circle of excellence principals' conference fellows selection presentation

© 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


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


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


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


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


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


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


Functioning

29

Cognitive Mode

Intellectually driven – logic

Intellectually driven – ideas

Challenge driven – need for stimulation/ novelty and

variety

Knowledge/structure driven

29


Functioning

30

Thinking Style

Integration

Verbal abstraction

Logical reasoning

Learning (quick insight learning)

Structuring

Exploration

Process Orientation

Memory functioning

30


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


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


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


3

Acceptable

4

More than

Acceptable

5

Much more

than

Acceptable

37

Rating Scales for Assessing Competencies


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


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


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


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


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


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


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

circle of excellence principals' conference fellows selection presentation

Education

highimpact entrepreneurship

performance drivers

drivers of performance

selection criteria

selection processes

deloitte proposals

academic performance

performance corporate