talent boom 2012 presentation for li
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THE TALENT BOOMDevelopment Beyond Learning
Josh Mackenzie, Managing Director
#talentboom
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Who we work with
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THE BIG PICTURE
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• 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
Methodology and demographics
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Figure 1: Respondents by physical location of work
Figure 2: Respondents by period of employment
About the report
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What did we find?
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40% of energy, mining and resources graduates report that they have not attended non-technical (professional development) training with their current employer
Key finding 1
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What the graduates said...
“We learn the technical side at uni. It is only once you are in the work place you realise which skills you lack and which are necessary. Professional development skills such as communication are critical to being able to do a good 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.”
“It doesn't 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.”
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EMR graduates have not been taught soft skills at universityTheir university degrees are predominantly engineering focused, which are highly technical in nature
EMR graduate programs are longer than their peers’98% of graduate development programs in the EMR sector are longer than 18 months
47% of graduate development programs in all sectors are less than 12 months
Key finding 1
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Could training be the key to retaining the wanderlust EMR graduate?
40% of EMR graduates plan to leave their organisation within 3 years
40% indicated training and development to be a factor. This is higher than all sectors, where 32% indicated training and development would make them stay
67% of EMR graduates rated the quality of non-technical (professional development) training as important or very important in their career in the next 5 years
94% rated technical training and development as important or very important in their career in the next 5 years
Key finding 1
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“If we are to improve the quality of the leadership pipeline within this sector, we
need to boost the non-technical capabilities of the newest cohort of leaders.”
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48% of energy, mining and resources graduates believe the level of responsibility in their role is High or Very High, relative to their experience
Key finding 2
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What the graduates said...
“(My organisation) allows its graduate engineers to take on opportunities with a high level of responsibility. This accelerates in developing management skills and dealing 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.”
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Graduates are stretched early in their programsNo surprise given the talent shortage
Responsibility goes hand-in-hand with desire for relevant content84% of EMR graduates indicate they are either Somewhat Satisfied or Completely Satisfied with the content of their work
60% of EMR graduates rated content of work as a factor that would make them stay longer in their organisation, the second highest response behind promotion or career advancement
96% rated content of work as important or very important to their careers in the next 5 years – the highest ranking response
Key finding 2
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Factors important in career over next 5 years
Key finding 2
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With responsibility comes great riskThe challenge for employers is to harness the unique position of the EMR sector and continue to stretch graduates outside of their comfort zone in a way that is safe
89% of graduates feel that the quality of on-the-job development is Good or Very Good. There is not currently any information available to ascertain if this relates to technical on the job development, or non-technical on the job development
Key finding 2
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“If we are to improve the quality of the leadership pipeline within this sector, we
need to appropriately stretch and support the newest cohort of leaders.”
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While 87% of Energy, Mining and Resources graduates rate the overall competence of their manager as Good or Excellent, results suggest managers need more support in understanding how to lead graduates.
Key finding 3
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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 with my training and development program."
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Managers are key to providing 70/20/10 development10% of learning and development could be attributed to formal interventions such as courses and reading. 20% is attributed to coaching and feedback while the majority, 70%, occurs through on- the-job experiences
Manager or leader therefore influences, if not controls, up to 90% of a team members’ development through providing on-the-job learning as well as coaching and feedback
90% of graduates rating the quality of their immediate manager or supervisor as being Important or Very Important to their career in the next 5 years
Key finding 3
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Managers – competent, but ill equipped to lead graduatesWell over half of EMR graduates feel that their manager would have benefitted from a structured training or briefing session on supervising a graduat
1 in 3 graduates do not feel that their manager understands their development needs
The same proportion again feels that their manager does not align their work to their development needs
Key finding 3
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Effectiveness of managers or immediate supervisors at developing non-technical competencies of graduates
Key finding 3
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More focus required on readying graduates for feedback Managers are considered least effective at developing graduates’ ability to give and receive feedback.
80% of EMR graduates have undertaken some form of structured performance appraisal, or agreed a development plan since joining.
Only 40% indicate that they received some form of training or instruction prior to participating.
Key finding 3
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If we are to improve the quality of the leadership pipeline within 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.
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While almost all graduates have an adequate understanding of their employer’s strategic direction, only 50% feel engaged with it
Key finding 4
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What the graduates said...
“I have little or no contact with my mentor.”
“I was given a mentor through work, but (they are) my immediate manager and there are things I cannot talk to (them) about. Such as long term career goals as I cant tell (them) if I feel I want to leave the company in the future to develop myself further and things like that.
“Even though my mentor was allocated, I wouldn’t have chosen anyone else. My mentor is awesome and provides good feedback and career advice.”
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Low buy-in to strategic direction an early indicator of engagement?It is well understood that engagement is a strong driver of retention, productivity and discretionary effortOnly 4% indicating that they had a Low or Very Low understanding
Key finding 4
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Key finding 4Organisational support in the form of mentors and buddies plays an important role in creating buy-inOnly 52% of EMR graduates are allocated buddies, compared to 73% of graduates in 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 useful
There is inconsistency in the experience of having a mentorMentoring is an important aspect to get right, and one of the most challenging to make consistent in the overall delivery of a graduate development program.Mentoring can aid engagement
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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
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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
Best Practice Graduate Development
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1. Achieve something tangible to recognise their development
2. Use contemporary and tailored technology and resources
3. Exposure to senior leaders they wouldn’t normally get to interact with
4. Memorable experiences that challenge and inspire them,without relying on classroom workshops.
5. Real-world skills that are highly relevant in their career and workplace
What graduates want in development
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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?
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Find out more about developing young professionals, supervisors and senior executive mentors.
@dbltweet or @joshuamack
Development Beyond Learning
www.developmentbeyondlearning.com
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