THE HUMAN MIND CAN READ BACKWARDS:

1. THE HUMAN MIND CAN READ BACKWARDS: The phaomnneil pweor of the hmuan mnid. Aoccdrnig to a rscheearch atCmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in awrod are, the olnyiprmoetnt tihng is taht  the frist and lsat ltteer be at therghit pclae. The rset can be a total mses and you can sitll raed itwouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteterby istlef, but the wrod as a wlohe. Amzanig huh?

2. Attract  Select  Engage A more holistic approach to Graduate Recruitment Jörn Dannheimer SHL Managing Consultant Ceri Neilson Graduate Recruitment Product Manager 28 November 2008

3. Old challenges… • Manual sifting of CV’s is time consuming and staff intensive • Difficult to access graduates quickly that are spread geographically across the country • Reliant on academic achievement and therefore have no consistent quality rating of current graduates • Need to identify talented previously disadvantaged individuals in a fair and equitable manner • Process has to be quick and efficient so that offers can be extended to candidates

4. Trends and opportunities in the global market place • Global demographic shifts making talent a scarce resource • Increasing international nature of people and performance management within major employers • Increasing access to and use of the web by candidates and HR professionals • Economic slow down refocusing efforts on costs.

5. The impact of generational differences Leadership Pipeline issues ‘Ramp-up’ & Development issues Issues with getting the right skills Engagement & Transformation issues

6. From Boomers to Why

7. From Boomers to Why

8. Are these real differences? • Difference exist, BUT practically, the differences in average generation scores are minimal. • Likely to be greater differences between individuals in the same generation, than there are generational differences. • Graduate recruiters need to attend to individual differences, irrespective of generation. “Generational Differences in Personality and Motivation, M. Wong, E. Gardiner & L Coulon (SHL), paper at the 7th IOP Conference, Adelaide Australia, 2007 • Differences in learned behaviour due to differences in expectations and influences. • Inherent styles and potential models still apply.

9. Technology Savvy “They've grown up knowing nothing but instant, mobile 24-hour access, so it's perhaps no surprise young workers expect to be allowed to use mobiles, social networks, instant messaging and other new technologies at work. And if they're not, they'll walk.” • Older millennials spent an average of 9.5 hours a week writing or receiving work-related emails, • Younger millennials already in the workforce spent just 7.7 hours a week on email. • Millennials spent an average of 30 minutes a week blogging “Technology critical for younger workers”, Management Issues – Accenture Research, Nov, 2008

10. But what seems clear is… • Gen Y’s are likely to be less engaged… • Why: • The ‘organisation for life’ psychological contract has changed with Gen X already • Current work environments might not ‘fit’ their style of work well • Techno Savvy x flexibility = virtual work • ‘Work to live’ • High ‘service’ demands • Trust authority, but not organisations – ‘if you want loyalty, get a dog’ • Which means: • Shorter tenure • Less time to develop requisite skills • More gaps in the leadership pipeline

11. X Attract Select Engage What is needed is… A more holistic approach to Graduate Recruitment that improves Engagement Attract new talent effectively Screen and select talent more effectively ‘Ramp-up’ talent faster and retain talent longer

12. The SHL model of Engagement Organisational outcomes Higher profitability Increased customer satisfaction Lower staff turnover Improved image Personal outcomes Career progression Job satisfaction Well-being • Drivers of engagement • Characteristics of the work environment: • Comfortable and secure work environment • Ethics and values • Commercial focus • Challenging work demands • Career progression • Interaction with people and enjoyment • Influence and innovation Engagement Absorption in the role, flow, timelessness experienced in the performance Alignment of own beliefs with the organisation’s goals and aspirations Identification with the organisation Energy and enthusiasm drawn from one’s work Behavioural outcomes Sustained in-role effort Extra-role contributions Advocacy Long tenure Personal dispositions

13. How can we use the concept in grad recruitment? • Drivers of Engagement (job/ organisation features) can be used to identify: - What attracts grads to potential employers - How to engage with them effectively once they enter the organisation (onboarding strategies) - How to keep them (retention strategies)!

14. So, what ‘Drivers of Engagement’ drives graduate engagement?

15. Pilot project • Pilot project conducted at University of Johannesburg • Customised SHL Engagement questionnaire to measure job and organisational features the grads would like to have • Delivered online via Survey Monkey (e-mail sent by UJ Careers Centre to 10,000 students) • Prizes offered as incentive

16. Sample obtained • 486 students responded • Representative distribution of race and language groups, slightly skewed to more female participants

17. Results • Few differences found between race, gender, & language groups • Biggest differences found between Faculties – especially the Economic and Financial Sciences, the Management, and the Humanities faculties • Economic/ Management - more interested in high earnings potential • Humanities - More interested in making a positive contribution

18. Summary of results

19. Summary of results

20. Attraction, Selection and On-boarding Strategies that enhance Engagement.

21. Attract - What message are you sending? ‘The haystack is getting bigger but should the needles necessarily be harder to find?”, SHL & Hobsons Research Consultants, Nov, 2006

22. Attraction strategies • Use your competency model and engagement drivers to refine the marketing message • Create a reputation within the market of a client-centric organisation • Ensure that effective leaders (preferably Boomers) who can present and communicate a compelling vision to graduates are involved with the marketing of the programme • Go online • Use ‘new’ technologies and social networks like Podcasts, Facebook, instant messaging • Address parents as an explicit part of your workforce strategy – messaging, awareness, concerns

23. Screening and Selection strategies • Effective decision-making and communication is hampered if you don’t know what you want. • Analyse stakeholder needs and expectations. • Role analysis to define the most essential competencies for graduate success. • Collecting the most relevant and reliable information early in the process enhance quality decision-making and reduce time to hire. • Use broad-based, valid, reliable and benchmarked competency based assessment tools as early as possible • ‘Audit’ of drivers of engagement currently ‘offered’ by the organisation or graduate program. • Graduates prefer unsupervised online assessment and this presents the organisation as a technology savvy environment. • A coherent, efficient ‘start-to-finish’ online process speaks to the drivers of engagement of graduates.

24. Screen and Select - CV and Biographical data will not always get you what you think. ‘The haystack is getting bigger but should the needles necessarily be harder to find?”, SHL & Hobsons Research Consultants, Nov, 2006

25. What students need most… Is most difficult to measure in an Interview… ‘The haystack is getting bigger but should the needles necessarily be harder to find?”, SHL & Hobsons Research Consultants, Nov, 2006

26. SHL’s Approach  Improved Attraction Analysis of Role Criteria and Competencies  Biographical Information Online Registration QuickSift Assessment Open Shortlist  Competency based Assessment Improved Engagement Controlled Verify V/N/IR OPQ Shortlist  Verify™Verification CBI Simulations Supervised  Selection Decision

27. Bursary and Graduate Competencies

28. PEOPLE PERFORMANCE

29. Verify Numerical Reasoning Test

30. Verify Verbal Reasoning Test

31. Verify Inductive Reasoning Test

32. Person Job Matching in Selection

33. Action Planner

34. After the selection strategies for improving Engagement • Improving Person-Job fit already improves engagement and retention. • Accurately informed candidates are more engaged from the start. Tell and show more during the selection and interviewing process. • Involve the family: Hyatt Hotels – ‘Thank You’ cards to new hires’ families • Formalise the process and build in interactions through multiple means (org-charts, “Jelly” working) • Use the information from the selection process to give feedback: Macquary Bank – OPQ feedback reports • Encourage the Boomers to mentor Y’s • Shift performance management to tasks, not time – allow time shifting and asynchronous work • Coach managers to provide frequent acknowledgement and feedback

35. After the selection strategies for improving Engagement (2) • Challenge Y’s with tasks that require ‘figuring out’ • Re-design career paths: more frequent, smaller steps – lateral moves not necessarily up. • Put structures in place that allow for quick and efficient decision making and communication at all levels • Create jobs that set high standards for performance but do not necessarily demand long hours or overly challenging tasks • Invest in personal development programmes for graduates • Ensure that effective leaders who can present and communicate a compelling vision to graduates are involved with the graduate development programme • Design jobs and organisational structures that allow for collaboration but not necessarily teamwork • Ensure that appropriate technology and equipment is quickly made available to graduates