slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Download Presentation

Loading in 2 Seconds...

play fullscreen
1 / 36


  • Uploaded on


I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'THE HUMAN MIND CAN READ BACKWARDS:' - quinn-hicks

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

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?

attract select engage

Attract  Select  Engage

A more holistic approach to Graduate Recruitment

Jörn Dannheimer

SHL Managing Consultant

Ceri Neilson

Graduate Recruitment Product Manager

28 November 2008

old challenges
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
trends and opportunities in the global market place
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.
the impact of generational differences
The impact of generational differences

Leadership Pipeline issues

‘Ramp-up’ & Development issues

Issues with getting the right skills

Engagement & Transformation issues

are these real differences
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.
technology savvy
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

but what seems clear is
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
what is needed is





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

the shl model of engagement
The SHL model of Engagement

Organisational outcomes

Higher profitability

Increased customer satisfaction

Lower staff turnover

Improved image

Personal outcomes

Career progression

Job satisfaction


  • 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


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


Long tenure



how can we use the concept in grad recruitment
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


- How to keep them (retention strategies)!

pilot project
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
sample obtained
Sample obtained
  • 486 students responded
  • Representative distribution of race and language groups, slightly skewed to more female participants
  • 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
attract what message are you sending
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

attraction strategies
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
screening and selection strategies
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.
screen and select cv and biographical data will not always get you what you think
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

what students need most
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

shl s approach
SHL’s Approach

Improved Attraction

Analysis of Role Criteria and Competencies

Biographical Information

Online Registration

QuickSift Assessment



Competency based Assessment

Improved Engagement


Verify V/N/IR







Selection Decision

after the selection strategies for improving engagement
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
after the selection strategies for improving engagement 2
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