circle of excellence principals' conference fellows selection presentation
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© 2012 Deloitte Touche Tohmatsu Limited
The Foundation’s Success
Profile
Circle of Excellence Conference 2013
3 Knowledge
4 Experience
5 Potential
6 Competencies
7 Personal Attributes
2
1Review of the Success Profile
design process
What is a Success Profile
8 Assessment Process
11
Review of the Success Profile
Design Process
In 2011 The Allan Gary Orbis Foundation partnered with
Deloitte to design a globally benchmarked selection
framework against which The Foundation could assess and
develop potential high-impact entrepreneurs.
A key driver for this project was The Foundation’s need to
consolidate all the selection criteria and systems created
and implemented since originally founded and to identify
opportunities for further process improvement.
2
Project Objectives
Review and identify selection criteria deemed critical to the role
of a High-Impact Entrepreneur as defined by The Foundation
Ensure selection criteria identified are based on international
benchmarks and latest research findings
Design a world-class assessment process that would objectively
and comprehensively assess the areas defined in the Success
Profile defined for High-Impact Entrepreneurs
Ensure all selection processes are objective, fair, transparent,
consistent and standardised
Ensure all selection processes are valid, reliable and relevant
3
Why Deloitte?
4
Deloitte is one of the world’s largest providers of
professional services, employing in the region of
200,000 people in more than 150 countries.
Deloitte provides audit, tax, consulting, and financial
advisory services. As a leader in our field, we
understand much is expected of us, and we take
this responsibility seriously.
Global Leaders in our Field:
Deloitte was ranked the number one consulting firm
globally by Gartner in
2011, 2012, 2013
Identifying Performance Drivers
for High-Impact Entrepreneurs
Over the past decade extensive research has been conducted by many
subject matter experts to identify the drivers of performance and factors that
predict whether one person will perform better than another within a
predefined role.
These research findings provide valid information to formulate the
competencies and dispositions required by individuals to achieve High-
Impact Entrepreneurship in the future.
However, as most research studies are more focused on general
entrepreneurial activity rather than the quality of the activity, it was
important to isolate research findings specifically focused on High-Impact
Entrepreneurship .
6
The Golden Rule of
Talent Decisions:
“If you don’t know what
you’re looking for, you’ll
never find it.”
7
Systematic Approach to Fostering High-Impact Entrepreneurs
High School Scholarship
Short-Term Performance
Fellows/Alumni
Medium-Term Performance
High-Impact Entrepreneur
Long-Term Performance
8
Candidate Fellows
Short-Term Performance
Corporate Citizen
Medium-Term Performance
9
Define Short-Term Performance?
Minimum Performance Requirement
− Maintain 65% grade average
What are the challenges associated with the transition
required
− Shift in how information needs to be processed to
maintain academic performance
− Shift in learning context
− Greater need to “manage self” and avoid
distractions to remain focused on achieving results
What are the skills required to succeed?
− High level of self-management required
− Flexibility
− Achievement orientation
9
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
10
High-Impact Entrepreneur
A principled individual who creates and/or personally owns
all or part of an enterprise that offers a product, service or
business model that is highly innovative, differentiated and
scalable that results in adding substantial economic value
through offering the public great value for money and
creating meaningful jobs, profitable enterprise and
stakeholder value.
Define Long-Term Performance?
11
Creation of profitable enterprises
Creation of meaningful work for
Southern Africans
Upholding The Foundation’s
values and principles throughout
(MORAL COMPASS)
11
High-Impact Entrepreneurship is
Actions that result in …
The Approach is Best Illustrated by the Alignment Model
1
2
The Foundation’s
Vision
Organisational Strategy
Critical Success Factors
for High-Impact
Entrepreneurs
Cultural Strategy
Values
(Moral Compass)
Success Profiles
Selection CriteriaDevelopment
Programme
Maximising Talent
2 What is a Success Profile
1
3
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
Success ProfilesSM
Success ProfilesSM is a comprehensive and scalable
method for defining the dimensions individuals require to
succeed in a specific role.
We’ve moved beyond competency modelling, and
developed an approach that:
1. Considers the whole person
2. Takes a holistic view of all the factors that predicts
performance
3. Provides a model that frames all the areas most likely
to predict future performance
14
Understanding
an individual’s
skills, competencies,
strengths, and weaknesses
HOLISTICALLY
provides invaluable Talent
Intelligence.
1
5
Success ProfilesSM
Knowledge Targets
Technical and/or professional information needed to perform
future activities successfully. What people know.
Experience Targets
Educational and past achievements needed to perform future
activities successfully. What people have done.
Competency Targets
Behavioural and Technical Competencies. What people can
do.
Personal Attributes Targets
Dispositions that relate to satisfaction, success, or failure in a
role. (Beliefs, attitudes, values, intentions). Who people are.
Potential
Potential Cognitive Capability. What people are capable of.15
Success Profile Fundamentals
1. Start with the End in Mind
2. Separate Long-Term Performance Drivers and Short-Term
Performance Drivers
3. Separate Trainable and Non-Trainable Components
People can be trained to communicate, coach and develop
others, manage work, and even build partnerships. It’s much
harder to train someone to take initiative, manage work-
related stress, or be motivated to lead others. The best
Success Profile separates trainable and non-trainable
components.
16
People can be trained to
communicate, coach and
develop others, manage
work, and even build
partnerships. It’s much
harder to train someone to
take initiative, manage
work-related stress, or be
motivated to lead others.
3 Knowledge: What do I know
17
Knowledge Profile
Short-Term Performance Medium-Term Performance Long-Term Performance
Knowledge of intended career and field of
study
Self-knowledge: Understanding of Self, own
goals, and purpose in life
Intended Field of study :
Commerce
Science (excluding Medicine)
Humanities
- Politics
- Philosophy
- Economics
Engineering
18
4 Experience: What have I done
19
Experience Profile
Short-Term Performance Medium-Term Performance Long-Term Performance
Academic Achievement
Minimum C in Pure Mathematics for Grade 11
Minimum B average for Grade 11 (excl. Life
Orientation)
Consistency: Academic performance in Grade 10, 11
& 12
Achievement Outside of Academics
Leadership
Community Service/Involvement
Level of Achievement (1st/ 2nd/ 3rd)
Size of Competitor Pool (class/ school/ province)
Entrepreneurial Activity
Level of Activity
Impact of Activity
20
5 Potential: What am I capable of
21
Potential
Different roles require different levels of cognitive functioning in
line with the increase of complexity.
Potential to function at ever-increasing levels of complexity is
not only an issue of cognitive functioning –
all the other dimensions defined within the Success Profile
also play a very important role.
Each level of complexity requires a specific combination of
dimensions that, combined, predict how the individual is likely
to perform.
The Success Profile defined should provide some predictive
value on the individual’s future ability to perform and overcome
the challenges associated with the level of complexity
associated with
High-Impact Entrepreneurship.
22
Levels of Work/ Stratified Systems Theory
23
Potential
Short-Term Performance Medium-Term Performance Long-Term Performance
National Benchmarking Test:
Mathematics
Academic literacy
Quantitative literacy
Future Potential/Capability
1. Cognitive Styles – Problem Solving
2. Management of Complexity
3. Speed
4. Cognitive Mode
5. Metacognitive Criteria
6. Cognitive Competencies
24
Assessing for Cognitive
Functioning
25
Assessing for Future Potential/
Capability
The assessment measures the way in which a person
processes information. Unlike IQ tests that focus on
“structural” factors and primarily measure already
developed skills in specific content areas, this
assessment tool carefully tracks processing at a micro
level to indicate cognitive preferences, capabilities and
learning potential.
Tracks the person’s thinking skills
As the person progresses, the challenges become
less rule-based and more complex, intuitive, creative
and the information more ambiguous and fuzzy.
25
Assessing for Cognitive
Functioning
26
Approach to Problem Solving
Intuitive
Learning – continuously improving understanding of
explorative alternatives
Quick insight
Holistic
Integrative
Analytical
Logical
Random
Explorative
Impulsive
Reflective
Memory
Metaphoric
Structured
26
Assessing for Cognitive
Functioning
27
Management of Complexity
Integrative vague theoretical information, innovation
work across disciplines and across interactive systems
Intuitive, macro-economic chaotic contexts,
philosophical trends, emerging patterns
Clear, tangible information; implementation, concrete
operational context
Technical specialist information tangible, linear, casual
problem-solving context
Specialist generalist function; knowledge base system,
implementation and management coordination and
planning
27
Assessing for Cognitive
Functioning
28
Cognitive Speed
Quick insight – speed at which new concepts are
grasped
Pace control – most time spent on most difficult
aspects
Pace of problem solving
Quick closure – tendency to jump to conclusions
28
Assessing for Cognitive
Functioning
29
Cognitive Mode
Intellectually driven – logic
Intellectually driven – ideas
Challenge driven – need for stimulation/ novelty and
variety
Knowledge/structure driven
29
Assessing for Cognitive
Functioning
30
Thinking Style
Integration
Verbal abstraction
Logical reasoning
Learning (quick insight learning)
Structuring
Exploration
Process Orientation
Memory functioning
30
Assessing for Cognitive
Functioning
31
Cognitive Competencies
Analytical
Integration
Logical process orientation
Learning
Metacognition
Intuition
Creativity (verbal abstraction component)
Focus
Structuring
Memory
Speed
31
6Competencies: What can I do
(The Foundation’s Five Pillars)
3232
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
Competencies
A competency is a set or cluster of
defined behaviours
that provide a structured guide
enabling the
identification, evaluation and
development of
behaviours in individuals.
33
34
Entrepreneurial Leadership Index
Fellows’ Competency Framework/ Five Pillars
Intellectual
Imagination
Personal
Initiative
Spirit of
Significance
Courageous
Commitment
Achievement
Excellence
Core Entrepreneurial Component of Five
Pillars
Group Interaction Component of Five
Pillars
Entrepreneurial Index Interaction Skills Index
Entrepreneurial
Leadership Index
Competency Profile
Short-Term Performance Medium-Term Performance Long-Term Performance
Intellectual Imagination
Achievement Excellence
Courageous Commitment
Spirit of Significance
Personal Initiative
Core Component
Group Component
35
INTELLECTUAL
IMAGINATION
Challenges ways of thinking
Ensures relevance
Integrates & combines
different ideas
Creates multiple solutions
Evaluates strength of
solutions
Revises ideas/solutions
SPIRIT OF SIGNIFICANCE
DEVELOPS OWN CAPABILTIES
Targets learning needs
Seeks learning activities
Maximises learning
Applies knowledge or skills
Takes risks in learning
HIGHLY IMPACTS OTHERS
Operates with integrity
Discloses own positions
Remains open to ideas
Supports others
Displays understanding of the
needs of the broader
community
PERSONAL INITIATIVE
PROBLEM SOLVING &
ANALYSIS
Identifies problem
Gathers information
Organises information
Selects the best of
alternatives
ACTION ORIENTATION
Demonstrates a proactive
approach
Demonstrates independence
Takes ownership
ACHIEVEMENT
EXCELLENCE
DRIVE RESULTS
Targets opportunities
Establishes stretch goals
Achieve goals
Stays focused
QUALITY ORIENTATION
Ensures accuracy
Organised & meticulous in
approach to work
Delivers high standards of
excellence
Consistently exceeds
expectations
COURAGEOUS
COMMITMENT
DEMONSTRATES
DETERMINATION
Sets clear goals and targets
Persists in efforts
Monitors efforts
Redirects focus
DEMONSTRATES RESILIENCE
Able to cope with pressure
Able to monitor and control
won emotions
Perseveres and persists
through difficulties
Shows ability to learn from
difficult situations
Core: Key Actions
Group Interaction: Key Actions
CREATING A VISION
Gathers ideas and insights
from team members
Stretches boundaries
Demonstrates benefits
Inspires passion
SUPPORTING OTHERS
Works cooperatively with
others to achieve goals
Coaches others
Uses key principles
Makes a strong impression
on others
PERSUADING & INFLUENCING
OTHERS
Seeks to understand
Presents own ideas
Assertive without being
aggressive
Work towards
Gains commitment
Demonstrates interpersonal
diplomacy
UNITES THE TEAM AROUND
ACHIEVING GOALS
Creates shared purpose
Promotes team processes
Monitors team performance
and task action to keep team
on track
CONFLICT MANAGEMENT
Proactively confronting
difficult issues
Takes a stand
Addresses conflict by
concentrating on problems
rather than personal issues
Initiates bold action
Takes personal accountability
36
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
3
Acceptable
4
More than
Acceptable
5
Much more
than
Acceptable
37
Rating Scales for Assessing Competencies
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
7 Personal Attributes
3838
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.© 2012 Deloitte Touche Tohmatsu Limited
Personal Attributes
Short Term Performance Medium Term Performance Long Term Performance
• Emotional Intelligence
• Personality
• Values
• Interests
• Motivational Fit
39
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
Motivational Fit
The “will do” cluster of competencies that determines if there is a
sufficient match between what a person likes and what is available
in the programme and the anticipated role to keep him/her
satisfied (motivated).
40
Emotional
IntelligenceValues
Personality
Emotional
Intelligence
Personality
Values
Enablers
Derailers
Co
mp
lexit
y
Intellectual
Imagination
Cognitive
Styles
Cognitive
Styles
41
Emotional
IntelligenceValues
Personality
Emotional
Intelligence
Personality
Values
Enablers
Derailers
Co
mp
lexit
y
Personal
Initiative
Cognitive
Styles
Cognitive
Styles
42
Emotional
IntelligenceValues
Personality
Emotional
Intelligence
Personality
Values
Enablers
Derailers
Co
mp
lexit
y
Achievement
Excellence
Cognitive
Styles
Cognitive
Styles
43
Emotional
IntelligenceValues
Personality
Emotional
Intelligence
Personality
Values
Enablers
Derailers
Co
mp
lexit
y
Courageous
Commitment
44
Emotional
IntelligenceValues
Personality
Emotional
Intelligence
Personality
Values
Enablers
Derailers
Co
mp
lexit
y
Spirit of
Significance
45
8 Approach to Assessment
46
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
Selection Process StagesPhase Activity
Phase 1
1 Application Form Screening
Pre-screening Minimum Criteria
Average of C in Pure Mathematics/ B average/ 65% in first year
NBT Rating
2 Application Form Scoring Scoring of Application Form
Screening of candidates for Interview
Phase 2
3 Invitation to Interview
Written invite to interview process
SMS from data centre
Telephonic confirmation of invitation
4 InterviewSimulation Exercise
Candidate Interview
5 Scoring and Ranking
Scoring of Outcomes
Rank according to ethnic groups and gender
Cut-off score reviewed
Phase 3
6
Psychometric AssessmentsCompletion of a series of assessments selected
Assess Personal Attributes and Potential
Selection Camp Structured Simulation Exercises
Phase 4
7 Feedback on Assessment Outcomes Scoring of Psychometrics
Feedback on Applicant Profiles
8 Final Ranking and Selection Combined scores of all phases
PROVISIONAL OFFERS
47
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
Dimensions
Phase 1 : Initial Screening Phase 2: Structured Interview Phase 3: Camp
Application NBT Simulation Interview Simulations Psychometrics
Knowledge Knowledge
Knowledge of Intended
Study Fieldx
Self-Knowledge x
Experience
Academic
Achievements
Academic Score (UCT
Indicator Points)x
Consistency Rating
Gr 10, 11 & 12 Resultsx
Achievement
outside Academics
Leadership x
Community Involvement x
Entrepreneurial Activity x
Personal Attributes
Personal Attributes x
Motivational Fit x x x
Competencies
Core Component of Five Pillars x x x x
Group Interaction Component of Five Pillars x
Potential
Short-Term Potential x
Long-Term Potential x
48
Assessment Coverage Grid
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
Grade 10 Grade 11Grade 12
MidAssessor 1 Assessor 2 Interviewer 1 Interviewer 2
1
Consistent
Academic
Performance
Consistency Rating
Grade 10 and 11 and 120 0 0 0 0 5%Experience
Dimension Criteria
Academic Score SimulationConsensus
Score 1
InterviewConsensus
Score 2
Total
Average
Score
Final
Weighted
Score
Weighting
Candidate Name
Motivational Fit 2 Motivational Fit Motivational Fit 0 0 0 0 0 1 (1+2)/2 0 20%
Intellectual Imagination 0 0 1 0 0 0 (1+2)/2
Personal Initiative 0 0 1 0 0 0 (1+2)/2
Spirit of Significance 0 0 1 0 0 0 (1+2)/2
Courage Commitment 0 0 0 (1+2)/2
Achievement Excellence 0 0 0 (1+2)/2
Motivational Fit
Co
mp
ete
ncie
s
3 Core Competencies 0 45%
0Potential 4 Short term potential Rating on NBT 0 0 0 30%
5
4
3
2
1
Much more than acceptable 91 - 100
0
Total Score
Percentage Score 100%
Much less than acceptable 0-29
Potential
More than acceptable 76- 90
60
Less than acceptable 30 - 59
Rating Scale Total Score
Acceptable - Cut off point
Acceptable 60 - 75
Decision Making Matrix – Interview
49
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
Candidate Name
Interview Simulation Exercise 1 Exercise 2 Exercise 3 Exercise 4Total Score
(A)
Average
Score (B)
Motivational Fit 0 0 0 0 0
Intellectual Imagination 0 0 0 0 0 0
Personal Initiative 0 0 0 0 0
Courageous Commitment 0 0 0
Spirit of Significance 0 0 0 0
Achievement Excellence 0 0 0 0
Intellectual Imagination 0 0 0
Personal Initiative 0 0 0 0
Couragous Commitment 0 0 0 0
Spirit of Significance 0 0 0 0
Achievement Excellence 0 0 0 0
(out of 55) (out of 55)Total Score
0
0
Assessments
Selection CampInterview Phase
Lead
ers
hip
Co
re
Competencies
Scoring
Data Integration
50
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.
Dimension Criteria
Final
Weighted
Score
Total Score
(A)
Average
Score (B)Weighting
Motivational Fit 1 Motivational Fit Motivational Fit 0 0 0.00
Intellectual Imagination 0
Personal Initiative 0
Spirit of Significance 0
Courage Commitment 0
Achievement Excellence 0
Intellectual Imagination 0
Personal Initiative 0
Spirit of Significance 0
Courage Commitment 0
Achievement Excellence 0
0.00
0.00
Motivational Fit
2 Core Competencies
Co
mp
ete
nc
ies
0
3Group Interaction
Competencies
Potential 4 0
Short term Potential Rating on NBT 0
Long Term Potential LOI 0
0.00
0.00
Total Score
Potential 4 0
51
Decision Making Matrix – Selection Camp
©2010 Deloitte Touche Tohmatsu Limited. All rights reserved.© 2012 Deloitte Touche Tohmatsu Limited
0
10
20
30
40
50
60
70
80
90
African Black Candidates Coloured Candidates White Candidates Asian Candidates
Ov
era
ll P
erf
orm
an
ce S
co
re
Axis Title
Series 1
52
Performance Ranking
Perf
orm
an
ce
Hig
h
X
X
X
X
X
x
X
X
xM
ed
ium X
X
x
X
X
x
X
X
X
Lo
w X
x
X
x
X
X
Low Medium High
Potential
High Potential Pool
53
Talent Matrix Decision
Questions
54
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