When University is not for you

On Wednesday 16 March 2011, 8 careers and HR experts met with a past De la Salle student, a dyslexic and university drop out, to discuss his CV and future and how, in the future, people like him could be supported, through this website.

If you to have a learning difficulty or simply decide university wasn't for you, this story may be similar to yours. Whether it is or is not, the feedback he received from HR workers should be useful!

CV/Cover letter

• Explain to employers the full situation
• In your cover letter, explain what you have done to overcome your difficulties
• Need to show evidence of how you have overcome the situation and prove that you are capable of undertaking the job and sitting exams if necessary.
• Since most HR staff will look at grades first put an asterisk and mitigating circumstances right next to your grades.
• Ideally  no longer than two pages - remove career objectives and put planned/future qualification in the qualification section

Activity

• Temping may be a good option as there is so much competition from students with better grades. Plus this may lead to opportunities that are not advertised. Study a relevant course to prove your academic worth.
• Increase UCAS points (eg, take a BTEC) to make yourself more competitive.
• Undertake work experience to test what area you want to work in.
• Network whenever possible.
• Look at entry level jobs rather than trainee level.
• Make sure you are flexible enough to undertake short-term placements. You may need to give up your other job.
• Don’t register with a large number of agencies – better to develop a good relationship with a few, and put across your motivation to encourage the agency to speak favourably to their contacts.

Dyslexia

• Need to be specific about which areas of your working capabilities your dyslexia effects and where difficulties arise.
• Need to learn techniques to deal with your specific problems and practice them.
• As far as we understand there is no-one currently in Jersey who can offer top-level support or skills information for dyslexics, may need to go to the UK. Further research may be required.
• Skills can be more effective than software packages.
• Students can be allowed extra time in exams or to see materials before the exam.