{"activityType":[{"id":38377,"name":"Practical skills"}],"activityCategory":"Activity","completionTime":"60","cost":"Free","energy":"Focusing","equipmentList":[{"id":38295,"name":"Pens or pencils","description":"","type":"general"}],"adjustments":"","firstProvidedBy":"Surrey Scouts in partnership with the Worshipful Company of Human Resources Professionals ","flexibilityStatement":"\u003Cul\u003E\n\u003Cli\u003EAllow participants who are less confident to work in pairs or small groups rather than speaking alone.\u003C/li\u003E\n\u003Cli\u003EOffer observer or note-taker roles for participants who prefer to contribute indirectly, such as recording ideas, timing presentations, or summarising proposals.\u003C/li\u003E\n\u003Cli\u003EBreak down tasks into smaller steps, for example: \u201CIdentify the problem, suggest a solution, and consider the skills that young people could gain.\u201D\u003C/li\u003E\n\u003Cli\u003EEncourage participants to rotate roles, giving everyone the chance to both present ideas and support others.\u003C/li\u003E\n\u003Cli\u003EAllow longer discussion or reflection time for participants who need extra time to formulate their ideas.\u003C/li\u003E\n\u003Cli\u003EEncourage participants to use different communication styles, such as writing ideas down, drawing diagrams, or speaking, depending on what feels most comfortable.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","groupSize":"Whole section","guide":null,"meetsRequirements":[{"notes":"\u003Cp\u003EHave a go at both interviewing and being interviewed and giving feedback.\u003C/p\u003E","subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":true,"id":85285,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Employability Skills","sections":["Explorers"],"supportedBy":null,"badgeType":{"id":39282,"name":"Activity"},"activityTypes":[],"settings":[],"browserTitle":"Explorers Employability Skills Activity Badge","url":"/explorers/activity-badges/employability-skills/","id":85283,"nodeName":"Employability Skills","type":"badge","image":{"url":"/media/4tapvf0m/activitybadge_ex_employability_skills_rgb.png","caption":"Activitybadge Ex EMPLOYABILITY SKILLS RGB","type":"png","size":34089,"width":591,"height":591,"altText":""},"assets":null,"headerOptions":{"headerTitle":"Employability Skills","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC84NTI4MyJ9","canonicalUrl":"https://www.scouts.org.uk/explorers/activity-badges/employability-skills/"}],"outcome":[{"id":38408,"name":"Develop skills","outcomeLabel":"Develop skills","outcomeDescription":"Gain a range of practical and modern skills for school, work, and your social life."},{"id":38404,"name":"Communicate","outcomeLabel":"Communicate","outcomeDescription":"Learn to express your own views, listen to others, and understand what they\u2019re trying to tell you."}],"preparation":null,"preparationTime":"15","reflection":"\u003Cp\u003EThis activity was all about learning how to take our experiences in Scouts to make excellent interview answers. We also learned about the STAR method. Did you find this a useful tool to take to interviews with you? Was it easy to come up with examples or was it difficult to think of your time in Scouts in this new way? \u0026nbsp;\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"},{"id":38378,"name":"Outdoors"},{"id":38370,"name":"Online"}],"supportedBy":null,"takingItFurther":"","whoIsItFor":"","youthShapedGuidance":"","activityTags":null,"roles":[{"id":40304,"name":"14-24 Teams"},{"id":83903,"name":"Explorers Section Teams"},{"id":83905,"name":"Network Section Teams"},{"id":40285,"name":"14 - 25 year olds"},{"id":40283,"name":"16 - 25 year olds"},{"id":39231,"name":"Helpers"},{"id":38725,"name":"Young Leaders"}],"sections":[{"name":"Explorers","id":39276,"logo":"","colour":null,"ageRange":""},{"name":"Network","id":39277,"logo":"","colour":null,"ageRange":""}],"themes":null,"searchEngineDescription":"Turn interview nerves into wins by using the STAR method and turning your own Scout adventures into standout stories that shine.","plannerTimeSlot":90.000000,"safetyAlerts":[],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":90,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cdiv class=\u0022ListContainerWrapper SCXW216283799 BCX0\u0022\u003E\n\u003Ch3\u003E\u003Cspan class=\u0022NormalTextRun SCXW216283799 BCX0\u0022\u003EBefore you begin\u003C/span\u003E\u003C/h3\u003E\n\u003Cul class=\u0022BulletListStyle1 SCXW216283799 BCX0\u0022\u003E\n\u003Cli\u003EUse the\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safety-checklist-cards/safety-checklists-for-team-members/\u0022 title=\u0022Safety Checklists for Team Members\u0022\u003Esafety checklist\u003C/a\u003E\u00A0to help you plan and risk assess your activity. There\u2019s also more guidance to help you carry out your\u00A0\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples. \u00A0\u00A0\u003C/li\u003E\n\u003Cli\u003EMake sure all young people and adults involved in the activity know how to take part safely.\u00A0\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help.\u00A0\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/div\u003E","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003EPlanning and setting up this activity\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EPrint two copies of the interview scripts, or have them available on devices so that pairs can act them out for the group.\u003C/li\u003E\n\u003Cli\u003EPrepare copies of the STAR template (one per person), using the version attached to this page or creating your own.\u003C/li\u003E\n\u003Cli\u003EYou may want to pre-assign roles to adults so they know how best to support in advance.\u003C/li\u003E\n\u003Cli\u003EYou can find notes for each discussion point about the key skills on this page. You might want to keep these to hand to use as prompts, which can help the group fill in any gaps.\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cspan class=\u0022NormalTextRun SCXW253511310 BCX0\u0022 data-ccp-parastyle=\u0022Body Text\u0022\u003EIntroducing the activity\u003C/span\u003E\u0026nbsp;\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EGather everyone together and explain that today\u2019s activity focuses on putting theory into practice by identifying the key skills employers look for and learning how to use the STAR framework to demonstrate examples from their time in Scouts.\u003C/li\u003E\n\u003Cli\u003EExplain that they\u0027ll take some time to:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003Eidentify the top five key skills employers look for;\u003C/li\u003E\n\u003Cli\u003Eunderstand what these five key skills mean and how they relate to your Scouts journey;\u003C/li\u003E\n\u003Cli\u003Eunderstand and use the STAR framework to help identify examples of key skills within your time in Explorers so far;\u003C/li\u003E\n\u003Cli\u003Eexplore how this can be used in other areas of Scouts and beyond.\u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003EKey skills\u0026nbsp;\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EStart by asking the group: \u2018What key skills do you think you\u0027ve developed as an Explorer Scout, Young Leader or Network member that employers might look for when interviewing?\u2019\u003C/li\u003E\n\u003Cli\u003EHelp support the discussion and help the group identify the five key skills of teamwork, aiming high and positivity, communication, problem solving and creativity, and leadership.\u003C/li\u003E\n\u003Cli\u003ESplit the group into five smaller groups and give each group one of the above key skills.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EIn their groups, they should take 5 to 10 minutes to:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003Ecome up with a definition of their skill\u003C/li\u003E\n\u003Cli\u003Eexplain how it applies to employment\u003C/li\u003E\n\u003Cli\u003Eidentify some example behaviours that demonstrate their key skill\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00225\u0022\u003E\n\u003Cli\u003EAfter the set time, bring everyone back together and ask each group to share what they came up with\u0026nbsp; Use the notes on this page to help fill any gaps.\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDefinition: \u003C/strong\u003ETeamwork is the collaborative effort of a group of individuals based on trust to cooperate, communicate and coordinate for a common purpose\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EApplication to employment:\u003C/strong\u003E Employers want to know that you can be a team member who will play your part and help others achieve team goals.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EExample behaviours\u003C/strong\u003E:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EI am reliable and timely with my contributions\u200B\u003C/li\u003E\n\u003Cli\u003EI take responsibility for my contributions\u200B\u003C/li\u003E\n\u003Cli\u003EI offer inputs to group decision-making\u200B\u003C/li\u003E\n\u003Cli\u003EI encourage contributions from others\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","label":"Teamwork"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDefinition: \u003C/strong\u003EAiming High means setting ambitious goals and striving to achieve them. Positivity is about having a hopeful and optimistic attitude, even in the face of challenges.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EApplication to employment:\u003C/strong\u003E Employers want to be reassured that you will want to learn to work to the required standards in a reliable and dependable way. \u0026nbsp;Also, that you are resilient and will cope with difficult and unexpected situations with a can-do attitude.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EExample behaviours:\u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EI work efficiently, with attention to detail, to required standards\u003C/li\u003E\n\u003Cli\u003EI show a can-do attitude when facing a new challenge\u200B\u003C/li\u003E\n\u003Cli\u003EI take pride in improving my performance\u200B\u003C/li\u003E\n\u003Cli\u003EI keep trying when things get tough\u200B\u003C/li\u003E\n\u003Cli\u003EI help others when things get tough\u200B\u003C/li\u003E\n\u003Cli\u003EI learn from mistakes and personally develop as a result\u00A0\u003C/li\u003E\n\u003C/ul\u003E","label":"Aiming high and positivity  "},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDefinition: \u003C/strong\u003ECommunication is the art of expressing thoughts, ideas, and feelings to others in a clear and effective way. It involves both speaking and listening, as well as understanding and responding to what others are saying.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EApplication to employment: \u003C/strong\u003EEmployers will expect you to communicate in an effective manner, taking into account the communication needs, preferences and expectations of different people.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EExample behaviours: \u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EListen carefully to others\u0027 requests, comments and complaints\u200B.\u003C/li\u003E\n\u003Cli\u003EExplain things carefully, as clearly and simply as possible but giving appropriate details\u200B.\u003C/li\u003E\n\u003Cli\u003EChoose an effective way to respond to others\u0027 communications, making appropriate use of digital methods as well as in person.\u200B\u003C/li\u003E\n\u003Cli\u003EShow others that you are listening and are concerned to help them\u200B.\u003C/li\u003E\n\u003Cli\u003EUse respectful and appropriate language, bearing in mind others\u0027 needs and preferences.\u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","label":"Communication"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDefinition: \u003C/strong\u003EProblem-solving involves identifying a problem, analysing the situation, and coming up with effective strategies to overcome it. Creativity is the ability to think outside the box and come up with innovative ideas or approaches. \u200B\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EApplication to employability:\u003C/strong\u003E Employers want to know that you will be able to find ways to do things differently, making improvements and not just stick to the ways things have been done in the past.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EExample behaviours: \u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EWork in an efficient manner and be mindful of deadlines and expectations\u200B\u003C/li\u003E\n\u003Cli\u003ENotice when things are not going so well and the approach to an activity needs to change\u003C/li\u003E\n\u003Cli\u003EGenerate ideas for improvement\u200B\u003C/li\u003E\n\u003Cli\u003EWork out what is causing things to go wrong, understanding the real reason\u003C/li\u003E\n\u003Cli\u003E\u200BPropose and consider others\u0027 proposals to create options for change\u200B\u003C/li\u003E\n\u003Cli\u003EMake plans to try out alternative options\u003C/li\u003E\n\u003Cli\u003ERecommend changes and improvements based on evidence of success\u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","label":"Problem solving and creativity"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDefinition: \u003C/strong\u003ELeadership is the ability to guide and inspire others towards a common goal. It involves taking initiative, making decisions, and supporting and motivating team members. A good leader listens to others, communicates effectively, and leads by example.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EApplication to employment:\u003C/strong\u003E Employers may not be looking for new managers when recruiting young people, but they are interested in whether you can motivate others to help you in your work.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EExample behaviours:\u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003ESet specific, achievable goals so that others understand what is required\u200B.\u003C/li\u003E\n\u003Cli\u003EDiscuss with others how they may be able to help you achieve a goal\u200B. Lead a group discussion on how to achieve a goal between you\u200B.\u003C/li\u003E\n\u003Cli\u003EOrganise work in a logical way, creating tasks which others can achieve to help achieve overall goals.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EEnsure task allocation is fair and equitable\u200B.\u003C/li\u003E\n\u003Cli\u003ERecognise others\u0027 feelings and needs\u200B.\u003C/li\u003E\n\u003Cli\u003ESupport others in their work, providing help and encouragement to assist their motivation.\u00A0\u003C/li\u003E\n\u003C/ul\u003E","label":"Leadership"}]}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003E\u0026nbsp;\u003C/p\u003E\n\u003Ch3\u003EHow to be a STAR\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk the group if anyone knows what STAR stands for.\u0026nbsp;It stands for Situation, Task, Action, Result.\u003C/li\u003E\n\u003Cli\u003EExplain how you can use the STAR method to structure examples you give in response to questions, especially in interviews. You can use it to highlight particular skills and qualities you have that the employer is looking for.\u200B When using STAR, remember:\u200B\u0026nbsp;\n\u003Cul\u003E\n\u003Cli\u003Eyou can use examples from work, home or volunteering\u200B\u003C/li\u003E\n\u003Cli\u003Ekeep examples short and to the point\u200B\u003C/li\u003E\n\u003Cli\u003Etry to get your points across in a conversational way so as not to appear too rehearsed\u200B\u003C/li\u003E\n\u003Cli\u003Ebe prepared to answer follow-up questions about the examples you give\u200B\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ol\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003EUsually, you\u2019ll need to use the STAR technique when answering questions that begin with:\u200B\n\u003Cul\u003E\n\u003Cli\u003ETell me about a time when\u2026\u200B\u003C/li\u003E\n\u003Cli\u003EHow do you react when\u2026\u200B\u003C/li\u003E\n\u003Cli\u003EHave you ever\u2026\u200B\u003C/li\u003E\n\u003Cli\u003EProvide an example of\u2026\u200B\u003C/li\u003E\n\u003Cli\u003EDescribe a situation\u2026\u200B\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003Cli\u003EDiscuss how the first challenge when answering these types of questions is thinking of an appropriate scenario or example to use. Then, once you\u2019ve got a situation in mind, the STAR method helps you structure your response in a compelling and precise way, helping you communicate your example effectively to the interviewer.\u003C/li\u003E\n\u003Cli\u003EAsk for four volunteers. You will have two people act out each of the different scenarios. You can find the scripts attached to this page.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAfter the role play, talk through the differences between the two scenarios and how the interview questions were answered.\u003C/li\u003E\n\u003Cli\u003EReinforce the benefits of using the STAR framework:\u200B\n\u003Cul\u003E\n\u003Cli\u003EProvides a structured response and avoid rambling\u003C/li\u003E\n\u003Cli\u003EIllustrates your accomplishments\u003C/li\u003E\n\u003Cli\u003EPuts your skills at the forefront of your answer and showcases these to the interviewer\u200B\u003C/li\u003E\n\u003Cli\u003ECan be used in a wide range of scenarios\u200B\u003C/li\u003E\n\u003Cli\u003EYou are likely to make a better impression on the interviewer using a framework like STAR\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003Cli\u003ENow it\u2019s your turn. Give the group some time to think of their own example of when they demonstrated one of the five key skills during their time in Scouts. Use the blank template to write their own STAR, draw out the skills and give a summary statement.\u003C/li\u003E\n\u003Cli\u003EOnce everyone has completed one, gather the group back together and give space if anyone wants to share their STAR.\u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":89852,"nodeName":"Learn how to be a STAR","title":"Learn how to be a STAR","type":"activity","image":{"url":"/media/19839/fdl-02-01.png?width=800\u0026height=450\u0026v=1db165cc7fc61d0","caption":"FDL 02 01","type":"png","size":15417,"width":1902,"height":1100,"altText":""},"assets":[{"id":89854,"url":"/media/h3uaxw4i/employability-activity-interview-asset.pdf","caption":"Interview scripts","type":"pdf","size":64311},{"id":89853,"url":"/media/z4miah4z/employability-activity-star-asset.pdf","caption":"STAR template","type":"pdf","size":89748}],"headerOptions":{"headerTitle":"Learn how to be a STAR","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Turn interview nerves into wins by using the STAR method and turning your own Scout adventures into standout stories that shine.","subHeader":"Turn interview nerves into wins by using the STAR method and turning your own Scout adventures into standout stories that shine.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC84OTg1MiJ9","canonicalUrl":"https://www.scouts.org.uk/activities/learn-how-to-be-a-star/"}