AGR 3D RBS

14 March 2013Author / Version Control: Francesca Campalani, Early Career,Group Talent

How to create an Early Career Development Strategy

Francesca Campalani from RBS will share how they created an Early Career proposition together with why and how it affected the whole end-to-end talent architecture from attraction to culture to talent management. The question of: “Where do you start with building an Early Careers architecture?” will be addressed. This session gives models and solutions to help design Early Career pipelines in an integrated way responding to critical current and future business needs. Session also covers introduction to the concepts of 'potential' and 'employability', intended as learning, thinking and non-cognitive abilities, beyond past attainments and academic results. Opportunity to discuss starting a cross-industry think tank sharing knowledge and producing collective intelligence for the benefit of organisations and youth population at the same time.

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© 2013Early Career, Group Talent ([email protected])

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Executive Summary

Scope

• Share how we created an Early Career proposition, and how it affected the whole talent and development architecture

Addressed Questions

• How do you bring HR together?

• How do you engage the Business?

• Where do you start with building an Early Careers development architecture?

• How can you measure Success?

Main Shared Model

• 5 Tests Diagnostics

• The Early Career Archetype Designer



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• How do you bring HR together?



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• Collective Intelligence(EC, Learning, Resourcing, Business, Assessment, Branding)



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Francesca Campalani and Lauren Evans



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• Stating a Global Problem



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If the World were 100 PEOPLE:

How many would be Children?

How many 65 and older?



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If the World were 100 PEOPLE:50 would be female50 would be male

27 would be ChildrenThere would be 73 adults,

8 of whom would be 65 and older

There would be:60 Asians

15 Africans14 people from the Americas

11 Europeans

12 would speak Chinese5 would speak Spanish5 would speak English3 would speak Arabic3 would speak Hindi

3 would speak Bengali3 would speak Portuguese

2 would speak Russian2 would speak Japanese

62 would speak other languages

83 would be able to read and write; 17 would not 7 would have a college degree

Sources: 2012 - Fritz Erickson, Provost and Vice President for Academic Affairs, Ferris State University (Formerly Dean of Professional and Graduate Studies, University of Wisconsin - Green Bay) and John A. Vonk, University of Northern Colorado, 2006; Returning Peace Corps Volunteers of Madison Wisconsin, Unheard Voices: Celebrating Cultures from the Developing World, 1992; Donella H. Meadows, The Global Citizen, May 31, 1990.



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If 27% is the average…

•…which Country has the most of “zero to 15” years old?

•…which Country has the least of “zero to 15” years old?

•…what about Great Britain?



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World Youth Data

• Which Country has the most of “0 to 15” years old?Uganda: 50% (Africa in general)

• Which Country has the least of “0 to 15” years old?Hong Kong: 12% (As China overall)

• What about Great Britain?16.5% (one of the highest in Europe but lower in the world)

675

700

725

750

775

800

825

850

875

900

925

950

975

1,000

1,025

1,050

1,075

2008 2012 2015 2020 2025 2030 2041 2051

(Th

ou

san

ds)

16 17 18 19 20 21 22 23 24

* March 2012, official government figures revealed that 55 per cent of British black males aged 16-24 are unemployed, double the figure in 2008

** Relative to England

The low number of 16 years old in 2015 will significantly impact workforce planning in 2025

The number of 18-year-olds in the UK population has declined by 11,000 in 2011, to 772,000, a fall of 1.4%



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Country 0-151 Uganda 50.02 Niger 49.73 Mali 47.5

4Congo (Dem. Rep.)

46.7

5 Chad 46.46 Ethiopia 46.27 Burundi 46.18 Burkina Faso 46.09 Congo (Republic) 45.810 Malawi 45.311 Mayotte 45.112 Benin 45.012 Somalia 45.014 Sao Tome 44.915 Zambia 44.816 Liberia 44.317 Mozambique 44.118 Yemen 43.519 Angola 43.419 Gambia 43.421 Madagascar 43.322 Zimbabwe 43.123 Rwanda 43.024 Afghanistan 42.925 Guinea 42.7

World Youth Data (first 100)

• World 0-15: 27%• World 15-24: 43% (60% in some countries - employed

~42%)Country 0-15

51 Saudi Arabia 38.052 Haiti 37.553 Honduras 37.454 Belize 37.3

55Papua New Guinea

36.9

56 Ghana 36.857 Pakistan 36.057 Samoa 36.059 Syria 35.860 Djibouti 35.761 Jordan 35.661 Nepal 35.663 Bolivia 35.163 Namibia 35.165 Philippines 34.966 Kiribati 34.667 Botswana 34.368 East Timor 34.268 Micronesia 34.270 Bangladesh 34.170 Nauru 34.170 Tajikistan 34.173 Lesotho 33.774 Cape Verde 33.475 Nicaragua 33.1

Sources: CIA World Factbook (2010-08-04); United Nations 2011; The International Labour Organization (ILO)

Country 0-1576 Libya 32.977 Egypt 32.878 Guyana 32.779 American Samoa 32.680 Cambodia 32.281 Tonga 31.982 Oman 31.683 El Salvador 31.5

84Dominican Republic

31.1

84 Tuvalu 31.186 Malaysia 31.087 Jamaica 30.788 Ecuador 30.689 Fiji Islands 30.189 India 30.189 Vanuatu 30.192 Venezuela 30.093 Turks & Caicos 29.794 Bhutan 29.594 Paraguay 29.596 Kyrgyzstan 29.497 Panama 28.998 Mexico 28.799 South Africa 28.6100 Peru 28.5

Country 0-1526 Eritrea 42.526 Tanzania 42.528 Kenya 42.329 Gabon 42.230 Senegal 42.030 Tokelau 42.032 Comoros 41.933 Sierra Leone 41.834 Equatorial Guinea41.735 Nigeria 41.235 Togo 41.237 Central African 41.138 Cameroon 40.738 Mauritania 40.740 Guinea-Bissau 40.641 Laos 40.542 Cote d'Ivoire 40.242 Sudan 40.244 Palestina 39.545 Western Sahara 39.246 Solomon Islands 38.847 Guatemala 38.748 Iraq 38.448 Marshall Islands 38.450 Swaziland 38.2



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Country 0-15101 Morocco 28.2101 Turkmenistan 28.2103 Myanmar 27.9104 Israel 27.8105 Indonesia 27.7105 Mongolia 27.7107 Kosovo 27.5108 Guam 27.4109 Uzbekistan 27.3110 Colombia 27.2111 Montserrat 27.1112 Saint Martin 26.9112 Turkey 26.9114 Suriname 26.8115 Brazil 26.5116 Antigua & Barbuda 26.4116 New Caledonia 26.4118 Kuwait 26.2119 Brunei 26.1119 Northern Mariana Is. 26.1121 Cook Islands 26.0122 Grenada 25.8122 Wallis and Futuna 25.8124 Vietnam 25.6125 Argentina 25.5126 Bahrain 25.4127 Saint Vincent 25.2128 Costa Rica 25.0129 Bahamas 24.9130 Algeria 24.7131 Anguilla 24.3132 French Polynesia 23.8133 Sri Lanka 23.6134 Saint Lucia 23.5135 Azerbaijan 23.4

World Youth Data (continued)

Country 0-15171 France 18.6172 Australia 18.4172 Luxembourg 18.4174 Norway 18.3176 Cuba 18.1176 Saint Helena 18.1178 Armenia 17.9178 China 17.9178 Denmark 17.9

178Saint Pierre & Miquelon

17.9

182 Netherlands 17.2183 San Marino 16.8184 Man, Isle of 16.7185 Cyprus 16.5185 Great Britain & NI 16.5187 Liechtenstein 16.4188 Portugal 16.3189 Finland 16.2189 Korea (South) 16.2

189Taiwan (Rep. of China)

16.2

192 Belgium 16.0193 Canada 15.9193 Malta 15.9195 Georgia 15.8195 Montenegro 15.8197 Moldova 15.7198 Slovakia 15.7199 Andorra 15.6200 Jersey 15.6204 Switzerland 15.4205 Croatia 15.3206 Serbia 15.2207 Estonia 15.0207 Russia 15.0208 Hungary 14.8

Sources: CIA World Factbook (2010-08-04); United Nations 2011; The International Labour Organization (ILO)

Country 0-15204 Switzerland 15.4209 Poland 14.8211 Spain 14.5212 Austria 14.3212 Guernsey 14.3214 Belarus 14.2214 Bosnia & Herzegovina 14.2214 Greece 14.2217 Singapore 14.1218 Lithuania 13.9219 Bulgaria 13.8220 Ukraine 13.7221 Czech Republic 13.5221 Germany 13.5221 Slovenia 13.5224 Italy 13.4224 Latvia 13.4226 Japan 13.3227 Monaco 12.6228 Hong Kong 11.9

Country 0-15135 Dominica 23.4135 Lebanon 23.4138 Saint Kitts & Nevis 23.1139 Chile 22.7140Albania 22.6140 Greenland 22.6142 Netherlands Antilles 22.3142 Seychelles 22.3144 Mauritius 22.2144 Palau 22.2144 Tunisia 22.2147 Uruguay 22.1148 Maldives 21.9149 Qatar 21.8150 Kazakhstan 21.6151 Faroe Islands 21.3151 Iran 21.3153 Ireland 20.9153 Korea (North) 20.9155 Gibraltar 20.6156 Iceland 20.5156 New Zealand 20.5158 United Arab Emirates 20.4159 Thailand 20.3160 Norfolk Island 20.2161USA 20.1162 Virgin Islands 19.9163 British Virgin Islands 19.7164 Trinidad & Tobago 19.5165 Puerto Rico 19.4166 Cayman Islands 19.3167 Barbados 19.1167 Saint Barthelemy 19.1169 Aruba 18.8169 Macedonia 18.8



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• Eight countries currently are responsible for at least 1% of global GDP: each of the BRIC countries (Brazil, Russia, India and China), as well as the four largest “Next 11” (N-11) countries: Mexico, Korea, Turkey and Indonesia

• These are the economies that are most likely to experience rising productivity coupled with favourable demographics and, therefore, a faster growth rate than the world average going forward

• By 2020, the four BRICs economies will be responsible for almost 50% of the increase in global GDP

• Other countries could achieve Growth Market status including other N-11 countries, Nigeria, Philippines, and possibly Egypt



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What does it Mean?

Will we have enough Talent?How will we engage and develop it?

The UK low number of 16 years old in 2015 will significantly impact workforce planning in

2025

Talented “bench” resources are

critical

More young resources might move around where

growth and jobs are: workforce globalisation

China is growing AND aging quicker

than other countries

FACT 1FACT 1

FACT 4FACT 4FACT 3FACT 3

FACT 2FACT 2



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Investing in Youth: the Business Case

• Adolescence is an important time to acquire the skills, health, social networks and other attributes that form the social capital needed for a fulfilling life

• The fact that the human capital formed during adolescence and in youth is also an important determinant of long-term growth makes a strong macro-economic argument to support investing more in young people

• Engaging and enhancing young people’s capacities can yield larger returns during the course of their economically active lives

• Young people are also an enormous resource for growth

The Case for Investing in Young People (UNFPA - United Nations Population Fund, 2010)



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• Stating a Business relevant Problem



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5 Tests’ Diagnostic

Test Sub-Questions

External MarketWhat does the wider market tell us is best practice and how are we perceived externally by candidates?

Is our proposition clear, real and attractive? Are our programmes market leading with compelling careers, packages and/or value

proposition? Do we attract the RBS desired top talent?

Business StrategyDo we understand how our programmes supports the overall business strategy?

Which business objectives do we need to directly support? Are current programmes linked to present and future business shape, costs, workforce? What are the final outcomes of programmatic hires for “that” business?

Workforce PlanIs our strategy aligned to the long term workforce plan including headcount, location and skills requirements?

Do we understand the scale, structure, skills and location of our future workforce? Do we have a defined overall diversity strategy? What kind of people does the business need now and in 5 years time?

Talent StrategyAre our hires aligned and in proportion to the overall business needs?

What skills and talent gaps exist between our current and future workforce? Are resources recruited with clear profiles, personalities, and destination roles in mind? Does the talent strategy connect all early career resourcing and programmatic activity?

Value for MoneyAre we recruiting and retaining high performing resources in a cost effective way?

Is our strategy value for money against other recruitment routes and for our brand? Do 16-24 outperform internal peer groups 3 to 5 ys down the line including YFB scores? Are we retaining and developing our best graduates in 5 ys time?

Talent Strategy

Workforce Plan

Business Strategy

Value for Money The ‘5 Tests’

External Market

Key Analysis

Principles Discussion

Design and Implementation



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What is Early Career?a) a coherent mixture of generations Y and Z b) at a different ‘plasticity’, cognitive and development stage: c) at an early professional stage: first jobbers

Induction is KeyDevelopment need to be Transformational: Input >>> Dynamic Process >>> Output

Building on the existent, not Replacing it: Innovation vs. Revolution

What is Talent?What does it mean for the Organisation?What is Talent for?How do you measure it? (see, touch, feel, hear)

How does talent look like in an embryonic and early stage?(DO NOT LOOK FOR THE FINAL “GESTALT”, BUT FOR THE PREDICTORS OF IT)

Early Career has clear ambition to maximise the impact of all is already done for this segment

The end-to-end Early Career architecture changes the perception of ‘what talent looks like’

Our main shift is to travel from past to future and, therefore, predicting and developing potential

Early Career recognises the different make-up of this segment

Early Career is a a rite of passage from school to work (and from work to value)

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Early Career: 10 Key Points to Consider

• What is Early Career? Does my organisation need an Early Career strategy? Is it purely programmatic and focused on graduates, interns and apprentices or does it cover the entire first jobbers population? And finally, how do we develop such a Strategy?

1. Decide what you want. Does “Early Career” cover all of your young people, your entry level, school and university leavers, or do you want it to be specific for only those considered as early talent? If you do not know what you want, you’re sure to get something else!

2. Decide why you want an Early Career strategy. Decide what your main driver is - resourcing, talent, or cost? Look at Early Career in the same way you would look at a pair of trainers: do you want them to be cool, comfortable, long-lasting, or cheap? Decide what is really important and stick with it.

3. Recognise the different make-up of the Early Career employee segment: i) a coherent generational mix; ii) at a different cognitive stage; iii) at an early professional phase. The core of this strategy consists in recognising the ‘fluid’ nature of this group as a whole: 16 to 24, and more in general people going from school to work, it is a segment that thinks, behaves and engages differently - like the ‘executive’ segment, it needs dedicated frameworks whilst, at the same time, having to be in line with the overall talent strategy.

4. Link your Early Career strategy to your Workforce planning. Be true to yourself.

5. Recruit for potential. These are people that have probably never worked before and if you base your selection on past attainments, it can be a bit like asking a fish to fly. Understand what talent looks like and how it could appear in its embryonic state. Recruiting for potential is both an art and a science and it requires ‘forecasting magic’. Use a non predictable and non-Taylor-like* competencies framework. Most ‘well educated’ young people have been trained to ‘give’ stereotypical answers; you might not be able to differentiate. Focus on a dynamic framework based on archetypal agilities, predictors of potential and cognitive and non-cognitive attributes.

6. If you want diversity, you need to do things differently. For example young people from underprivileged backgrounds may not have been exposed to traditional assessments, so they will be automatically disadvantaged should you use one. Forget any tokenistic approaches for diversity. Do not treat young people like animals in a circus where you have to have 1 lion, 2 tigers and 3 elephants. Understand the value of inclusion and the richness that diversity brings: embrace it, embed it, and reward it.

7. Early Career is a rite of passage from school to work so it has to be transformational and relevant to young people.

8. An Early Career development journey can range from a structured accreditation programme to a set of recommendations and development interventions: overall aim should be to engage and transform the whole segment recognising the extra support they (and their line managers) need. Induction and first year are the key factors for the transition from school to work!

9. Talent for this segment looks different from talent at a later professional stage given it is more focused on future predictors of potential than evidence of past attainment. There is no ‘one size fits all’.

10. Whatever you decide to do, never disconnect your Early Career strategy from the ideal line that links your junior employees to your executive talent. The first rule of the Early Career club is Congruency. The second rule of the Early Career club is Congruency. Once. Again.



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• Where do you start with building an Early Careers development architecture?



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• Developing an Early Career “Archetype Designer”1. the original pattern or model from which all things of the same kind are copied or on which they are based 2. (in Jungian psychology) a collectively inherited unconscious idea, pattern of thought, image, etc., universally present in individual psyches

Origin: 1595–1605; < Latin archetypum an original < Greek archétypon a model, pattern (neuter of archétypos of the first mold, equivalent to arche- arche- + týp ( os ) mold, type + -os adj. suffix)



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The Early Career Archetype DesignerP

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men

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Dia

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Professional Behavioural Organisational

Organisational Capabilitiespersonality,

belief, values

Cognitive & non-Cognitive

Enhancing learning journey

Pipelines, Critical Roles & Talent Management

Early Caree

r

Competenciesbehavioural patterns,

non-cognitive traits

Potential

Competenceknowledge, skills,

cognitive traits

Performance

Functional Training &

Accreditation

Recruit for PotentialRecruit for Potential

DevelopOrganisationalCapabilities

DevelopOrganisationalCapabilities

Build the Bench & Performance

Build the Bench & Performance



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Early Career Competencies Clusters

High Potential

The People I Inspire

The Values I

Live

The Way I Think

The Change I Drive



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The Core Learning Journey

1

24

3

5

The Foundations You Build

The Relationships You Grow

The Decisions You Drive

The Fresh-Thinking You Generate

Develop Organisational CapabilitiesDevelop Organisational CapabilitiesBuild the Bench & PerformanceBuild the Bench & Performance

Enhanced Developmen

t Programme

Second phase: ”early” employees should now be able to start and influence their own behaviours, learning and environment: focus now is on developing the necessary organisational skills and the ability to build meaningful business relationships to start to make an impact. Relationship are one of the main keys of change.

Third phase: “early” employees should start to consider how they can now improve the job they do, their professionalism, their function and RBS itself. The focus is on enhancing innovation and decision making.

Near to the end, “early” employees should have the chance to experience the interconnection of all they have previously learnt on-the-job and via the Core Learning Journey. The innovation project is the moment where all the previous learning comes to life in identifying, scoping and solving a real business problem adding measurable value.

At the beginning, “early” employees have the chance to understand RBS, evaluate themselves and start their journey. The focus is on developing their cognitive and non-cognitive attributes, learn more about who they are, how they think and how to achieve their ambitions. This is the foundation for the entire journey.

Pro

file

Professional Behavioural Organisational

Organisational Capabilitiespersonality,belief, values

Competenciesbehavioural patterns, non-cognitive traits

Competenceknowledge, skills, cognitive traits

Enabling OtJE

Customer Services

OtJE

Products OtJE

• Commercial long-term vision

• Absolute Customer Focus

• Systemic and Interdependent Thinking

• Client requirements• Product scoping• RBS business and corporate products• Industry best practice• Risk management

• Rapport building•Negotiation / Influencing• Customer Services and Sales (soft behaviour)

• Customer Services and Sales (technical)• Accounts Analysis• Risk management

• Business Modelling Generation• Business Change• Standardisation• Quality improvement

• Strategic thinking• Strategic delivery• Planning• Time management

• Project and Change management (principles of, RBS framework)• Infrastructure / Operations• Strategy

• Commercial long-term vision

• Absolute Customer Focus

• Systemic and Interdependent Thinking

• Client requirements• Product scoping• RBS business and corporate products• Industry best practice• Risk management

• Rapport building•Negotiation / Influencing• Customer Services and Sales (soft behaviour)

• Customer Services and Sales (technical)• Accounts Analysis• Risk management

• Business Modelling Generation• Business Change• Standardisation• Quality improvement

• Strategic thinking• Strategic delivery• Planning• Time management

• Project and Change management (principles of, RBS framework)• Infrastructure / Operations• Strategy

Exp

erie

nce

s

On the Job Experience



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What Changed?

Recruited based on potentialRecruited based on performance1

Based on 16-24 / first jobbers segment(social identity& cognitive / non-cognitive) and fluid intelligence

Based on a generic stage of development / cognitive profile and skills (crystallised intelligence)

2

One RBS Learning Journey and common Leadership framework

Inconsistent training interventionsNot linked to Leadership frameworks3

Designed for all Early Career streams (scale / complexity)

Designed for Graduates4

Measurable and measured as a whole

Not measurable or not measured as a whole5

A reduction of >50% on Costs and Time out of the Office

Costs not optimised or centralised6



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• How can you measure Success?



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• Short, Mid and Long Term



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CompetencePlacement

1 2 3 4

Pote

ntia

l to P

erfo

rman

ce

Business Knowledge

Employment legislation 1 /4

Equality/Diversity/Inclusion

CompetenciesPlacement

1 2 3 4

Perfo

rman

ce to

next le

vel o

f Pote

ntia

l

Analytical Skills

Communication Skills

Learning Skills2 / 3*

Short-term: Scorecard (required/achieved)

1, 2 and 3 are the level of achievement and complexity of a skill/behaviour achieved

1, 2, 3, 4 and 5 follow the Performance Management ‘levels of complexity’



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Mid-term: Business Benefits (i.e. Grads)

Activity Metric*Current Measures

2 Years 5 years 7 years

Recruitment% Graduates from Internship Programme

Performance

% Retention

% Retention of 4 & 5 Performers

Average Performance Rating

EngagementEngagement versus the rest of the population

Diversity & Inclusion

Male: Female ratio 60:40 50:50 50:50 50:50

Career Progression

(Graduates)

% of cohort at grade

Quality of Business Execution

Early Career feedback on Line Management and placements (using 360 tool)



31Long-term: Early Career Vision & Mission

• Early Career is the RBS’ people strategy for entry level first jobbers coming directly from school to work in RBS which falls mainly in the 16-24 year old segment.

• At any one time RBS employs circa 7,000 people in this group (i.e. 3,000 hires each year) representing 10% of the UK workforce

• Our core aim is to maximise RBS ongoing investment in early resourcing by giving all new and current employees at this professional stage support to successfully transition from education to the workplace by:

Attracting Resourcing Developing Professionalising



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