www.le.ac.uk/careers talent assessment trends bob athwal director of student experience, university...
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www.le.ac.uk/careers
Talent Assessment Trends
Bob AthwalDirector of Student Experience, University of Leicester
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ABOUT ME…….
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Graduates that have the extra dimension…Mission
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Employer Advisory Board
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The Leicester Way – Career Management Journey
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The headlines• Graduate vacancies up 17.1%
• 23% of employers with vacancies unfilled
• Mean graduate salaries up £500 to £27,000
• Applications per vacancy down 19%
• 4.7 point rise in numbers measuring socio-economic diversity of applicants
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Vacancy levels
2014 (predicted)
2013
2012
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
17.1%
4.3%
-8.2%
1.7%
8.9%
-8.9%
0.6%
12.7%
5.1%
5.1%
15.5%
-3.4%
-6.5%
14.6%
14.7%
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Vacancies unfilled – in a recession!
CE/通用格式 CE/通用格式 CE/通用格式05
101520253035404550
Percentage of graduate recruiters with unfilled vacanciesSource: AGR Winter Surveys
%
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So why the shortfall?
• Myths of the market – no vacancies, it’s too hard
• Perceptions of industries- particularly engineering
• Skills shortages: electrical engineers, technology
• Lack of “work ready skills”Lack of “work ready skills”
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75% of UK roles not degree specific
An engineer can become a banker, a philosopher,a lawyer, a geologist, an accountant.
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Employers give selection criteria a lot of thought
• UK market unique – degree subject doesn’t determine career options
• Best talent is widely viewed as blend of:
- Academic achievement
- Extra Curricular Achievement
- Right behavioral traits like “drive” (hard to train)
• Multiple sources consulted in decision making
e.g. Assessment (NRT, VRT) and Qualifications (Exams Specific)
• Degree classification is not only criteria
– Module marks
– UCAS points (more standardised)
– Varying practice – no tariff, absolute benchmark, variable indicators
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What does good look like?1. An ability to work collaboratively with teams of people
2. Excellent communication skills: both speaking and listening
3. A high degree of drive and resilience
4. Ability to analyse make sense of complex situations
5. An ability to embrace multiple perspectives and challenge thinking
6. A capacity to develop new skills and behaviours according to role requirements
7. A high degree of self-awareness
8. An ability to negotiate and influence
9. An ability to form professional networks
10. Awareness of issues affecting sector applied to
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What does good look like?
• Practically intelligent problem solver
• Can get things done with and through others
• Passion to do the job
• Resilient and flexible
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The Big Question: Technical Skill vs Emotional Intelligence
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The Sorting Hat
“Now slip me snug about your ears, I’ve never yet been wrong,
I’ll have a look inside your mind,And tell where you belong!”
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CourageDaringNerveChivalry
AmbitionCunningResourceful
IntelligenceCreativeWitWisdom
Hard workLoyalToleranceFair play
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Does this mean that the Sorting Hat
is matching each pupil’s character
strengths with the values of the house?
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Hufflepuffs are trustworthy and loyal. We don’t shoot our mouths off, but cross us at your peril; like our emblem, the badger, we will protect ourselves, our friends and our families against all-comers. Nobody intimidates us.
…and once again: congratulations on becoming a member of the friendliest, most decent and most tenacious house of them all.
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But what does this actually mean
for Talent Management?
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When personal drivers are met within an organisation
whose values, culture or mission resonates, you
could really spark something inside. Couple that with
strong leadership to teach young talent the technical
skills of how to do a job and you could have a recipe
for something amazing.
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This is what’s occurring in the UK
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Transferable Skill Framework
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Interpersonal Exploration and implementation Self-management
Communication Researching and analysing Learning, improving and achieving
Teamwork Problem solving and decision making
Resilience, adaptability and drive
Leadership and supervising Planning and organising Digital skills
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Researching and analysing Level Descriptor Behavioural indicators Examples of activities to
develop and assess skills Core Values and invests time in carrying out
robust research and analysis Invests time and effort to explore beyond core knowledge; encourages debate; asks others questions to further thinking.
Curricula: dissertations, research methods/statistical modules, research projects applied in industry, presenting/publishing research master-classes. Extra-curricular: working for a market research company, working at a laboratory, experience in Westminster researching policies, funded internships as part of academic research studies, placements in law firms, carrying out market analysis of data within a sales function.
Core Open to new ideas and perspectives Takes on board the views or work of others that may be in contradiction to own views; challenges self; seeks advice or guidance.
Core Collecting data systematically from a range of sources and perspectives
Efficient and exhaustive analysis; understands theory behind carrying out literature review, quality of sources of information, context of data, creates framework for reviewing large volumes of unorganised data
Core Logically summarising information or data, identifying the most relevant information/ key issues
Links data/identified relationships between different info sources, prioritises data, trends and exceptions; questions the validity of data, tests assumptions
Core Defining a problem and the contributing factors
Identifies cause and effect relationships, variables
Core Deciding what needs to be measured or calculated
Sets goals and priorities, sets hypothesis, seeing context, anticipates issues that are not apparent on surface
Core Applies appropriate research methods Understands research methodology/design, qualitative and quantitative research; appraises options research limitations
Core Conducts ethical research Understands and follows research code of practice regarding management of participants; reporting of results
Advanced Insight into workplace research applications
Understands principles around market research, policy research, academic research, legal research, competitor research, medical research
Advanced Carrying out analysis with limited time and information available
Makes and communicates recommendations despite limitations in information available, able to highlight limitations in a balanced but constructive way
Advanced Applies business analytical models Familiar with analytical models, and applies appropriately to structure and enhance analysis e.g. SWOT, PESTLE
Advanced Looks to publish research/contribute to progression in field
Research design is at a publishable standard and seeks advice to achieve this end; develops appropriate written style
Advanced Applies sophisticated research methodologies
Continues to develop understanding of different research methodologies to enhance skill
Advanced Statistical understanding/use of statistical software
Understands the principles of statistical analysis and applies to different data sets. Arranges data appropriately to carry out analysis. Uses statistical software e.g. SPSS
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Emerging trends• Blind CV
• Video Interviewing
• Or is both?
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Conclusion• Qualifications Still essential – Hard Qualifications are
critical in the West as are the Softer skills
• Qualifications ensure Quality Standards
• Regulatory Compliance e.g. FCA (Financial Conduct Authority)
• Assessment key to selecting & retaining Top Talent
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Opportunity for China• The Future is Bright for you to get this right
• Critical to get the right technical skills
• Career Development through further Qualifications to build Professionalism and Career Advancement
• Opportunity to think about developing Emotional Intelligence
• Assessment Techniques & Qualifications Integral to Success
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Cognitive Ability - Assessment• People who score well on general cognitive ability
tests are more likely to:
• Demonstrate strong job performance
• Make effective decisions
• Successfully reason and solve problems
• Respond appropriately to new or complex situations
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Talent Assessment Trends
Bob Athwal
[email protected] of Student Experience, University of Leicester