1. THE TALENT BOOM
Development Beyond Learning
Josh Mackenzie, Managing Director
#talentboom
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2. Who we work with
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3. THE BIG PICTURE
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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
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5. About the report
Figure 1: Respondents by physical location of work
Figure 2: Respondents by period of employment
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6. What did we find?
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7. Key finding 1
40% of energy, mining and resources graduates
report that they have not attended non-technical
(professional development) training with their current
employer
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8. What the graduates said...
“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.”
“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.”
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9. Key finding 1
EMR graduates have not been taught soft skills at
university
Their 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
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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 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
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11. “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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12. Key finding 2
48% of energy, mining and resources
graduates believe the level of responsibility in
their role is High or Very High, relative to
their experience
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13. 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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14. Key finding 2
Graduates are stretched early in their programs
No surprise given the talent shortage
Responsibility goes hand-in-hand with desire for
relevant content
84% 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
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15. Key finding 2
Factors important in career over next 5 years
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16. Key finding 2
With responsibility comes great risk
The 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
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17. “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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18. Key finding 3
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.
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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 with
my training and development program."
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20. Key finding 3
Managers are key to providing 70/20/10 development
10% 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
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21. Key finding 3
Managers – competent, but ill equipped to lead
graduates
Well 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
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22. Key finding 3
Effectiveness of managers or immediate supervisors at
developing non-technical competencies of graduates
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23. Key finding 3
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.
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24. 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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25. Key finding 4
While almost all graduates have an adequate
understanding of their employer’s strategic
direction, only 50% feel engaged with it
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26. What the graduates said...
“Even though my mentor was allocated, I wouldn’t
have chosen anyone else. My mentor is awesome
and 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) 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.
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27. Key finding 4
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 effort
Only 4% indicating that they had a Low or Very Low
understanding
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28. Key finding 4
Organisational support in the form of mentors and
buddies plays an important role in creating buy-in
Only 52% of EMR graduates are allocated buddies, compared to 73% of graduates
in all sectors
33% of graduates indicated that they were not allocated a mentor, a further 20%
indicated that they developed their own mentor
Only 55% of EMR graduates rate their mentors as useful
There is inconsistency in the experience of having a
mentor
Mentoring 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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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
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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
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31. What graduates want in development
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
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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?
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33. Find out more about developing young professionals,
supervisors and senior executive mentors.
www.developmentbeyondlearning.com
info@developmentbeyondlearning.com
@dbltweet or @joshuamack
Development Beyond Learning
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