the work as distinct form observed it or only had training in it. For example:
‘Experience in the use of computer packages including word processor and spreadsheet packages’, means you must show that you have performed jobs/tasks using a word processor with spreadsheet packages.

Proven ability in means that you must be able to substantiate any claims to the experience or skill, preferably indicating outcomes that you have attained. For example: ‘Proven ability in planning and organising skills’ means that you must write what you have done and achieved in these areas.
Responsible for indicates a high level of accountability and once again, means must write what you have done in meeting these responsibilities.

Awareness Of, Knowledge Of, Understanding Of, Appreciation of

These expressions are often used in reference to government policies such as EEO and OH&S, and specific responsibilities of the work area. There are subtle differences between these four terms. Careful attention should be paid to the degree of skill or knowledge required.

Awareness of involves perhaps the least amount of familiarity with a subject and can mean little more than a realisation of a matter.

Knowledge of a matter refers to familiarity gained from actual experience or from learning/training. For example; ‘demonstrated knowledge of project management’ suggests that you need more than a passing familiarity with this subject.

Understanding of is more than knowledge. It requires comprehension of the subject matter and perception about the significance of it. For example, you may have knowledge of an organisational policy in so far as you have read it and perhaps even applied some sections of it. However, to understand the policy means you know why the policy was established, who it serves, how and why it is important, and what the implications are for related policies.

Appreciation of implies you have a deeper understanding about a matter. To appreciate a matter you need both knowledge and understanding. For example: ‘an appreciation of cultural barriers experienced by sections of the community’ would mean knowing what the barriers are, understanding why they exist and how they operate, the impact they have, what is or could be done to eliminate them, and having ideas to address this issue.

Capacity To, Ability To

These words suggest degrees of ability.

Capacity can mean able to or qualified to perform a task. It suggests that you have the necessary skill or quality but may not have demonstrated it to any major extent. This is where transferable skills could be used to demonstrate capacity such as in Community Service tasks undertaken.

Ability means having the skills, knowledge and attitude (competency) to do the task required. For example if the job requires a person to handle sensitive information in a professional manner, then the ability to communicate sensitively and display empathy may be needed.

Another example could be if a person was required to organise work and follow through to completion, then the ability to manage time, prioritise, delegate, and set and meet specific time-lines may be needed. It is recommended that you check and clarify with the contact person any doubts you have about the meaning/requirements of each criterion.

You need to have a clear understanding of what they are looking for, and require, before you can effectively write to each of the criteria because as you can see, there are subtle differences between these phrases.

Added to these key phrases are other terms which distinguish the level to which they are needed. These terms include well developed, demonstrated, extensive and high level of. These terms indicate that any statements/claims that you make must be soundly supported with concrete examples that show some breadth and depth of experience/and or capability. (Villers, 2000, Chapter 7, beginning page 34)

Skills and Abilities Frequently Sought

The range of skills and qualities sought in applicants frequently include:

• work in a team
• work under pressure
• work with limited supervision
• attention to detail
• good management of time
• research
• communication
• problem-solve
• negotiation
• liaison
• organisation
• flexibility
• This list is by no means exhaustive, however, it covers the key skills and abilities frequently mentioned in Person Specifications that are currently considered essential and desirable in employees.
• The previous list can be divided into three broad headings:
• work as part of a team
• interacting with people
• managing your own performance

Work As Part Of A Team

• Increasingly the team, rather than the individual or office group, is being seen as critical to quality performance. Managers are seeking people who can work in and contribute to a team, either as a participant or team-leader. As a member of a team you can generally be expected to:
• take an active part in meetings and group discussions
• make objective and constructive suggestions about the teams goals and activities
• contribute to planning and determining outcomes
• produce results on time and within set budgets
• produce accurate work
• supervise and train others
• contribute to the teams performance, including providing suggestions for continuous improvement
• work with a minimum of supervision
• organise, co-ordinate, plan and complete tasks, and follow-up outstanding matters

As a team-leader you can generally be expected to:

• supervise, coach and train others
• provide leadership and direction
• set team goals and objectives
• manage human, physical and financial resources
• manage performance and provide feed-back
• develop a participative and cooperative environment
• minimise conflict
• problem-solve

Interacting With People

Viller’s (2000, page 50) and many other researchers highlight that ‘Skill in building and maintaining relationships with people will continue to be critical in most jobs.’ Increasing attention is being placed on people skills and people management. These skills are needed work as part of a team/office group, and to work effectively with people outside of the team/office including other government agencies and people of the public, i.e. all internal and external customers. Key skills in this area include communication and customer service skills.

Broadly you need to demonstrate such abilities as:

• being aware of cultural and diversity issues
• effective listening
• negotiate for win-win outcomes
• liase and consult with people
• co-operative and collaborate effectively
• convey information and ideas to people
• receive and understand information and ideas from others
• build a network of contacts

Managing Your Own Performance

There has been a strong move in the last decade to move away from being reliant on a
supervisor/manager for all instructions. This change has brought about the concept of working in teams along with the ability to also be self-reliant, to take responsibility for one’s own behaviour and to contribute to the workplace. This is supported and reinforced by developments in enterprise bargaining, performance development and career development.

Managing your own performance means:

• demonstrating initiative and flexibility
• being productive and ethical (including confidentiality and honouring commitments)
• completing to a high standard the work allocated to you
• being able to deal with conflicting priorities and multiple tasks
• managing your time
• following up on outstanding matters

Therefore, when responding to these criteria, think carefully about your performance and
behaviour in the workplace.

Time-management can be demonstrated by such things as punctuality, meeting deadlines,
prioritising and planning daily work according to what is urgent and important, managing an in-tray etc.

Working under minimal supervision means you know who you are accountable to and
what the limits of your work are, you can be trusted to get on with you work without constant supervision, you can work effectively and honestly in using and managing your time, and you have a willingness to put in extra time if a deadline needs to be met.

Flexibility is a quality being increasingly sought since work life and work places are undergoing continuous change. Those who are unwilling and unable to adapt to different circumstances such as new work structures, new location, changing policies and procedures, learning and applying new skills, and embracing technology to name a few, will be left behind.

To demonstrate your ability to be flexible and adaptable to
change you could include partaking in change processes (such as contributing positively,
developing plans/policies for new work practices and being on reference groups, committees etc.) and at any time, making suggestions to improve work processes.

In summary, you need to have a good understanding of your abilities, strengths and weaknesses. In order to gain a new position, you may need to consider taking on tasks and jobs that ‘take you out of your comfort zone, i.e. they are new, challenging and personally developing—sometimes these are the tasks that on the surface appear dull and are avoided by others. So look out for these opportunities as they can be far and few between! (Villiers, 2000, Chapter 9, beginning page 48)

How do you address selection criteria?

Your statement addressing the selection criteria needs to demonstrate how your previous experience, skills, education and training have equipped you to meet the requirements of the position.

Remember that the selection panel will generally only interview those applicants who demonstrate that they meet all of the essential criteria of the person specification.
Therefore, to maximise your chances of being considered further, you must demonstrate in your application that you: meet all the essential requirements of the person specification are capable of carrying out the duties of the position concerned can meet all or most of the desirable requirements of the person specification

The Key is:
Demonstrate you have the skill by providing the evidence (quote from degree studies, previous work experience, work in the community)

Provide specific details (for example – if using your degree studies, give name of subject where you most obtained the skills, or mention the specific duties in your job where you gained the experience)

where possible, include an indicator of success or a result (indicate the grade you achieved for the project, the favourable comments made by your employer, or the amount you raised as part of a fundraising activity)
If there are only one or two Selection Criteria specified in the advertisement, you could address them in your cover letter. However, where there are several essential and desirable criteria to address, it is better to prepare a separate document. This document would accompany your resume and cover letter.

6-Step Approach to Addressing Selection Criteria

There are a number of things you can do to make your selection criteria statement effective and easy for the selection panel to read. The first thing you need to do is to make it a separate attachment from your résumé and covering letter. This 6-step approach will help guide you in addressing selection criteria.

Step 1 Main Heading and opening sentence

Start with your heading, your name, and your opening sentence.

STATEMENT ADDRESSING THE SELECTION CRITERIA FOR THE POSITION OF RECREATION AND TRAILS OFFICER

Your name

The following information is provided as evidence of my ability to meet the

Selection Criteria for the above position.

Step 2: Subheadings

Use the ‘Essential Criteria’ and ‘Desirable Criteria’ as main headings, then under the

appropriate Main Heading, list each criterion as a subheading using exactly the same

wording as appears on the Person Specification form, eg. “Excellent verbal communication

skills”

Make sure you list each criterion in the same order as the selection criteria.

Step 3: Identify what they are looking for

Read each criterion carefully and highlight/underline each area of skill or experience

indicated as being required. Identify specific factors – underlining keywords may be useful

so you can break them down into meaningful components. For example, the word

‘communication’ can include meanings such as verbal, non-verbal, listening, negotiation,

questioning and feedback.

Step 4: Match the criterion to your skills set by brainstorming

For each skill set in each criterion brainstorm experiences from different aspects of life

that support your claims for the criterion. Think of specific examples, drawing on a variety

of experiences, for example:

• Previous and current employment
• Community Activities
• Volunteer Work
• Placements/Work Experience
• Sporting Clubs/Team Activities
• Recreational Activities
• Fundraisers
• Awards
• Publications
• Educational Studies

Look for evidence of transferable skills and abilities. While you may have not carried out a

particular duty, you may have performed similar work but in a different context (for

example working in customer of service in the Hospitality Industry may give you

transferable communication skills that relate to liaising with corporate clients).

An example – your rough notes

“Highly developed oral and written communication skills.”

• Completed topic in communication skills at university.
• Three years customer service experience at Transport SA
• Delivered presentations to X agencies on X issues.
• Committee member IPAA (elected position)
• Experience in the preparation of reports, briefing papers.
• Research and preparation of university assignments and reports.

Step 5: Expand on your brainstorming ideas – provide the evidence

Expand on the points you have jotted down as part of your brainstorming activity in Step 4.

You will need to be very specific and write down exactly what you did in order to

demonstrate convincingly that you can meet each criterion.

Use an introductory assertion or opening sentence such as ‘I possess a high level of skill

in…’ ‘My communication skills are demonstrated by..”

You should then support this statement, by highlighting your relevant skills and

experience by describing your major responsiblities in current or previous employment.

Such as ‘In my role of …, I have …’ This is an example of a previous situation where you

have demonstrated a particular skill or ability giving consideration to what tasks were

involved, or how you would apply the skill or ability.

Indicate the extent of your experience in relation to a particular criterion, e.g. number

of years’ experience, number of staff supervised, etc. For example:

‘I have over four years’ experience using Microsoft OUtlook on a daily basis.

I am able to use advanced features of the program, such as ….’

‘I am responsible for supervising the day-to-day work of five staff ….’

This is very useful if you want to emphasise that you have lots of experience. If your

experience is limited, you may prefer to be vague about how much you have!

Briefly give details of one or two specific things you’ve done that are good examples of

your ability to meet the criterion. For example:

‘I was responsible for organising a large seminar attended by 100 staff. This

involved ….’

Expand your previous statement by describing (step by step), what was involved in the

process. Where possible, mention the same kinds of tasks and responsibilities as are

listed in the advertised duty statement. For example:

Selection Criterion: Prepare agendas, minutes and reports for the XYZ

Committee.

‘I have been project officer to a number of senior level committees. My

responsibilities have included organising meetings, researching background

information, taking minutes, and preparing and distributing agendas,

reports and minutes.’

Where possible, indicate how successfully you meet the criterion, by providing support

or evidence of achievements, such as ‘the attached statement from …’; ‘this resulted

in…’; ‘I have improved…’ You could also do this by referring to feedback you’ve

received from others, or things you’ve set up that are still being used. For example:

‘A report I wrote about …. was well received by the …. Committee, and

circulated as a discussion paper.’

‘The accounting spreadsheet system I introduced two years ago is working

effectively and staff say that they find it easy to use.’

Mention any relevant qualifications and training you have, particularly if your

experience is limited. These might include:

details of any relevant training courses you’ve attended, such as ‘Proofing

and Editing Documents’, or ‘Dreamweaver’

subjects studied as part of award courses, such as Occcupational Health

and Safety, Project Management, etc.

As a Guide to help you to be specific, try the STAR method as follows:

S = Situation – brief outline of the setting

T = Task – what you did

A = Approach or Action you took – how you did it

R = Result – outline any outcomes

Deal with each brainstormed idea in this manner.

Make sure you use positive, strong, specific language

Avoid using the passive voice as in “My ability for detailed work has allowed me to spot

omissions and inaccuracies before information is published or distributed” (passive voice).

Instead, use the active voice and say: “As the person responsible for editing final copy, I

have become adept at spotting omissions and inaccuracies”

Avoid vague words and expressions like assisted, was involved in or helped. These don’t

say what you specifically contributed or did. So rather than “I helped produce a

newsletter” you might say: “I formatted and edited the newsletter”.

This sounds much more positive and outlines your specific contribution.

Step 6: Check Your Work

You should have someone else read your responses, checking for clarity of expression,

correct grammar and spelling as well as how accurately you have responded to each

criterion.

Consider the following:

Is the language active, strong and specific?

Have you undersold, or oversold yourself?

Have you avoided unsupported claims about your abilities?

“There is ample evidence of my excellent communication skills in my resume. I

have no doubt about my ability to effectively communicate with superiors and

subordinates”

This claim is based on your personal opinion and doesn’t offer any supporting

evidence.

Have you addressed all aspects of the criterion?

For example, with this Selection Criterion – Well developed conceptual, analytical

and research skills – you will need to provide evidence of your ability to meet all

three elements.

Have you given the information that shows you are the best candidate for the job?

Proof read for grammar and spelling.

TIPS

Imagine you are a selection panel member reading your application; how does it

sound—convincing, irritating, off-putting? Would you be keen to interview this person?

What assumptions are you making about this applicant? Are you keen to meet and

interview this person?

Content

Don’t be too concerned about any overlap of examples you use for the criteria, but try

to provide a different slant in each case.

When you come across a selection criterion that you cannot satisfy, don’t just ignore it –

your failure to address it will ‘stand out like a sore thumb’! Be prepared to write

something about your understanding of the relevance of the criterion – convince the

employer that you possess the potential to satisfy it.

Preface the examples you use with a short overview statement which clearly indicates

that you meet the criterion, and which reflects your understanding of the

relevance/importance of that specific criterion. For example, ‘In preparing for any

exhibition, working to a deadline is important, and this is a skill I have demonstrated on

numerous occasions throughout my tertiary studies and tourism sector experience.’

Layout

• Where appropriate use dot points in your answers to help with clarity – it will make your application easier to read. Remember some points will need to be expanded on in more detail.
• If your responses are lengthy, place each selection criterion on a separate page with the selection criterion stated at the top of every page.

Length

• Although there are no hard and fast rules, the suggested length of the response should be between 1 to 3 paragraphs per selection criterion, although this will depend on the level of the position being applied for, and how many factors make up the criterion.

Other Presentation Tips

• Put your name, vacancy reference number or title and page number on each page.
• Ensure there are no errors (eg. telephone numbers and e-mail addresses) and that your sentences are grammatically correct.
• If applications are to be sent via e-mail avoid the use of fancy fonts that may not be

part of the recipients library.

Providing Additional Information

At the end of your selection criteria statement you may like to add any extra information

that you believe is relevant to the job. Alternatively you could refer to it in your covering

letter. Examples of things you could mention include:

• skills and abilities which you think are important and which haven’t been mentioned in the selection criteria, e.g. ‘flexibility’, ‘ability to maintain confidentiality’
• knowledge or experience you have which you believe is important to the job, e.g. knowledge of particular University systems, policies or procedures. Make sure that any information you include is directly relevant to the position.

SAMPLE ANSWER

Let’s have a look at a selection criterion common to many roles. The wording may vary and

depend on the level of the position applied for.

‘

Well developed oral and written communication skills as evidenced by the ability to

liaise with a range of clients at all levels.’

Many answers received by selection panels are not sufficiently detailed for panels to make

a full assessment of the applicants’ claims. Generally a three or four sentence response

would not be considered sufficient. Here is an example of a response which would not be

sufficient based on the above selection criteria.

‘I possess well developed oral and written communication skills which I have utilised

throughout my working career. At XZY Corporation I was required to liaise regularly

with people at all levels ranging from senior managers to staff, on a range of

recruitment and procedural matters. I have written a large number of documents

including memos and articles in an office newsletter.’

In this example, the broader view has been taken without the applicant outlining how they

specifically met the criteria.

Using the 6 Step Process described earlier, let’s try to improve this answer so the applicant

has the best chance of being invited to interview.

Let’s have a look at the reworked answer.

‘I possess well developed communication skills which I have gained throughout my

working career. In particular, in my role as Human Resource Officer at XZY Agency,

I liaised on a daily basis with senior managers, staff at all levels, other agencies

and members of the public. Most of the communication was face to-face, email

and by telephone and I was frequently commended for the professional manner in

which I carried out these duties.

For example, one of my key responsibilities was to organise temporary support

staff for various areas within XZY Agency. Managers would phone me to request a

temporary staff member and I would personally meet with them to discuss their

requirements. I would update the job description and brief the agency on all

aspects of the job to ensure they understood our requirements.

This process required well developed communication skills to ensure I acquired an

accurate understanding of the job and clearly communicated this to the agency. As

a result, highly suitable staff were hired .

My written communication skills are also well developed and I have utilised these

skill in writing the following documents:

Updating job descriptions;

Writing articles in a monthly newsletter; and

Writing memos to office staff.

As Human Resource Officer I was required to keep managers informed of policies

and procedures. To do this, I initiated a monthly newsletter. I wrote an article in

each publication and encouraged other staff members to submit an article or I

obtained their ideas and input. Feedback received in relation to this newsletter

was excellent and resulted in improved lines of communication between managers

and the Human Resources.’

The above response shows how the applicant gained relevant skills, give examples and

outlines detailed of what they did. The response also gives successful outcomes for all the

people involved. This response could continue by expanding upon further examples.

Source : http://www.bom.gov.au/careers/

Addressing Selection Criteria

What are selection criteria and why are they used?

Selection criteria describe the qualifications, knowledge, skills, abilities and experience a person requires in order to do a job effectively. They are divided into:

• essential criteria
• desirable criteria.

You must meet the essential criteria to be considered for a position because without having the relevant qualifications, knowledge, skills or experience you would not be able to do the job. If you do not meet the essential criteria, you will not be shortlisted for interview.

It is not necessary for you to have the qualifications, knowledge, skills and experience described by the desirable criteria, but your chances of being shortlisted are better if you do. Where there are several applicants who meet the essential criteria, the selection panel will shortlist on the basis of the desirable criteria.

Examples of selection criteria

Apart from qualifications and experience that may be specific to a particular job, there are several selection criteria that are common to many University positions. These include:

• ability to maintain confidentiality
• ability to work as part of a team
• ability to work independently
• ability to work under pressure
• attention to detail
• flexible and adaptable approach to work
• initiative
• keyboard skills
• knowledge of University organisation, policy and procedures
• organisational/planning skills
• problem-solving ability
• sensitivity
• supervisory skills
• verbal communication/interpersonal skills
• written communication skills.

Why selection criteria must be addressed

For any general staff vacancy at the University, the selection panel is required to assess each applicant in terms of how well they meet the selection criteria.

However, it is not up to the selection panel, who may have 100 applications to assess, to wade through your résumé and covering letter trying to find the relevant information about you that relates to each criterion.

The onus is on you to summarise the relevant information about yourself and to present it in a form which is easily accessible to the panel.

This will assist the panel to rate your application against the selection criteria and against other applicants, and to decide who to shortlist for interview. Many good applicants are overlooked because they don’t clearly address the selection criteria and assume that the panel will be able to Ôead between the lines in their résumé.

How to address selection criteria

Format and Layout

There are a number of things you can do to make your selection criteria statement effective and easy for the selection panel to read.

• Make it a separate attachment from your résumé and covering letter. This is a University requirement.

• Give the document a heading and include the following details:

• • title, e.g. ‘Statement Addressing Selection Criteria‘
  • name of the position
  • position reference number (e.g. 18/96)

• Address each criterion separately:
  • give each a title, using exactly the same wording as appears on the selection criteria form, e.g. ‘Excellent verbal communication skills’
  • list each criterion in the same order as the selection criteria form
  • indicate whether the criterion is essential or desirable
  • under each heading write one or two short paragraphs explaining how you meet that particular criterion (how to do this is explained below).

Content

Your statement addressing the selection criteria needs to demonstrate how your previous experience, skills, education and training have equipped you to meet the requirements of the position.

Below are some suggestions for what to include in the statement you write for each criterion.

• Highlight your relevant skills and experience by describing your major responsiblities in current or previous employment (this may include relevant non-paid work). Where possible, mention the same kinds of tasks and responsibilities as are listed in the advertised duty statement. For example:

Selection Criterion: Prepare agendas, minutes and reports for the …. Committee.

• ‘I have been secretary to a number of senior level University committees. My responsibilities have included organising meetings, researching background information, taking minutes, and preparing and distributing agendas, reports and minutes.’

Selection Criterion: Filing, photocopying and general office duties.

• ‘In all my previous positions I have performed general office duties such as handling telephone inquiries, greeting visitors, arranging meetings, filing, photocopying, sorting and distributing mail.’

• Indicate the extent of your experience in relation to a particular criterion, e.g. number of years’ experience, number of staff supervised, etc. For example:

• • ‘I have over four years’ experience using Microsoft Word 5.1 on a daily basis. I am able to use advanced features of the program, such as ….’
  • ‘I am responsible for supervising the day-to-day work of five staff ….’

This is very useful if you want to emphasize that you have lots of experience. If your experience is limited, you may prefer to be vague about how much you have!

• Briefly give details of one or two specific things you’ve done that are good examples of your ability to meet the criterion. For example:

• • ‘I was responsible for organising a large seminar attended by 100 staff. This involved ….’
  • ‘My ability to work well in a team was demonstrated when ….’

• Where possible, indicate how successfully you meet the criterion. You could do this by referring to feedback you’ve received from others, or things you’ve set up that are still being used. For example:

• • ‘A report I wrote about …. was well received by the …. Committee, and circulated as a discussion paper.’
  • ‘The accounting spreadsheet system I introduced two years ago is working effectively and staff say that they find it easy to use.’

• Mention any relevant qualifications and training you have, particularly if your experience is limited. These might include:

• • details of any relevant training courses you’ve attended, such as ‘Effective Communication at Work’, or ‘Introduction to Microsoft Excel’
  • subjects studied as part of award courses, such as bookkeeping, office practice, etc.

Providing Additional Information

At the end of your selection criteria statement you may like to add any extra information that you believe is relevant to the job. Alternatively you could refer to it in your covering letter. Examples of things you could mention include:

• skills and abilities which you think are important and which haven’t been mentioned in the selection criteria, e.g. ‘flexibility’, ‘ability to maintain confidentiality’

• knowledge or experience you have which you believe is important to the job, e.g. knowledge of particular University systems, policies or procedures.

Make sure that any information you include is directly relevant to the position.

Selection criteria Example

An example of a selection criteria statement follows.

SELECTION CRITERIA STATEMENT

Administrative Assistant, School of Business (Ref: 18/96)

QUALIFICATIONS

Year 12 or equivalent competency (Essential)

I successfully completed Year 12 in 1980. I am currently studying part-time towards a Diploma in Business Administration at TAFE.

Current A Class driving licence (Desirable)

I have held an A Class driving licence with no demerit points for the last ten years.

KNOWLEDGE, SKILLS AND ABILIITIES

Excellent verbal communication skills (Essential)

In all the positions I have held I have been the first point of contact for internal and external clients, both on the telephone and face-to-face. At present I have contact with staff at all levels in the University including executive deans, heads of department, academic and general staff. I also have regular contact with students and the public. I answer general enquiries, provide information about the department’s policies and procedures, and welcome visitors to the department. In 1995 I attended an interpersonal skills workshop which has assisted me in dealing with sensitive issues. I have been complimented on my helpful manner and tactful approach to difficult situations.

Good organisational ability (Essential)

Good organisational ability is essential in my present position, as I frequently have to arrange meetings, departmental seminars and presentations, as well as travel and accommodation for overseas visitors. I am able to handle a wide range of tasks and meet daily and weekly deadlines, including payment of invoices and timesheets. In 1994 I was responsible for all the administrative aspects of organising a conference attended by 100 delegates. This involved arranging advertising, handling registrations, booking venues, accommodation, catering and entertainment, and ensuring that the conference ran smoothly. The event was successful and several delegates commented on how well it had been organised.

Good written communication skills (Essential)

In my current job I regularly write letters and memos on behalf of my supervisor. I have also produced two short reports on the use of computers within the department. Last year I developed a leaflet containing information about the department to help in the induction of new staff. Staff have said that they found the leaflet clear, concise and easy to read. I also assisted in writing a procedures manual for the department. The one-day workshop I attended recently called ‘How to write clear, concise letters and reports’ has further enhanced my skills.

Ability to use initiative (Essential)

As my supervisor is away from the office several times a week, I have to work independently and use my initiative to handle situations in her absence. Examples of things I have initiated in the past include a new system for handling course enrolments, which has resulted in less paperwork and quicker processing of applications; and a spreadsheet system for monitoring expenditure of departmental accounts. Both systems have been operating successfully for the last two years.

Ability to work as part of a team (Essential)

I have worked in teams as large as 15 and others as small as three. I have always worked well with other team members and enjoyed a good rapport with them, both at work and sometimes socially. In my present job good team work is vital to ensure that events are organised effectively, that reports are distributed on time and that the office runs smoothly. I often volunteer to assist other team members in meeting their deadlines.

EXPERIENCE

Relevant office experience (Essential)

I have worked at the University for the past six years, and previously in clerical and administrative positions in the private sector. The experience I gained working in the Department of Business at Warwick University in the UK is particularly relevant to this position. I have effectively performed the full range of office duties, including handling enquiries, word processing, arranging meetings, organising diaries, filing, photocopying, sorting mail, etc.

Accounts experience (Essential)

I am currently responsible for the payment of all accounts in my department and have been for the past three years. This includes raising purchase orders and R Forms, payment of invoices, checking of monthly account printouts, and monitoring expenditure against the budget. I am familiar with the University’s Financial Records System, which I access electronically on a weekly basis to monitor account transactions.

Apple Macintosh experience (Desirable)

For the past four years I have used an Apple Macintosh computer on a daily basis as part of my work. I am able to use a number of software packages, including Microsoft Word 5.1 and 6.0, Microsoft Excel 4.0, and Claris works. I am able to use all of the advanced features of Microsoft Word, including mail merge, tables, graphics, etc., and I have set up several spreadsheets using Microsoft Excel. I have also used an IBM personal computer, both at home and at work for two years.

ADDITIONAL INFORMATION

I am familiar with various University computer systems, including the Human Resources Enquiry System and Student Records System, which I use on a regular basis. I use electronic mail every day and I am currently learning how to access information on the World-Wide Web.

Addressing Selection Criteria

Article source: URL: http://www.csd.uwa.edu.au/job/guide/sec_3_5.htm

If you have been applying for jobs for some time, you will be familiar with Selection Criteria such as ‘Ability to work in a teams’, ‘well developed communication skills’ and ‘Experience providing exceptional client service’.  It can now be a bit daunting to find some government departments asking you to write about ‘capabilities’ such as:

• Shapes (or Supports) Strategic Thinking
• Achieves Results
• Cultivates (or Supports) Productive Working Relationships
• Exemplifies (Displays) Personal Drive and Integrity
• Communicates with Influence

You can find out more about these capabilities at government web sites, which describe at each public sector level what is expected for each of the five capabilities.

The techniques for applying for jobs using these five capabilities are the same as ‘addressing selection criteria’.  You still need to present examples against each of these capabilities and show that you have what it takes to do the advertised role.  For example, for the capability ‘Displays Personal Drive and Integrity’, selection committees will be looking at your application to see evidence of such things as:

Have you:

• Enthusiastically attended or organised training in relation to Values, Code of Conduct, and Ethics, Respectful (harassment-free and non-discriminatory) Workplaces, Fraud or Conflict of Interest?
• Taken on roles to show your commitment to quality workplaces (e.g. harassment contact officer)?
• Identified something that needed to be improved in your team and then went and did something about it?
• Been given a difficult job (lack of staff, tight deadlines, technology problems…..), but stuck at it and achieved a good result?

Many of the examples that you previously used for ‘team work’ and ‘client service’ are likely to show your capability to ‘Support Productive Working Relationships’.

When I think about addressing selection criteria, I associate it with negative words and feelings; similar to those I had in high school when I was told I had to write a 1000 word essay! I use to dread the thought of having to address selection criteria. Late nights, long hours and even weekends spent researching, planning, typing and re-typing responses JUST to get an interview. It’s hard to keep motivated when there is so much work involved.

You’re probably reading this because you too have hit a brick wall the size of China. You’ve spent the long hours looking for the right answers, making notes, drafting responses and re-writing them over and over again and it’s still not right…. Right? Well hopefully the advice I have will help you get over the Great Wall and get you back on track to the light at the end of your tunnel…

Firstly, remember why you’re addressing your selection criteria! The answer may be simple but the simple things are often easily forgotten. I needed a new direction in my working life; I’d spent the last three years in the same job, doing the same thing day in, day out. I needed a new challenge and something that would stimulate my mind, so I decided that I needed a new job. My selection criteria was the key to a gateway of opportunities; my get out of jail free card. So my number 1 rule is to always keep sight of your goal!!

Now there are a few misconceptions around town about how selection criteria are meant to be addressed. Don’t let these old wives tales INTIMIDATE you into thinking that addressing selection criteria is too hard. Example, I was always told that when addressing selection criteria I had to write at least one page for every response and to use big words to make you sound intelligent. So here I was with my thesaurus (Shift F7 shortcut keys in Microsoft Word) trying to write a novel for each criterion. Big No No! The selection panellists don’t have the time to read novels. You decide… If you had to read through 20+ applications would you prefer to read one that is long winded and boring or one with the same information that is simple, clear and concise? Exactly, so don’t waste your time using big words and writing elaborate stories. My number 2 rule is keep it simple, state the facts and follow the STAR method (one criterion at a time)!

My number 3 rule is to give yourself enough time. The more time you have to write your criteria the more confident you’ll feel to keep you motivated. This will also give you the opportunity to draft your first copy, read it (or have someone else read it and give you feedback) and make the necessary changes and read it again. Double check everything, the first draft, the ones in between and most definitely the final draft.

Rushing an application makes the process of addressing selection criteria a difficult task when it doesn’t have to be that way. Addressing selection criteria’s for your new job or promotion is an opportunity to sell YOU and should be a positive and rewarding experience! You’ll be overwhelmed with self accomplishment once you’ve finished.

Article Source: http://EzineArticles.com/?expert=Glenn_Ayrton

Generally Selection Criteria will ask you to demonstrate examples of your experience.

One way to address the Criteria is by using the STAR Method (Situation-Task-Action-Results)

Situation
What was the situation? This is a brief outline of the situation faced and your role.

Task
What were the main issues involve with the situation?
What needed to be done?
What task/s needed to be achieved and what was the desired outcome?
What obstacles had to be overcome?

Action
What were the steps you took to complete the task?
This will include allocation of resources, people involved etc.

Results
What was the outcome?
How did it change things at work?
What lessons did you learn from this event?

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Using STAR for interviews

A GUIDE ON ADDRESSING SELECTION CRITERIA FOR APPLICANTS – This is a great article form the Australian Government Bureau Of Meteorology which touches base on the STAR method as well as offering some valuable tips for Selection Criteria.