Example answers for competency-based questions
As part of the application process for the Training Programme you'll be asked competency-based questions. Here are some examples you can use to create your own answers.
Answer one
The example below has been written for the competency ‘Problem Solving’, however, we would encourage you to consider your own individual strength when choosing from the competency options.
“I volunteer at my local animal shelter, helping to exercise dogs awaiting rehoming. Last winter we lost three volunteers within a month and were left understaffed. This led to a hugely increased workload for paid staff members, and dogs were only receiving two walks a day, rather than the usual three.
I began by considering what I could do to help – both the staff and the animals. I thought about volunteering more of my time. However, as I work part time and am studying for a Masters there was a limit to the amount of time I could provide. I considered trying to attract new volunteers - I knew staff members were already struggling to cope with their increased workload, so would have limited time to put to a recruitment drive or training new volunteers.
I therefore decided to instigate this. I put up a sign advertising the opportunity in a local pet shop, as well as in the staff room at work. I organised a lecture shout out for my course at university. My work had a Christmas party and I persuaded them to let me hold a raffle, with the profits going to the animal shelter. We used this money to pay for an advert in the local paper as well as some treats for the dogs.
This generated three new volunteers, who I trained and are now a valuable part of the team. This sufficiently spread the workload, filled our voluntary vacancies and solved the problem.”
Answer two
The example below has been written for the competency ‘Planning and Organisation’, however, we would encourage you to consider your own individual strengths when choosing from the competency options.
“Whilst studying for my Psychology degree, I have had to demonstrate excellent planning and organising skills, as I have been managing my various responsibilities and working to tight deadlines. This has been particularly important during the COVID 19 pandemic, as I have been responsible for managing my own time, rather than adhering to a structured timetable, as my lectures have been recorded.
Furthermore, in response to the pandemic, exams were changed to coursework and deadlines were altered. This greatly increased my workload. On one occasion in January for example, I had four deadlines on the same day, which I had to prepare for. In order to manage this, I made a timetable at the beginning of the term planning out time that I would dedicate to each piece of coursework. I set aside one week for each essay based on when the topics were being covered in my course. During each designated week, I set aside time for conducting the research, writing the essays and proofreading them. I also ensured I had enough time to fit the essay-writing around my regular studies and gave consideration to taking regular breaks to manage my well-being.
As a result of my careful planning and organisation, I was able to efficiently manage the quantity of work and still deliver high-quality assignments on time. This led to me getting an average mark of 74% across the four assignments and I am now still on-track for a first in my degree.”
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