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Talent Boom 2012 Presentation For Li


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Talent Boom 2012 Presentation For Li

  1. 1. THE TALENT BOOM Development Beyond Learning Josh Mackenzie, Managing Director #talentboom 1
  2. 2. Who we work with 2
  4. 4. Methodology and demographics• Inaugural report and first of it’s kind in Australia• 104 graduates in the EMR sector surveyed throughout May 2012• A range of EMR organisations participated in the survey• Respondents worked and resided primarily in Western Australia, Queensland and New South Wales with a small percentage in Victoria• Respondents were 25% female 4
  5. 5. About the reportFigure 1: Respondents by physical location of work Figure 2: Respondents by period of employment 5
  6. 6. What did we find? 6
  7. 7. Key finding 140% of energy, mining and resources graduatesreport that they have not attended non-technical(professional development) training with their currentemployer 7
  8. 8. What the graduates said... “It doesnt matter how technical of a mindset you have, if you cannot communicate a message or idea to key stakeholders at the right time with the right intent then your success in your profession is going to be limited.”“We learn the technical side at uni. It is only once you are in the work placeyou realise which skills you lack and which are necessary. Professionaldevelopment skills such as communication are critical to being able to do agood job.” “A large component of engineering work involves management of other people particularly in more senior engineering roles. Training for this is something we do not receive as part of our degrees and general management and leadership training is essential.” 8
  9. 9. Key finding 1EMR graduates have not been taught soft skills atuniversityTheir university degrees are predominantly engineering focused,which are highly technical in natureEMR graduate programs are longer than their peers’98% of graduate development programs in the EMR sector arelonger than 18 months47% of graduate development programs in all sectors are lessthan 12 months 9
  10. 10. Key finding 1 Could training be the key to retaining the wanderlust EMR graduate?40% of EMR graduates plan to leave their organisation within 3 years40% indicated training and development to be a factor. This is higher than allsectors, where 32% indicated training and development would make them stay67% of EMR graduates rated the quality of non-technical (professionaldevelopment) training as important or very important in their career in the next 5years94% rated technical training and development as important or very important intheir career in the next 5 years 10
  11. 11. “If we are to improve the quality of the leadership pipeline within this sector, weneed to boost the non-technical capabilities of the newest cohort of leaders.” 11
  12. 12. Key finding 248% of energy, mining and resourcesgraduates believe the level of responsibility intheir role is High or Very High, relative totheir experience 12
  13. 13. What the graduates said...“(My organisation) allows its graduate engineers to takeon opportunities with a high level of responsibility. Thisaccelerates in developing management skills anddealing with pressure “At times I feel like there is too much responsibility put on us with our level of experience. Makes you learn quick but is quite stressful.” 13
  14. 14. Key finding 2Graduates are stretched early in their programsNo surprise given the talent shortageResponsibility goes hand-in-hand with desire forrelevant content84% of EMR graduates indicate they are either Somewhat Satisfied orCompletely Satisfied with the content of their work60% of EMR graduates rated content of work as a factor that would make themstay longer in their organisation, the second highest response behind promotionor career advancement96% rated content of work as important or very important to their careers in thenext 5 years – the highest ranking response 14
  15. 15. Key finding 2Factors important in career over next 5 years 15
  16. 16. Key finding 2With responsibility comes great riskThe challenge for employers is to harness the unique position ofthe EMR sector and continue to stretch graduates outside of theircomfort zone in a way that is safe89% of graduates feel that the quality of on-the-job developmentis Good or Very Good. There is not currently any informationavailable to ascertain if this relates to technical on the jobdevelopment, or non-technical on the job development 16
  17. 17. “If we are to improve the quality of the leadership pipeline within this sector, weneed to appropriately stretch and support the newest cohort of leaders.” 17
  18. 18. Key finding 3While 87% of Energy, Mining and Resourcesgraduates rate the overall competence of theirmanager as Good or Excellent, results suggestmanagers need more support in understanding howto lead graduates. 18
  19. 19. What the graduates said... "My immediate manager is excellent in providing me with opportunities to develop competencies and knowledge on the job"."My immediate supervisor has very little to do withmy training and development program." 19
  20. 20. Key finding 3Managers are key to providing 70/20/10 development10% of learning and development could be attributed to formal interventionssuch as courses and reading. 20% is attributed to coaching and feedbackwhile the majority, 70%, occurs through on- the-job experiencesManager or leader therefore influences, if not controls, up to 90% of a teammembers’ development through providing on-the-job learning as well ascoaching and feedback90% of graduates rating the quality of their immediate manager or supervisoras being Important or Very Important to their career in the next 5 years 20
  21. 21. Key finding 3Managers – competent, but ill equipped to leadgraduatesWell over half of EMR graduates feel that their manager wouldhave benefitted from a structured training or briefing session onsupervising a graduat1 in 3 graduates do not feel that their manager understands theirdevelopment needsThe same proportion again feels that their manager does notalign their work to their development needs 21
  22. 22. Key finding 3Effectiveness of managers or immediate supervisors at developing non-technical competencies of graduates 22
  23. 23. Key finding 3More focus required on readying graduates forfeedbackManagers are considered least effective at developing graduates’ability to give and receive feedback.80% of EMR graduates have undertaken some form of structuredperformance appraisal, or agreed a development plan sincejoining.Only 40% indicate that they received some form of training orinstruction prior to participating. 23
  24. 24. If we are to improve the quality of the leadership pipelinewithin this sector, we need to ensure managers are aware of the objectives and content of the graduate programs, and are well equipped to develop the newest cohort of leaders, on the job. 24
  25. 25. Key finding 4While almost all graduates have an adequateunderstanding of their employer’s strategicdirection, only 50% feel engaged with it 25
  26. 26. What the graduates said...“Even though my mentor was allocated, I wouldn’thave chosen anyone else. My mentor is awesomeand provides good feedback and career advice.” “I have little or no contact with my mentor.”“I was given a mentor through work, but (they are) myimmediate manager and there are things I cannot talk to(them) about. Such as long term career goals as I canttell (them) if I feel I want to leave the company in thefuture to develop myself further and things like that. 26
  27. 27. Key finding 4Low buy-in to strategic direction an earlyindicator of engagement?It is well understood that engagement is a strong driver ofretention, productivity and discretionary effortOnly 4% indicating that they had a Low or Very Lowunderstanding 27
  28. 28. Key finding 4Organisational support in the form of mentors andbuddies plays an important role in creating buy-inOnly 52% of EMR graduates are allocated buddies, compared to 73% of graduatesin all sectors33% of graduates indicated that they were not allocated a mentor, a further 20%indicated that they developed their own mentorOnly 55% of EMR graduates rate their mentors as usefulThere is inconsistency in the experience of having amentorMentoring is an important aspect to get right, and one of the most challenging tomake consistent in the overall delivery of a graduate development program.Mentoring can aid engagement 28
  29. 29. If we are to improve the quality of the leadership pipeline within this sector, we need to leverage buddies and mentors to ensure that graduates engage and see their role in the strategic direction of the organisation 29
  30. 30. Best Practice Graduate Development 1. Get the purpose of your program crystal clear 2. Ensure alignment of development program and graduate EVP 3. Engage and equip supervisors and mentors to develop graduates on the job in line with the purpose of your program 30
  31. 31. What graduates want in development1. Achieve something tangible to recognise their development2. Use contemporary and tailored technology and resources3. Exposure to senior leaders they wouldn’t normally get to interact with4. Memorable experiences that challenge and inspire them,without relying on classroom workshops.5. Real-world skills that are highly relevant in their careerand workplace 31
  32. 32. Questions for discussion ...• Which of the findings or survey results did you find most interesting and why?• What is the purpose of your graduate program? • Resourcing entry-level roles with quality young people? • Developing new, job-ready technical or people leaders? • Purpose not clear or consistent across the business?• How well do your development strategies for your graduates, supervisors and mentors support the purpose of your graduate program? 32
  33. 33. Find out more about developing young professionals, supervisors and senior executive mentors. @dbltweet or @joshuamack Development Beyond Learning 33