Deloitte adds contextual algorithm and uni-blind interviews to recruitment process

Professional services firm Deloitte has partnered with diversity recruitment specialist Rare to recruit 1,500 graduates and school leavers based on a combination of academic achievements and economic background/personal circumstances.

The data provided by Rare aims to give Deloitte a clearer picture of candidates achievements, to create a more diverse talent pool and find students with potential that may be from under-performing schools in deprived areas.Women-interview-400x400

A contextual algorithm will consider information alongside academic results in a bid to take the “unconscious biasness” out of the recruitment process.

Deloitte has also announced it will be removing university names from applications to conduct “university-blind” interviews.

David Sproul, Senior Partner and Chief Executive of Deloitte UK, said: “In order to provide the best possible service and make an impact with our clients, we need to hire people who think and innovate differently, come from a variety of backgrounds and bring a range of perspectives and experience into the firm. We truly value this difference.”

“Our response to this challenge reflects the value we place in the UK’s education system and the hard work that young people and teachers put in to achieve good exam results. Contextualisation allows us to recognise these important qualifications for young people, whilst also ensuring that for example, 3Bs at A Level in a school where the average student achieves 3Ds, is identified as exceptional performance.”

Deloitte has also announced that is has created an additional 100 jobs for school and college leavers through its BrightStart Business Apprenticeship Scheme. This takes the total amount of places to 200. Deloitte has said that is will partner with a diverse selection of schools throughout the UK to hunt for potential candidates.

The firm has also increased the number of places on its ASPIRE programme, which currently provides work experience to 140 students from disadvantaged backgrounds. The number will rise to 200 students each year from 2016.

Sproul added: “At Deloitte, we are working hard to ensure that our talent pool is diverse and reflects the make-up of today’s society. We want to show that everyone can thrive, develop and succeed in our firm based on their talent, regardless of ethnicity, gender, sexual orientation, or any other dimension that can be used to differentiate people from one another. This includes an individual’s social or economic background, which we know continues to be used to hold some people back.

“We believe the variety of interventions announced today will enable us to deliver on our social mobility objectives. They build on established programmes already in place to improve social mobility and employability throughout our profession and society as a whole, including our Deloitte Social Innovation Pioneers initiative and the Deloitte Access programme.”

Deloitte follows in the footsteps of other graduate recruiters that are trying to consider other factors in the recruitment process other than academic results.

Ernst and Young previously required school leavers to have the equivalent of three B grades at A-level or graduates to have an upper second class degree. The firm now removes all academic and education details in the application process.

PricewaterhouseCoopers also announced this year that is has stopped using A-level grades as a requirement when selecting graduates.

Recommendations to solve Europe’s ICT and STEM skills gap released by ERT

A set of recommendations to increase employability and tackle youth employment in ICT and science, technology, engineering and maths (STEM) have been released by the European Round Table of Industrialists (ERT).

According to the report Europe will face a shortage of 820,000 ICT professionals by 2020.

The recommendations have been made for European governments, schools, universities and businesses to work together to close the ICT and STEM skills gap. The report suggests a number of measures to boost hard and soft skills.

ERT recommends the modernisation of EU Member State’s education systems and that a more positive image of ICT and STEM should be promoted particularly towards females.Europe skills shortage

The report also recommends a regular EU-level platform involving business, national ministries of education and industry to promote STEM and ICT.

Jean-Pierre Clamadieu, Chairman of the Executive Committee and CEO, said: “Young generations need to be employable, that is, agile in adapting and entrepreneurial in acquiring skills and understanding, to succeed in a job market environment that is rapidly changing, spurred on by a digitally-driven economy.”

The full ERT recommendations for STEM and ICT are as follows:
  • Encourage the modernisation of the EU Member States’ education system

No student should leave school without a basic set of STEM and ICT skills as these are essential to operate and function in a fully digitised information society. Member States must develop and implement national STEM and ICT skills strategies which could include setting national targets.

  • Promote a positive image of STEM and ICT – in particular directed towards girls and women

STEM and ICT related professions are still perceived as unattractive by many young talents. All stakeholders should join forces to promote STEM and ICT as a rewarding domain with exciting career perspectives for men and women.

  • Raise awareness of future and new job profiles

The European Commission, business and research centres should co-operate to identify early on new STEM and ICT job profiles and the associated skill sets. The outcomes should be promoted via a dedicated pan-European and cross-industry campaign, leading to the required changes in university curricula and occupational standards.

  • Support innovative STEM and ICT training initiatives

Specific ICT training courses can address short-term qualification needs and help young unemployed people in particular to find a job. The European Commission and Member States should support such initiatives, for example by providing public funding for training platforms and IT training vouchers for unemployed talents.

  • Develop a regular EU-level platform involving business, national ministries of education and industry as well as other stakeholders working in the Member States on the promotion of STEM and ICT

The objective of the platform would be to:

- enable the partners to compare best practices throughout the EU

- compare how STEM and ICT skills shortages are tackled in a structural way with long-term impact

- identify common needs that could be addressed at EU level

- encourage other EU Member States that are not taking sufficient action