UCL Careers
  • Welcome

    The UCL Careers team use this Blog to share their ‘news and views’ about careers with you. You will find snippets about a whole range of career related issues, news from recruiters and links to interesting articles in the media.

    If you are a researcher, we a specific blog for you.

    We hope you enjoy reading the Blog and will be inspired to tell us your views.

    If you want to suggest things that students and graduates might find helpful, please let us know – we want to hear from you.

    Karen Barnard – Director, UCL Careers

    UCL Careers is part of The Careers Group, University of London

    Accurate at the time of publication
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    Please read our Guest Blogger Policy

  • Archive for the 'Jobs' Category

    Develop your global mind-set with an international internship

    By UCL Careers, on 5 December 2018

    Global Intern in Slovakia

    Jan Hradicky in Slovakia

    Global Intern in Kenya

    Jingyi Zhang in Kenya

    Global Intern in USA holding a flag

    Nora Venin in USA

    UCL’s Global Internships Programme is fairly new, with the first participants undertaking internships in summer 2018. Students went all over the world, from Belgium to Japan to USA, with internships in SMEs, large companies, charities and government offices.

    100% of participants said they would recommend undertaking an international internship to their fellow students, with the most common piece of advice being “just do it!” So if you’d like to intern overseas next summer, read on…

    How can you be part of the Global Internships Programme?

    Secure an internship which is sourced and managed by UCL Careers – these are called ‘exclusive internships’ and UCL Careers are busy trying to source opportunities just for UCL students. They will be advertised from 6th February and will be available to browse via your myUCLCareers account.

    Apply for funding to help cover the costs of going overseas – depending on the location and duration of your internship, you may be eligible to apply for the Global Internships Bursary or the Erasmus+ Traineeship Grant. The latter is for internships in the EU and UCL has lots of funding available so perhaps think about heading to Europe next summer! Details will be provided in the spring term.

    What can you do over the Christmas break to get started on your global internship journey?

    1. Start exploring possible internships! Have a look at GoinGlobal, TargetJobs and Prospects for information about working in various different countries. Look for opportunities on myUCLCareers under the ‘Vacancies’ tab.
    2. Make some applications! You can book an appointment with an Applications Advisor to talk through your applications, whether they are for particular opportunities or speculative approaches.
    3. Think about funding! Hopefully you will be eligible to apply for the bursary or grant, however if not (or if you are unsuccessful) then you will need to have a plan in place for how to finance your internship. Start thinking about all of the costs of going overseas and how you will cover these – you can use Numbeo to help you.
    4. Prepare to go! You don’t need to do this part just yet, but there is no harm in thinking about it. There will be lots to do, from getting a visa, securing accommodation and preparing to work in your target country, particularly if it is new to you. You can use Hofstede’s Country Comparison tool to see how your culture is similar or different to the country you plan to go to!

    The Global Internships Programme webpages are currently being updated and will be available very soon. If you are interested in any of the above, sign up to our mailing list and we’ll ping you an email when we open for applications.

    Get into Broadcasting – UCL Careers Panel Event

    By UCL Careers, on 23 November 2018

    (As part of the Media Themed Week)

    What is considered ‘broadcasting’?
    Film / Radio / Television

    What types of careers can I have in broadcasting?
    Many of the roles in this industry are freelance or contract-based, with people working on lots of different projects over varying amounts of time. Although often seen as a glamorous sector, the hours are often long and competition for roles are fierce. But many roles offer the chance to be creative, work with people and to use your research skills.

    There are many roles, below are just a few of them:

    However, there are lots of roles that you might also find in other industries such as accountants, commercial lawyers, business strategists and human resources.

    What qualifications do I need?
    For the majority of roles, you don’t need any specific qualifications – just enthusiasm, passion and drive. However, some more technical roles may need a related degree – such as a broadcast engineer. You may need to start building up a portfolio or a showreel for some of the creative roles.

    How do I get a graduate job?
    There is no ‘one route’ into this industry, and it entirely depends on the type of role you are looking for. Some people find it useful to start off being a ‘runner’ this can be in production, floor, location or post-production. These roles will allow you to work with the professionals in your area of interest, make connections and build up your skill set. As a lot of roles are done through referrals and recommendations, it is useful to know as many people as possible.

    Some broadcasting companies offer internships, schemes and work experience such as:

    Why should I come to the panel event on the Wednesday 28th November?
    This will be a chance to hear from professionals in the field talking about their experiences and giving advice about getting into this industry. There will also be time to ask questions and to meet them in person afterwards. Panellists include:

    • Film director
    • Freelance radio and TV presenter
    • Correspondent / investigative journalist for BBC Newsnight
    • Trainee Script editor for ITV

    What is also interesting, none of them studied film, radio, media or TV at university!

     

     

    Meet the Alumni through this weeks Museums, Arts & Cultural Heritage Themed Week

    By UCL Careers, on 12 November 2018

    Museums, Arts and Cultural Heritage Themed Week: Meet the Alumni

    Want to get an honest insight into working in the Museums, Arts and Cultural Heritage sector? Come to our Alumni Networking Event on Tuesday 13 November, where you can meet UCL alumni from different areas across the sector and ask them about:

    • Where and how to look for roles
    • Who to contact, and
    • What experience is needed

    Find out about their experiences since graduating from UCL, including how they successfully transitioned from being a student to having a career in the sector.

    There will be a panel discussion, giving you an opportunity to hear from the diverse speakers, followed by a Q&A session, with questions from the audience – so come prepared!

    After this, you will have a chance to practice your networking skills; where you can ask more detailed questions to specific panellists in a safe and informal setting. Drinks and nibbles will be provided during the networking!

    Chairing the event will be Dr Nina Pearlman (UCL MA Fine Art, 1996), Head of UCL Art Collections. The panel will include:

    • Dhikshana Turakhia Pering, Youth Programme Manager at London Transport Museum (MA Museums and Galleries, 2008)
    • Lisa Westcott Wilkins, Managing Director at Dig Ventures (MA Archaeology, 2002)
    • Eric Brunjes, Chief Executive at Attack Magazine (BA History, 2006)
    • Adam Klups, Historic Buildings Advisor at Church of England (BA History of Art with Material Studies, 2011)
    • Jonathan Franklin, Librarian at National Gallery in London (MA Library & Information Studies, 1986)

    To find out more about each of the speakers, see the short biographies below. Book now for this event happening TONIGHT as part of the Museums, Arts and Cultural Heritage themed week. We look forward to seeing you there!

    Speaker biographies
    Dr Nina Pearlman (UCL Slade MA Fine Art, 1996) – Head of UCL Collections, UCL Art Museum
    Nina is responsible for the sustainable development of the Museum’s art collections, spaces, programmes, partnerships and team to ensure benefit for current and future generations.

    Nina is also a contemporary art curator, writer and lecturer and specialises in interdisciplinary collaborations between research & art and public art. She studied fine art, history of art and critical theory, gaining her MA from the Slade and BA from the University of Haifa.

    Prior to joining UCL Nina worked independently on curatorial projects, strategic planning and fundraising with artists and institutions drawing on a background in business development in the corporate sector. This, coupled with visiting lecturer contributions across the HE, built up an extensive contemporary art network nationally and internationally. She led the Cultural Heritage pathway for five years on the MA for Arts Policy and Management at Birkbeck College focusing on Museums for the 21st century, and has acted as a selector for the Bartlett School of Architecture’s Research Materialisation award since its inception and is a nominator for Prix Pictet, the global award in photography and sustainability.

    Dhikshana Turakhia Pering (UCL MA Museums & Galleries in Education, 2008) – Manager of the Arts Council England funded Young People’s Skills Programme, London Transport Museum
    Dhikshana manages the Arts Council England funded Young People’s Skills Programme for 18-25-year-olds at London Transport Museum, focusing on making the cultural and heritage sector accessible and diverse. Dhikshana has 12 years’ experience with the majority of her career spent at the Science Museum, working in learning teams on everything from delivery and development to management and operations. As Trustee of the Museums Association, Dhikshana works actively on sector-wide workforce developments. Her passion lies with actively diversifying the sector, by changing and developing the whole workforce model from recruitment to exit.

    Lisa Westcott Wilkins BA MA MCIfA FRSA (UCL MA Archaeology, 2002) – Co-founder and Managing Director, DigVentures
    As co-founder and Managing Director at DigVentures, Lisa has found the perfect place to combine archaeology with over twenty years of professional experience in communications, finance and journalism, including several years as Editor of Current Archaeology magazine. With a Master’s degree in Archaeology from UCL and a prestigious Clore Fellowship under her belt, she now focuses her energy wrangling field archaeologists and harnessing brilliant creative sector innovations for DV. She is an international speaker on crowdfunding for the creative and cultural sectors and leads on the consultancy aspect of DV’s work. She is responsible for the Americanisms, absurdly strong site coffee and early morning DV dance parties.

    Eric Brünjes (UCL BA History, 2006) – Chief Executive, Attack Magazine and Music Producer
    Eric Brünjes, aka ‘Brvnjes’, is a music producer and entrepreneur based in London.
    As a music producer, he has produced for artists such as Fetty Wap, Feli Fame, Talib Kweli, Mobb Deep, The Recipe and Meridian Dan.
    As a sound designer and composer, he has composed for Adidas, Puma, M&M’s, Schuh and Honda. In 2018, he recorded the backing arrangements for Ariana Grande’s live show.

    He also runs Attack Magazine which is dedicated to dance music lifestyle and production. Attack released the book ‘The Secrets of Dance Music Production’ in 2016. Attack is publishing several other titles in 2019. Eric is based in London where he lives with his wife and young family.

    Jonathan Franklin (UCL MA Library & Information Studies, 1986) – Librarian, National Gallery in London
    Jonathan Franklin read classics, then took a Master’s in Library and Information Studies at UCL. He worked at the British Architectural Library and the National Portrait Gallery, before moving to Ottawa, Canada, in 1996, where he managed the Library and Archives of the National Gallery of Canada. Since 2014 he has been the Librarian of the National Gallery in London. He has been professionally active in the Art Libraries Society of UK & Ireland, the Art Libraries Society of North America, and the Art Libraries Section Standing Committee of the International Federation of Library Associations.

     

     

    Museums, Arts & Cultural Heritage Week 2018

    By UCL Careers, on 9 November 2018

    Themed Week Icon of a dinosaur skull. Background of person sitting in a gallery of large classical art with text overlay "Book your place: Museums, Arts & Cultural Heritage Week"

    Thinking of considering a career in Arts, Museums or Cultural Heritage? Not sure where to start? Looking for career inspiration?

    This is the week for you! This is your chance to meet professionals and experts working in various roles within these sectors.

    The following events are open to students and recent graduates from all degree disciplines and all of the events below are now bookable through your ‘myUCLCareers’ account.

    Working in Arts and Culture | Monday 12 November – 5:30pm

    Thinking about working in the arts or cultural sector? Come along to this panel event for the chance to hear from professionals currently working in managerial, creative and organisational roles within a variety of arts and cultural settings. Speakers will discuss the realities and rewards of their roles.

    The panel discussion will be followed by Q&A.

    Panellists include:

    • Kate Mason – Director at The Big Draw
    • Shelley James – Artist at Shelley James Glass
    • Meg Peterson PhD – Project Manager, Research and Higher Education at Battersea Arts Centre
    • Abby-Jo Sheldon – Development and Events at Freud Museum London
    • Caroline Marcus FRSA – Chair of The Board of Trustees at GEM (Group for Education in Museums)

    Book your place at Working in Arts and Culture

    Meet the Alumni | Tuesday 13 November – 6:30pm

    How do you go from studying at UCL to working in exciting professional positions in museums, arts and cultural heritage. Learn from UCL alumni in this panel discussion and Q&A session?

    The Q&A session will be chaired by Dr Nina Pearlman, Head of UCL Collections at UCL Art Museum, and Slade alumnus. You will then have the chance to meet and network with these expert panelists for an hour after the event, giving you insight into career options and making useful connections for your career journey.

    UCL Alumni attending include:

    • Dhikshana Turakhia Pering, Youth Programme Manager at London Transport Museum (MA Museums and Galleries, 2008)
    • Lisa Westcott Wilkins, Managing Director at Dig Ventures (MA Archaeology, 2002)
    • Eric Brunjes, Chief Executive at Attack Magazine (BA History, 2006)
    • Adam Klups, Historic Buildings Advisor at Church of England (BA History of Art with Material Studies, 2011)
    • Jonathan Franklin, Librarian at National Gallery in London (MA Library & Information Studies, 1986)

    Book your place at Meet the Alumni

    Cultural Heritage Forum | Thursday 15 November – 6:00pm

    Hear from UCL alumni working right across the cultural heritage sector including organisations such as the British Museum and on the restoration of the Houses of Parliament, one of the most significant restoration projects in Europe. This event will help shed light on the  wide variety of roles, across museums, the built environment and other in the cultural heritage sector.

    Panellists include:

    • Mary Pierre-Harvey, Assistant Director at The Houses of Parliament (MSc, Architecture, The Bartlett)
    • Mads Skytte Jorgensen, Business Analyst at The British Museum (MSc, Archaeology)
    • Corrine Harrison, Library Archive & Museum Services Administrator (Royal College of Physicians)

    Book your place at the Cultural Heritage Forum

    Jobs and opportunities through UCL Careers

    By UCL Careers, on 31 October 2018

    If you are looking for a job, internship or other work opportunities then browse the main UCL student job site at myUCLCareers. This is a UCL Careers website where employers advertise positions when recruiting UCL students, recent graduates and researchers.

    There are over 16,000 opportunities each year on myUCLCareers, so if you want to make sure that you don’t miss a relevant work opportunity then sign-up to receive daily or weekly vacancy digests by email. You do this by updating your profile in myUCLCareers and you can refine what you see and receive.

    Please visit our website for all other careers service information.

     

    8 Key Skills for a Career in Social Work

    By UCL Careers, on 31 October 2018

    Frontline: Changing Lives

     

     

     

     

     

     

    At least half a million children in England don’t have a safe or stable home. These children and their families face some of the worst life chances, but social work, as one of Britain’s most challenging and rewarding sectors, has the power to change this.

    Social workers are highly trained professionals. Their wide skillset reflects the variety and diversity of their work:

    Communication

    Few careers will bring you into contact with such a varied range of people as social work. The families supported by social workers come from every kind of background and community. Good communication skills are essential to even consider a career in social work, but these will also improve as you become accustomed to engaging others in a wide variety of settings.

    Curiosity

    Social workers support families in complex and difficult circumstances. Professional curiosity refers both to the ability and will to explore what is happening within a family, without making assumptions or taking things at face value. It’s crucial to learn how to engage with families, to listen in a compassionate and empathetic way and to ask questions that will generate useful answers.

    Collaboration

    Social workers work alongside diverse professionals, including teachers, doctors and the police. The ability to collaborate effectively across professions and teams is vital to ensuring that children and their families get the best support possible. A career in social work will develop your ability to work in a team and you will learn how to collaborate with a wide variety of people.

    Leadership

    Social work is a collaborative effort. A key role of social workers is to help families recognise the need for change and work with them to create a plan for change. Social workers are also advocates for the children and families they work with. From direct work with families to providing your professional opinion in safeguarding reviews or at court, you will need to be able to construct a persuasive argument and influence the decisions of others.

    Reflexivity and self-reflexivity

    Helping families find creative solutions to their problems requires an open mind and an awareness of different ways of thinking and behaving. These skills will enable you to recognise your own biases and identify holistic solutions to problems. You will also have to get and give honest, critical feedback and respond to it constructively.

    Wellbeing and self-care

    In order to provide support and care for others, you must first take care of yourself. You will have to develop your resilience by putting coping mechanisms and self-care strategies in place to better manage emotional challenges.

    Professional boundaries

    Social work is a challenging profession and sometimes social workers can feel that their work is never complete. What’s more, the deeply personal nature of working with vulnerable families can lead to strong emotional investment. Setting boundaries is critically important – with families, colleagues and fellow professionals – so that you can carve out important time for self-care to ensure your own wellbeing as well as that of those that you support.

    Analysis of risk and uncertainty

    Safety of the child is paramount in social work, but risk is rarely straightforward or predictable. An incorrect assessment could endanger a child’s life, or it could separate a child from their family unnecessarily. Learning to analyse the facts and make confident professional judgements in complex, uncertain situations is crucial in this role. You will become accustomed to factoring risk assessments into your everyday decisions and develop professional behaviours that minimise risk for families and yourself.

    Frontline’s Leadership Development Programme is a new path into social work, taking outstanding graduates and developing the skills outlined in this article, to turn them into great social workers. Frontline offers hands-on experience through practice-based learning, in addition to practical and academic training, tailored to your needs.

    Social work isn’t easy but if you think you’re up to the challenge, Frontline could be for you.

    You can register your interest on: www.tfaforms.com/392296

    You can follow Frontline’s Facebook for events and updates.

    Want to discuss your options with a careers professional? Book a guidance appointment with one of our staff: ucl.ac.uk/careers/about/advice

    From History Masters Student to Startup Project Manager

    By UCL Careers, on 21 September 2018

    ClickMechanic Logo

     

     

    This guest feature from car repair startup ClickMechanic shows us that your degree doesn’t have to dictate your job after university. Kurt, ClickMechanic employee and UCL alum shows us what skills you can transfer from your degree to your work. In his words:

    “I would tell everyone, choose your degree and career around what you love and have a real passion for.” Kurt – Project Manager, UCL Graduate: German Language and History MA

    Why UCL?

    “I came to UCL for two primary reasons: the course modules, which resonated strongly with my interests, and for the world-class lecturers. Further to that it was great to have the experience of living in another place for my postgraduate studies. I am glad I opted to come to UCL, it ended up being a great experience and offered a fantastic opportunity to kickstart my career.

    Due to the setup of the course there was a wide range of modules to choose from, and as such an opportunity to learn from lecturers with a variety of interests. All were very passionate about their subjects and had a wealth of knowledge to share. I could tailor my curriculum in the way that I hoped, focusing on twentieth century German history as well as sociolinguistics. Along the way I was also able to broaden my horizon by taking modules in European history and twentieth century modern art.

    With UCL being a campus university it meant it was easy to build connections with people  from all across the planet and hang out. An added bonus is of course being right in the middle of Central London. There’s a never-ending stream of things to do nearby, and not necessarily expensive if you knew where to go. It’s a great way to make a start with exploring this vast city.”

    Work after UCL

    “After graduating, I decided to stay in London for a little longer and actually managed to find another place to stay via someone I met at UCL. I got on with finding a role in marketing, a field I had already worked in prior to coming to UCL. On the job hunt, I swiftly found a role at ClickMechanic, the company I still work for. I actually found the job ad on Tumblr of all places and, with my enthusiasm for all things tech and automotive, decided to pursue it.

    My initial role was a general marketing position: creating copy for the site, managing social and email channels, handling the pay-per-click ads, and managing customer relations when needed. Being the first employee to join the founders and the only one with any in-depth technical knowledge of cars, meant that I was an integral part of building ClickMechanic’s quote engine, which I still work on to this day.

    My course at UCL centred around German language and history, which doesn’t exactly match up with the jobs I ended up pursuing but it’s clear my studies enabled me to refine a lot of skills that gave me an edge when looking for a position.

    Current role at ClickMechanic

    In my day to day now, as a Project Manager, I work on a variety of projects that necessitate a deep understanding of our product, customers and marketing principles. I help communicate between teams, taking a pivotal role in briefing our software developers on updates to our complex system to help push growth.

    In my role there is a lot of data to get my head around, both qualitative and quantitative. It’s the interpreting of all this data where my postgraduate studies at UCL has proven to be very helpful. As in doing postgraduate research, the amount of information and different types of information you have to interpret is complex in most growth-oriented marketing roles, and requires a real attention to detail.

    Understanding what is important and what isn’t helps to make informed data-driven decisions that ultimately make ClickMechanic’s product better. I help build the narratives around the data to explore, explain, and ultimately change things for the better with the evidence we assess. This data analysis is vital for many roles, especially in marketing. It’s clear for me that UCL helped nurture an analytical way of thinking, and contributed to building my career in marketing.”

    Need advice on what you want to do after graduating? UCL Careers can help.

    Visit our contributors website: ClickMechanic

    Five Tutoring Tips For Recent Graduates

    By UCL Careers, on 17 July 2018

    Robert Lomax is a teacher and author. He writes about education at RSL Educational.

    Whatever job you dream of, there’s a fair chance that you’ll find yourself doing a few other things along the way.

    One of the most common “along the way” jobs, particularly in London, is private tuition. It’s something that I started doing when I was a postgrad, just to keep the wolf from my door.
    I enjoyed teaching so much that I’m still doing it now.

    I’ve always had fun during my time as a teacher, but there are a few things that I wish I’d known when I started: things which would have made my work less stressful and more successful, and which I only discovered through making mistakes.

    I add more detail to some of these ideas in this article.

    1. Never stop making mistakes

    The natural instinct for any teacher is to be terrified of mistakes: you think that you need to be infallible, or you will lose your students’ respect.

    This could not be more wrong.

    Once children realise that their teacher is just as able to make a fool of themselves as they are, they discover that there isn’t a great wall standing between their state of ignorance and your adult knowledge: a wall they will have to fling themselves against for years before smashing through.

    Instead, they learn that it is possible to be a successful adult and still get things wrong. This is a tremendous motivation.

    On the one hand, the belief that anything short of perfection is a kind of failure can make children feel like giving up.

    On the other hand, a more skilful, more interesting version of their own imperfection can seem like a thing worth aiming for.

    Of course, if you are going to make mistakes, at least make sure that you …

    2. Always show your thought process

    The greatest gift that a teacher can give a child is not their expertise. A book will be able to offer the same information, and Youtube probably does too.

    The most important thing you have to offer is your way of thinking.

    Let your students see your mind in action! Let them explore your thought patterns, challenge them and copy them.

    One of the very best ways to do this is to work alongside your student. Rather than setting them a task and reading the newspaper for ten minutes, do the same work as them, at the same time.

    When you compare your answers – perhaps even marking each other’s responses – they will be inspired by the things that you do better.

    What’s more, on the rare occasions when they do something more effectively than you, it will be as motivating as any other experience in their school career.

    3. Don’t promise results

    There are no “supertutors” – just teachers, some of them with a few more tricks than others, and some with a better instinct for relating to children. Nobody knows the magic key which can ensure a particular outcome for a child.

    Promise to do your best, but be honest: don’t offer guarantees. In the end, only your student has the power to achieve what they want to.

    4. Be prepared to walk away

    Sometimes you won’t be the best teacher for a student you’re working with. If you start to realise this, don’t panic and struggle against it. It happens to all tutors sometimes, however experienced they are.

    Tell the child’s parents, explaining things clearly. You might offer to help them through the transition to a new tutor. In almost every case, they will be grateful for your honesty.

    Very rarely, you will need to end your relationship with a client because they treat you poorly and make your life difficult. Don’t feel guilty about declining further work from them, and don’t feel trapped by a sense of obligation to their child. There are plenty more tutors out there.

    Whatever the reason, never let things drag on miserably. It’s no good for you or your student.

    5. Communicate!

    From the outset, talk to your clients! There are very few difficulties which can’t be managed well if you already have an effective pattern of communication.

    What’s more, parents are most likely to worry about their children’s education if they don’t know what’s going on.

    When you start working with a new family, send the parents frequent emails. Remind them what homework you have set. Perhaps send a weekly update, highlighting their child’s strengths and explaining where you are seeking improvement. If your student has done something especially good, let their parents know and encourage them to echo your own congratulations.

    After a few weeks, you’ll probably find that you can reduce your level of communication. When a client understands your approach and feels able to trust you, you will have the freedom to do your very best teaching.

    Robert Lomax is a teacher and author. He writes about education at RSL Educational

    Asking for Reasonable Adjustments for a Health Condition or Disability

    By UCL Careers, on 9 May 2018

    Disclosing your health condition consists of two parts of a conversation: the disclosure itself and the request for support. Often, they take place at the same time, so it’s good to be prepared for a conversation regarding your needs. By ‘need,’ we mean what reasonable adjustments employers can make for you.

    In case you haven’t read previous blogs, reasonable adjustments are provided by employers to mitigate any barriers in employment you might face as a result of your health condition.

    What are reasonable adjustments? ACAS says, “Reasonable adjustments remove or minimise disadvantages experienced by disabled people. Employers must make reasonable adjustments to ensure disabled people are not disadvantaged in the workplace. They should also make sure policies and practices do not put disabled people at a disadvantage.” In simple terms, reasonable adjustments are put in place, so that you can perform the role just as effectively as anyone else.

    The word reasonable, as in ‘reasonable adjustments’ is interesting here, as what is reasonable in one environment, may be different in another.

    So, what can you to prepare yourself for this aspect of the conversation?

    What might you struggle with?

    Think about the research you’ve done into the role you are applying to. If there are aspects of the environment or of the role which may adversely impact your health, e.g. working long hours, then write this down.

    Reflect and research

    Prioritise each one – are there any issues that you are minor? Are there any that really trouble you?

    There are two factors here: what you will do to manage your condition at work, and what your employer can do to support you. Whilst the emphasis in this blog is more about the latter, how you manage yourself currently can also help you.

    For example, you may have observed facets of your condition that have affected your performance in your qualification, and consequently you have adapted the way that you work or sought support. Knowing what works or doesn’t work provides really useful knowledge to feed into the conversation. Sometimes, however, you need to be in the actual job and environment to know how you can manage your condition, which is when reaching out may be worthwhile.

    Against each of the areas of work you have written down that concern you, add a potential solution, using your experience as above, or researching what has helped others (see Resources section).

    How will I say it?

    Having prioritised your areas of concern, draw the employer’s attention to your main concerns, but offer one or two solutions for each. The conversation should be fluid and also positively reinforce your strengths, and what you love about the role. Emphasise how much more effective you’ll be with this support.

    Your research will help you stay in control of the conversation however as it is a conversation, the employer may have their own suggestions, using prior knowledge.

    Pre-empting questions or concerns

    It’s worth spending some time thinking about any questions the employer might have. They may be concerned about the cost involved in supporting you with specialist equipment but some reasonable adjustments, e.g. adjusting working hours, may be of very little cost. Remind them also of the Access to Work scheme, which may also provide funding for equipment.

    Some of your approach to this conversation is about confidence and attitude. Often, we feel guilty about asking for things before we’ve even started working and before the employer has seen what we are capable of. However, you are your best expert. The key is to reach a solution that means you will perform at your best, without compromising your health.

    At UCL Careers, we’re more than happy to talk through disclosure with you, whether you’re confused, have made up your mind or just want to do a simple role play! If you are an Undergraduate, please access UCL Careers Extra appointments; if you’re a postgraduate, feel free to book any UCL Careers one-to-one appointment and we’ll give you a steer.

    Article written by Careers Consultant, Carla King: carla.king@ucl.ac.uk

    Resources:

    Dyslexia related reasonable adjustments

    Advice and guidance from the Equality and Human Rights Commission

    Reasonable adjustments examples from the Equality and Human Rights Commission

    Advice from the UK Government

    Advice for employers

    Telling Future Employers about Non-Visible Health Conditions: The Disclosure Conversation

    By UCL Careers, on 6 May 2018

    Having the disclosure conversation can be nerve-wracking but if you’re prepared, you will have the extra confidence and control you need, ensuring the focus is on the impact and your needs.

    Before preparing, ask yourself the following:

    • Do I have to tell my employer? (see previous blog)
    • Why do I want to tell them? (is this out of obligation or will be helpful to you?)
    • How do I feel about telling them? (whatever emotional response this elicited is very normal)

    Having a plan

    Having a disclosure plan for the conversation helps you keep the things you want the employer to concentrate on. There is also a bit of reflection and research you can do to support your plan.

    When will I tell the employer?

    This could be at application stage, at interview, before a test, after the job offer is made, when you’re in the workplace. When you disclose is entirely dependent on how comfortable you feel disclosing at any of these stages. It may be worth listing pros and cons to help you decide the timing.

    Where will I tell them?

    Think about what the conversation might look like. Will you speak to someone on the phone or will you do this in person? If the conversation is not face-to-face, how might this change what you want to say? E.g. how much time will you have with them?

    What will they say?

    Pre-empt questions or concerns. Think about how you might deal with a reaction. Two big questions they will likely have are:

    • How will this affect your work?
    • What support will you need?

    How will they react?

    There are two things to remember here – they are human and may react in a way you didn’t expect, and also that you have had time to absorb this information for a while, however they might need time to take it all in. Equally, of course, they may not react at all and take the information in their stride.

    What will I say?

    As the mainstay of the conversation, keep it positive. Remind them of what you do really well and, concisely, tell them about how you currently manage your condition at university. Highlight areas of work that might impact your condition, then focus on what support you can both put into place to help you do your job the most effectively. Think about what your employer might do to help you – are there any physical changes to your desk? Is there something about your working pattern that might help? Think about ways of working you can bring from university or what you found helped you. You can make clear whether or not this would be open information or if you would like things kept private and confidential. Remember, this is not only about what you can do, but also that employers have a duty of care to take away barriers in the workplace that exist because of your condition. They do this by providing reasonable adjustments (more in the final blog).

    How will I say it?

    Keep the conversation flowing and factual. Focus only on aspects that are relevant to the role.

    How will I ask for support?

    Once the information part of the conversation is over, if you feel this is the right time, you can move on to your needs: things that will help you integrate and help you to do your job effectively. This is the research bit – once you’ve identified areas in which you’ll need support, do some research on the sorts of things others have found very useful.

    Use your resources

    At UCL Careers, we’re more than happy to talk through disclosure with you, whether you’re confused, have made up your mind or just want to do a simple role play! If you are an Undergraduate, please access UCL Careers Extra appointments; if you’re a postgraduate, feel free to book any UCL Careers one-to-one appointment and we’ll give you a steer.

    Article written by Careers Consultant, Carla King: carla.king@ucl.ac.uk

    Resources:

    Equality Act & Human Rights Commission Contact: 0808 800 0082

    Disability confident employers registered with the Department for Work and Pensions

    Workplace adjustments: Equality Law