global talent trends

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Global Talent Trends A look at student career aspirations around the world Melissa Murray Bailey President, Americas Kevin Troy Head of Research & Insights, Americas 1

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Page 1: Global Talent Trends

Global Talent Trends

A look at student career aspirations around the world

Melissa Murray Bailey – President, Americas

Kevin Troy – Head of Research & Insights, Americas

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Page 2: Global Talent Trends

Universum surveys students in 55 countries around the world

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The data we’ll look at today comes from a number of sources:

• Global economic indicators (UNESCO, World Bank, etc.)

• Two annual surveys conducted by Universum• National talent surveys

• Global Communicating with Talent survey

• An ad hoc survey of Millennial attitudes conducted

globally by Universum last summer

Page 4: Global Talent Trends

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Which of the following best describes your role?

• National responsibilities (i.e. one country)

• Multinational responsibilities (i.e. more than one

country, not an entire region)

• Regional responsibilities (i.e. Asia-Pacific or

Americas)

• Global responsibilities

Page 5: Global Talent Trends

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1. Global economic trends related to employee

productivity

2. Employer and career preferences— the

broad view

3. Going deeper into key employer preferences

— what they mean to students and

employers

4. How students communicate with employers

across the globe

Page 6: Global Talent Trends

6

Differences between education and technology make a real

difference in worker productivity

$-

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

GDP per person employed, 20-year trendNorth America (CAGR: 1.6%)

UK (CAGR: 1.5%)

Euro area (CAGR: 1.0%)

Europe & Central Asia (CAGR:1.6%)

Central Europe & Baltics (CAGR:3.6%)

Russia (CAGR: 2.1%)

Latin America (CAGR: 1.3%)

Mid East & N. Africa (CAGR: 0.8%)

East Asia & Pacific (CAGR: 4.5%)

South Asia (CAGR: 4.2%)

Sub-Saharan Africa (CAGR: 1.9%)

Page 7: Global Talent Trends

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Participation in university-level education varies widely across the

world

91

7668 65 62

43

32 31

21

0

10

20

30

40

50

60

70

80

90

100

North America RussianFederation

Euro area Central Europeand the Baltics

United KingdomLatin America &Caribbean

World East Asia &Pacific

South Asia

Tertiary education enrollment as percentage of university-age population(Number of university students for every 100 people aged 18 to 24)

Source: UNESCOAmericas

Asia-Pacific

EMEA

Page 8: Global Talent Trends

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The relative supply and demand for university graduates affects

the value they place on themselves

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In most of the world, appealing to university graduates means

appealing to women…

145139 136

128 126120

109 108 107

78

64

0

20

40

60

80

100

120

140

160

Number of women enrolled in university-level education for every 100 men enrolledSource: UNESCO Americas

Asia-Pacific

EMEA

Page 10: Global Talent Trends

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…however, in many regions, even university-educated women

are unlikely to stay in the labor force for very long

64%61%

54%57% 57% 56%

50% 49%

31%

22%

77%79% 80%

72%69% 69%

64% 64%

81%

75%

%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Sub-SaharanAfrica

East Asia &Pacific

LatinAmerica

Russia NorthAmerica

UnitedKingdom

Euro area CentralEurope &

Baltics

South Asia Middle East& N. Africa

Labor Force Participation by Region, 2013Source: World Bank

Female

Total

Male

Page 11: Global Talent Trends

11

1. Global economic trends related to employee

productivity

2. Employer and career preferences— the

broad view

3. Going deeper into key employer preferences

— what they mean to students and

employers

4. How students communicate with employers

across the globe

Page 12: Global Talent Trends

12

Strivers and

Climbers

Across the globe, we find students’ attitudes toward

work and careers fall into four main categories:

Work-Life

Balancers

Technical Experts,

Cautious About Fit

Socially Ambitious,

but Corporate

Pessimists

Page 13: Global Talent Trends

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Strivers and

Climbers

• Seek traditional management-

track careers

• Attracted to “work hard, play

hard” cultures

• Greatest fear: getting stuck on

the ladder

• 33% of students globally• Majority of students in: Latin America

• Also prominent in: Russia, Italy, Middle

East

Page 14: Global Talent Trends

Work-Life

Balancers

• Unwilling to trade leisure time

for career advancement

• Believe the right job for them

will align w/ their personality

• 25% of students globally• Majority of students in: Northern

Europe, German-speaking countries

• Also prominent in: Western Europe,

USA, Canada, Indonesia, Vietnam

Page 15: Global Talent Trends

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Technical Experts,

Cautious About Fit

• Highly attuned to company’s reputation• Most likely to be influenced by friends and

family in career choices

• See successful career as means to an

end, not an end in itself

• Concerned about being discriminated

against on basis of gender or ethnicity

• 24% of students globally• Majority of students in: India, Nigeria

• Also prominent in: Middle East, Indonesia,

China

Page 16: Global Talent Trends

Socially Ambitious,

but Corporate

Pessimists

• Not necessarily interested in becoming

a manager

• Greatest fear: not being taken seriously

by their organization

• Don’t believe they will achieve the same

standard of living as their parents

• 18% of students globally• Majority of students in: Japan

• Also prominent in: Australia, Hong Kong,

Thailand, Argentina, Ireland, Poland,

Russia

Page 17: Global Talent Trends

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Strivers and

Climbers

Work-Life

Balancers

Technical Experts,

Cautious About Fit

Socially Ambitious,

but Corporate

Pessimists

Page 18: Global Talent Trends

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Which of the career profiles we just described would your organization appeal to the most?

• Strivers and Climbers

• Work-Life Balancers

• Technical Experts, Cautious About Fit

• Socially Ambitious, But Corporate Pessimists

Page 19: Global Talent Trends

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How we think about employer value propositions

CREDIBLE

TRUE

Your internal

identity

Your

external

image

What

talent

wants

ATTRACTIVE

Page 20: Global Talent Trends

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Universum uses a 40-attribute framework to assess students’

preferences and their associations with individual employers

EMPLOYER REPUTATION & IMAGE

JOB CHARACTERISTICS

PEOPLE & CULTURE

The attributes of the employer as an

organization• Attractive/exciting products and services

• Corporate Social Responsibility

• Environmental sustainability

• Ethical standards

• Fast-growing/entrepreneurial

• Financial strength

• Innovation

• Inspiring management

• Market success

• Prestige

The social environment and attributes of the

workplace• A creative and dynamic work environment

• A friendly work environment

• Acceptance towards minorities

• Enabling me to integrate personal interests in my

schedule

• Interaction with international clients and colleagues

• Leaders who will support my development

• Recognizing performance (meritocracy)

• Recruiting only the best talent

• Respect for its people

• Support for gender equality

The contents and demands of the job, including

the learning opportunities provided by the job• Challenging work

• Client interaction

• Control over my number of working hours

• Flexible working conditions

• High level of responsibility

• Opportunities for international travel/relocation

• Professional training and development

• Secure employment

• Team-oriented work

• Variety of assignments

REMUNERATION & ADVANCEMENT OPPORTUNITIES

EXTRINSIC INTRINSIC

HA

RD

SO

FT

The monetary compensation and other

benefits, now and in the future • Clear path for advancement

• Competitive base salary

• Competitive benefits

• Good reference for future career

• High future earnings

• Leadership opportunities

• Overtime pay/compensation

• Performance-related bonus

• Rapid promotion

• Sponsorship of future education

universumglobal.com

Page 21: Global Talent Trends

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Students in wealthier countries tend to be less focused on

remuneration & advancement

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0% 10% 20% 30% 40% 50% 60%

High future earnings

A creative and dynamic work environment

Professional training and development

Leaders who will support my development

Good reference for future career

A friendly work environment

Leadership opportunities

Secure employment

Clear path for advancement

Recognising performance (meritocracy)

Most important attributes for business studentsG12 markets, GDP-weighted average

While business students are most focused on their advancement and

development, they’re also keenly interested in the work environment

Job

Characteristics

Employer

Reputation

& Image

Remuneration &

AdvancementPeople &

Culture

Page 23: Global Talent Trends

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Globally, engineers value a creative and dynamic work

environment most highly

0% 10% 20% 30% 40% 50% 60%

A creative and dynamic work environment

Innovation

High future earnings

Professional training and development

Secure employment

A friendly work environment

Challenging work

Good reference for future career

Leaders who will support my development

Leadership opportunities

Job

Characteristics

Employer

Reputation

& Image

Remuneration &

AdvancementPeople &

Culture

Page 24: Global Talent Trends

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The organizations that can best attract top talent are those with

learning and development “baked in” to their cultures

Color-codingindicates where each attribute is among the top 10 of the 40 attributes for:

Professional

training &

development

Leaders who

support my

development

Leadership

opportunities

Opportunities

for intl. travel/

relocation

Sponsorship

of future

education

Australia

Brazil

Canada

China

France

Germany

India

Italy

Japan

Russia

UK

US

Business

Engineering

Both

Sponsorship of education

wasn’t a top preference in any

of the G12 markets, and was in

the bottom 10 in many of them..

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When it comes to your organization’s messaging around the globe, which of the following best applies?

• We have a global EVP that we implement

consistently in each local market

• Each market has its own unique EVP, to allow

for local differences

• We have a global EVP but work with each

market to localize the messaging

• We haven’t formally developed an EVP yet

• Other (please specify in the comments)

Page 26: Global Talent Trends

One Global EVP, or Many Local EVPs?

26universumglobal.com

Strong, clear and

consistent profileSelect and define attributes

that make up the core of

the Employer Brand, and

can be communicated as

the global EVP.

Tweak the actual

communications and messages

(the examples, stories and reasons

to believe in the organization, for

example) for the target groups.

Universum strongly recommends

that employers develop one EVP

to be used on a global level for all

target groups and business units.

However, market needs and internal

differences between entities often

require adjustments of the

proposition.

The Global EVP

Tailored Messages

USA Japan etc.

Engineering

Talent

Business

Talent

Page 27: Global Talent Trends

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Across markets, students sometimes agree on what’s important…

The tight, linear

relationship indicates that

Australian and Canadian

students have similar

preferences

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…but sometimes you really need to customize the employer brand for a

foreign market

The much looser

relationship indicates that

Australian and Japanese

students largely disagree

on what’s important

Page 29: Global Talent Trends

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1. Global economic trends related to employee

productivity

2. Employer and career preferences— the

broad view

3. Going deeper into key employer preferences

— what they mean to students and

employers

4. How students communicate with employers

across the globe

Page 30: Global Talent Trends

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How often do new graduates hired by your company relocate to a position in another country within four years?

• Never

• Rarely

• Sometimes

• Often

• Always/ this is mandatory in our

organization

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Very few companies are strongly associated with a “creative and

dynamic work environment”

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If you convince students that you’re innovative, will they think

your work environment is creative?

Association w/ “a creative and dynamic work environment” vs.

“reputation for innovation,” World’s Most Attractive Employers for

engineering students, G12 markets average

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Percentage of students selecting “opportunities for international travel and/or relocation” as important to them, 2015

MNCs recruiting in many developing markets must contend with

students seeing them as a way out

Americas

Asia-Pacific

EMEA

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It’s better to be clear about what you really offer in terms of

“internationality” than to give recruits a false impression

Strongest

• Regularly recruit students from foreign countries to come work in office X

• Send recent hires on temporary reassignments to foreign locations for 1 to 6 months

Strong

• Recent hires may occasionally travel abroad for conferences, brief site visits, etc.

• Strong chance of foreign posting 4 to 8 years into career

Still Viable

• High level of interaction with foreign colleagues

• Prestigious, well-known MNC that will look good on US or European grad school applications and/or on resume when applying to other companies

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Millennials define work-life balance primarily in terms of leisure time

0%

10%

20%

30%

40%

50%

60%

70%

80%

Global average Africa Asia-Pacific Eastern Europe Latin America Middle East NorthernAmerica

Western Europe

Top 6 Most Common Responses to the Question “What Does Work-Life Balance Mean to You?”

Universum Millenials Survey, summer 2014

Enough leisure time for private life

Flexible working hours (e.g. not limited to office hours)

Recognition and respect for employees

Flexible working conditions (e.g. home office)

Convenient work location

No interruption of leisure time (e.g. during holidays or weekends)

Page 36: Global Talent Trends

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1. Global economic trends related to employee

productivity

2. Employer and career preferences— the

broad view

3. Going deeper into key employer preferences

— what they mean to students and

employers

4. How students communicate with employers

across the globe

Page 37: Global Talent Trends

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More than half of students are using social media to interact with

employers in almost every market we survey

Americas

Asia-Pacific

EMEA

0%

10%

20%

30%

40%

50%

60%

70%

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n

Percentage of Business Students Using Social Media to Interact with Employers, 2015

Page 38: Global Talent Trends

38

In many developing markets, however, social media connections

with employers aren’t made through “professional” channels

0%

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Percentage of Students Using Facebook for Career PurposesSource: Universum Communicating with Talent Survey 2015

Americas

Asia-Pacific

EMEA

Page 39: Global Talent Trends

39

The extent to which you need to localize your EVP will depend on the market for which you’re customizing:

• Economic factors• Social / cultural factors

In general, students are looking for employers that will:• Train them and develop them• Foster creativity and take their contributions seriously• Offer work-life balance

The communication channels you use to convey your employer value proposition need to “fit” the market

you’re in

Final thoughts

Page 40: Global Talent Trends

Interested in learning more about emerging

markets?

A few resources for you:

• Download the Talent in Emerging Markets ebook

(available at universumglobal.com)

• Register for the upcoming Emerging Markets

webinar series, September 2015

• Tell us which markets you’re most interested in

hearing more about

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Page 41: Global Talent Trends

Please share your feedback!

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Page 42: Global Talent Trends

CONTACTKevin Troy

Research Director, [email protected]

Melissa Murray Bailey

President, [email protected]