WILL SPENSLEY MEMORIAL AWARD FOR INNOVATION – Public Sector 2020
Facilitator’s Guide
Copyright © 2020 The Australia Association of Graduate Employers Ltd
This is your chance to vote for outstanding examples of excellence in the Australian graduate recruitment and development industry. INTRODUCTION This e-book lists the submissions for the Will Spensley Memorial Award for Innovation – Public Sector. Within this e-book, there are voting buttons which you can use to cast your votes. Only AAGE Full Members (i.e. only Employer organisations) can take part in this voting process. Each of these Employer organisations can only vote once for each award. WHAT YOU NEED TO DO You can view all the entries for this award in this e-book. All you need to do is view the entries for each award and then click on the "Vote for XXXX" button next to your favourite entry. Clicking this voting button will open a pre-populated voting email which you can send to our awards inbox to cast your vote. Please ensure that you include your email signature in your response email. Votes will not be counted if the response email is from an unidentified person. We make sure that only one vote per organisation is counted, to ensure fairness for all entrants. Please also note that this e-book link has been sent to primary members only to coordinate their organisation's vote.
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IMPORTANT RULES TO NOTE Each employer can only vote once for each award. Therefore, if you are part of a team of people you might like to arrange a meeting or teleconference to agree upon a response on behalf of all team members. In the event that more than one vote is received, only the first vote will be counted. Employers are not permitted to vote for their own organisation's entries. Such votes will not be counted. DEADLINE Votes must be received by Friday 31st July 2020.
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Will Spensley Memorial Award for Innovation – Public Sector Table of Contents Submission 1 – TasNetworks……………………………………………………………………4 Submission 2 – Australian Securities and Investments Commission………….6 Submission 3 – Department of Defence ................................................... 8 Submission 4 – Teach For Australia ........................................................ 10
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SUBMISSION 1: TasNetworks “TasNetworks Graduate Attraction Campaign – reimagined in a CO-VID19 world.”
TasNetworks
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The TasNetworks Graduate Resourcing Campaign has previously moved through phone screening, testing, concluding with Resourcing Day, comprising interviews, presentations, group activities and site tour. With the impacts of COVID-19 hitting during sourcing, our Recruitment Team were tasked with reimagining our resourcing process. To get to know our candidates better without meeting them, we asked for a short YouTube video showcasing what makes them unique. The purpose of this activity was to highlight what we might not see in a formal and now virtual interview. In order to standout in the current climate of virtual interfacing, we wanted to do something more personal. We sent candidates a care package to invite them to an interview, including an invitation, notebook, party-popper, and handmade hot chocolate and marshmallow sachet with the instruction of making themselves a cuppa to bring to interviews. Candidates then joined our interview panels for a virtual interview session. We started these sessions by celebrating candidates making it to this stage of the process. Following interviews, we asked candidates to provide a presentation on a topic from their video submission. These presentations gave our candidates the opportunity to talk about something they were passionate about and provided us further insight into how they conduct themselves. Candidates were then shown a virtual site tour created of our Maria Street office giving them a taste of working at TasNetworks. We closed the campaign by sending personalised offer with ID lanyards, lollies, and an UberEats voucher with the note ‘Enjoy a meal on us!’ We sought feedback from our candidates to assist in measuring our success and to highlight where we could improve. The feedback was incredibly positive and brought to light that a little extra effort goes a long way in making people feel valued particularly in times like these.
VOTE - TasNetworks
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SUBMISSION 2: Australian Securities and Investments Commission “ Virtual Delivery of Graduate Assessment Centres”
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ASIC demonstrated innovation during the delivery of graduate assessment centres by utilising existing technology and adapting assessment tasks to suit a virtual delivery. Our main objectives were to deliver an assessment centre experience to candidates and assessors as per original timeframes, and to assess candidates against our predetermined criteria despite a shift in the activities that could be used. Below is a summary of how we were able to achieve this: • Virtual assessment centres were delivered on the original, publicised dates that face-to-face sessions were scheduled to run. • Due to time constraints, a specific virtual assessment centre technology product was not viable to procure, therefore we utilised available technologies instead – Zoom and Microsoft Outlook. • Instead of just switching to panel interviews, we wanted to invite candidates to participate in a range of activities which are typical of an assessment centre. These included: o Interview via Zoom o Individual presentation in which instructions were emailed via Outlook prior to the sessions and candidates were asked to present via Zoom o Timed practical task that was emailed to candidates via Outlook’s time delay function o Optional Q&A session with existing ASIC graduates via Zoom • The original delivery included a group activity instead of the individual presentation. A group activity via Zoom was not practical as any issues with technology could affect multiple candidates at a time, therefore we redesigned the activity to be individually delivered. • Activities had originally been designed around a set of pre-determined behavioural capabilities that needed to be assessed. In changing the group activity to individual delivery, we ensured that all capabilities from this assessment framework were still being addressed. Overall, candidates had a seamless assessment centre experience when moving between activities (as though they were face-to-face) due to the use of strong project management and detailed instructions.
VOTE - ASIC Will Spensley Memorial Award for Innovation – Public Sector | 7
SUBMISSION 3: Department of Defence “Online Assessment Centres, Group Activities and Panel Interviews at scale.”
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Due to COVID-19 restrictions, Defence successfully moved the entire selection process to an online platform despite never using video technologies for graduate assessment centres. Over a six week period between June and July 2020, Defence: 1. Ran 125 digital assessment centre panels comprising of an online written assessment, interview, presentation and group activity; 2. Interviewed approximately 750 candidates virtually; 3. Trained 146 Defence assessors to use the online assessment platform; and 4. Recruited graduates across 9 different Streams. Assessment integrity, in particular confirming a candidate’s identification and safeguarding Defence employees’ security, is a challenge for video assessment platforms. Candidates completed ID verification checks during the online assessment centre and the video record function was disabled to maintain candidate and assessor security. Online assessment centres were prioritised and delivered by specific graduate Stream, rather than assessing applicants by geographical location as done during previous in-person assessment centres. This allowed offers to be made on a rolling basis to support an October 2020 intake. Human connection and interaction was maintained through developing two YouTube videos to welcome the candidates to the online assessment centre, and farewell them during an end of day wrap-up. The videos covered the topics we would normally address during inperson assessments including what to expect at the assessment centre, relocations, program structure and security clearance considerations. These videos featured three Defence graduate recruitment team members and used animation to highlight key statements. Defence assessors received training, a handbook and an assessment centre brief detailing: 1. How to use the online assessment platform; 2. How the online platform may change interpersonal and non-verbal communication when compared to in-person engagement, and how this may be factored into their assessment; 3. How to use the behaviourally anchored rating scales to support objective assessment; and 4. Delivery of the online group activity.
VOTE – Dept of Defence Will Spensley Memorial Award for Innovation – Public Sector | 9
SUBMISSION 4: Teach For Australia “How do we get Australia’s top graduate talent working on the nation’s most challenging problem?”
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How do we get Australia’s top graduate talent working on the nation’s most challenging problem? We face a unique challenge – Australia, more than ever, needs to recruit top talent into teaching to address the education gap experienced by children living in lowsocioeconomic communities. But we know that many high achievers don’t consider teaching as a profession and often undertake traditional internships – a well-worn and successful pathway often leading them into predictable careers linked to their current degree. We wanted to demonstrate a different horizon to top university graduates, one that gives both an opportunity for impact and professional development. But from a classroom – to experience what it would be like to teach, especially to those who had not considered teaching as a way to kick-start their careers. To do this, we developed a program, designed with modest resources, based on research which suggested that to successfully take a step out of an existing career path, graduates needed: • real experiences where they could test their character and aptitudes; • new connections to role-models outside their existing networks and; • a real and compelling reason to make the change. The School Taster Experience takes participants to a school in regional Victoria where they spend three days in training, building networks and assisting in classrooms. They saw both the barriers that young people face to attain an excellent education – and the inspirational change our community is making. After the three-day program we saw: • 78% strongly agree they are part of a community with a shared goal of achieving educational equity; • 94% agree that the Leadership Development Program will enable faster career growth • 67% strongly agree that educational equity is a top personal priority. More than 75% of participants applied to Teach For Australia’s Leadership Development Program.
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Achieving educational equity is a top priority for me 100% 90%
80% 70% 60% 50% 40% 30%
20% 10% 0% Before Strongly agree
Agree
After Neither agree nor disagree
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I feel part of a broader community of people interested in achieving educational equity 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Before Strongly agree
Agree
After Neither agree nor disagree
Disagree
Strongly disagree
Completing the LDP will enable me to make faster gains in my career 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Before
Strongly agree
Agree
After
Neither agree nor disagree
Disagree
Strongly disagree
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Thank you for casting your Will Spensley Memorial Award for Innovation (Public Sector) vote!
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