Deloitte - Ignite your light by Dystan & Rosenberg

Ignite your light A guide to making the most of your talent in Deloitte Consulting

Contents Introduction Being a talent Expectations to you What you can expect from others A note on confidentiality In times of difficulty Accelerating your career Understanding motivation Building on your strengths Living the growth mindset Accelerating your relationships Generating trust Adapting your style References

Introduction

Introduction You have been hired to Deloitte Consulting because you are amongst the best brains in your field. But having great brains is not everything. To truly shine you need to feel motivated and inspired, grow your skills, build high-quality relationships and have the opportunity to influence your own career. With this guide you will get insight and inspiration into what you can do to achieve that and what support you have available to you. More specifically, we will outline

what is expected of you, what you can expect from others and what you can do to accelerate your career and your relationships. We hope it gives you a clear perspective on how you can take the lead on your career and inspiration as to how you make the most of your talent in Deloitte Consulting. Deloitte Consulting Management

Being a talent

Expectations to you You are the lead architect of your career, and the first step to success is to meet the basic expectations that will give you a solid platform to grow from. General expectations • You take responsibility for your career, performance, development and well-being. • You reflect on your strengths and motivations and use your insight to set direction for your career and development. • You take initiative to discuss your career aspirations, your career plan and your personal and professional development with your talent manager.

• You actively invest in the relationship with your talent manager by prioritising your sessions, showing up prepared, displaying trust and engaging with interest. • You display a growth mindset and aspire to use your experience as an opportunity for taking your practice to the next level. • You actively seek feedback on your performance and ideas and offer feedback to peers and leaders when you believe you have value to add.

• You keep your talent manager updated so he/she always has a sense of where you are at, in particular if you experience challenges, e.g. by not being staffed or not thriving on a project.

Specific career cycle expectations The career cycle is the process that supports your career development. To gain the most from the opportunities it has to offer, be aware of the important role you play. Career planning: Setting direction • You reflect on your strengths, development areas and motivations prior to drafting your career plan. • You propose a career plan well in advance of your career planning meeting with your talent manager so the talent manager has time to review it. • You own the plan and take responsibility of achieving the goals and completing the education you have agreed on with your talent manager.

Mid-year: Half-way status • You update your career plan with a status on the achievement of your goals and suggestions for your focus in the coming six months. • You send the updated plan to your talent manager well in advance of your mid-year meeting. • You inform your talent manager of relevant colleagues and leaders he/she can reach out to for soliciting qualitative feedback on your performance to date. • You complete the EPRs that are due for completion at the time of your mid-year check-in.

Year-end: Evaluation • You comply with the deadlines stated by HR with regard to the year-end process. • You inform your talent manager of relevant colleagues and leaders he/she can reach out to for soliciting qualitative feedback on your performance to date. • You may offer to review the slide that your talent manager creates for the year-end review to ensure all information is depicted correct. • You seek the feedback of your talent manager once the year-end process has been completed and try to draw out as much learning as possible from it.

In between the formal touchpoints • You actively keep your talent manager in the loop on your performance, challenges and well-being. • You actively seek guidance, feedback and sparring from your project manager and talent manager when you feel the need. • You remind your talent manager of the career goals and development needs you agreed on in your career plan so he/she can encourage them to be considered in the staffing process.

The career cycle Career planning session August

Growing and learning through project work Evaluated by EPR

Year-end review and feedback April-June

MY EPR

Growing and learning through project work Evaluated by EPR

Formal mid-year check-in December-January

What you can expect from others Your closest leader is the talent manager • Your talent manager is your closest leader. Knowing what you can expect from him/her is key in terms of building a strong relationship. Your talent manager is expected to: • Have a sense of your performance, development and well-being at all times. • Establish and maintain a trust-based and confidential relationship with you. • Adapt meeting frequency to your needs for coaching, sparring and guidance.

• Take the full responsibility for finding good solutions to the issues and challenges that you cannot solve yourself. It may require involvement of other leaders if the challenge sits within an area where the talent manager does not have decision-making authority. • Act as a loyal member of the Deloitte Consulting leadership and back up leadership decisions. • Be in regular dialogue with your service line leader to keep him/her posted on your performance and well-being. • Ensure your career plan is in alignment with the service line strategy and plan of action.

What you can expect from others A network of leaders to support you Although your talent manager is your closest leader, supporting your performance, development and well-being is not a one-person job. In practice, it is a collaboration between your service line leader, your project managers, your talent manager and you that will ensure the alignment and progress needed for success. The division of responsibility between leaders and talents Service line leader • I am responsible for having the high level view of business needs and requirements covering both recruiting, staffing and promo tions. • I am careful in my selection of talent managers. • I meet regularly with my talent managers both 1:1 and as a group around a set agenda. • My talent managers comply with the requirements I set and the decisions I make (also partners and directors). • I ensure that my talent managers always have a good sense of their talents and can tell me about their challenges and level of well-being. • My talent managers take responsibility and never drop the ball before the challenges of their talents have been resolved. • I take responsibility for ensuring that good talent manager behaviour is recognised and rewarded.

Talent manager • I take responsibility for the performance, development and well-being of my talents. • I actively seek to shape roles and opportunities that support the career needs of my talents • I take ownership of ensuring their challenges are resolved and involve other stakeholders as appropriate. • I discuss the performance and challenges of my talents with their project managers on an ongoing basis. • I dare to take the difficult conversation with my talents. • I experience interest and expectations from my service line leader in terms of how I execute my role as a talent manager. • I respect my service line leader’s decisions and demands – also if I am a partner or a director.

Project manager • I discuss the performance, development, challenges and well-being of the people I have on my project with their talent managers on an ongoing basis. • I actively work to support the growth and development of the people on my project • If issues arise with a talent on a project, I immediately involve the talent manager as co-lead in finding a suitable solution.

Talent • I take responsibility for my career, performance, development and well-being. • I take initiative to discuss my career plan and my personal and professional development with my talent manager. • I take responsibility for ensuring that my talents and passions are integrated into both short-term and long-term plans. • I keep my talent manager updated in order that he/she always has a sense of where I am, in particular if I experience challenges, e.g. by not being staffed or not thriving on a project.

Three challenging situations and how they are solved Here are four examples of specific situations where you and several of your leaders will collaborate to solve a challenge you may encounter. You are unstaffed You tell your talent manager and service line leader that you are unstaffed and take responsibility to align activities with them. Your talent manager keeps your service line leader accountable that your staffing is handled and informs the service line leader about your staffing wishes. The service line leader holds the overview of internal tasks and proposals and coordinates with your talent manager how to best utilise your available time. Your talent manager creates a plan for the activities that you should engage in during your time on the bench and follows up on your execution of them. You must continually update your talent manager on your progress and inform him/her if you take on further activities.

You do not develop on the project You attempt to adapt your role on the project together with your project manager so it becomes more interesting and developmental. The project manager is obliged to assess the complete business potential in keeping you on the project versus taking you off the project. You discuss the challenge with your talent manager. Your talent manager is responsible for escalating the need for new staffing to your service line leader if necessary. Your talent manager does that with consideration both to your interests and development and to the full business implications. Your service line leader takes the decision on whether or not you continue on the project. If you are taken off the project, the service line leader is responsible for articulating and executing the plan and conducting the required conversations with the project manager and partner about bringing a new person onto the project.

The relation to your project manager is challenging First, you try to solve the challenge yourself in collaboration with your project manager by sharing your perspective and offering feedback.If that does not prove successful, you involve your talent manager, who can give you coaching and guidance on how to handle the situation and if necessary act as mediator between you and your project manager. If still not successful, your talent manager can escalate the issue to your service line leader, who can decide whether another staffing should be pursued. If that is the case, the service line leader will make a plan for rolling you off the project in collaboration with the project manager.

A note on confidentiality In order to have an impactful relationship between talent and talent manager, there needs to be a high level of trust and confidentiality. Therefore, you should consider your relationship with your talent manager as a confidential relationship. That means that neither of you pass on information to third parties without the accept of the other. Exceptions to that rule include circumstances where one or more of the below factors are evident: • The talent manager experiences that you display a behaviour that potentially can harm the Deloitte brand (i.e. unethical and/or criminal behaviour, inappropriate approach to clients, etc).

• The talent manager experiences that you, knowingly or unknowingly, is harming yourself (i.e. by keeping on working in spite of stress or serious sickness). • The talent manager experiences that you deliberately harm relationships with colleagues by deliberately circumventing or overstepping Deloitte Consulting’s code of conduct for consultants. Should you experience that your talent manager in one way or the other displays a behaviour that is contradictory to the role model behaviour he/she is expected to display, you should reach out to HR.

In times of difficulty â&#x20AC;Ś Reach out If you experience difficulty that influences your wellbeing and ability to be physically and mentally present at work, you should immediately reach out to your talent manager.

Whatever it is: Do not wait. Your talent manager may not be able to solve your challenge but he/she will be able to support you in finding help, perspective or solutions depending on what the situation calls for.

Maybe you are experiencing a challenging conflict with a work colleague, maybe you are discouraged from being unstaffed too long, maybe you are experiencing signs of stress or maybe you got diagnosed with a serious illness.

Accelerating your career

Understanding motivation Discovering the primary source of your motivation and exploring ways of getting more high-quality motivation into your life can have a huge impact on your performance and well-being and be a significant accelerator for your career. The three main types of motivation Generally we distinguish between three types of motivation. â&#x20AC;˘ Intrinsic motivation Intrinsically motivated behaviour is the behaviour that people naturally and spontaneously display when they feel free to follow their inner interests. People consider the activities as rewarding in themselves and therefore perform them without the need for external approval or recognition. Intrinsically motivated behaviour is associated with a high and sustainable level of performance, good mental health as well as excellent creativity and problem solving abilities.

â&#x20AC;˘ Extrinsic motivation Extrinsic motivation is a state where peopleâ&#x20AC;&#x2122;s behaviour is controlled by external contingencies. More specifically, they behave to attain a desired outcome, like a tangible award, or to avoid a threatening punishment. Extrinsic motivation undermines intrinsic motivation, and performance driven by extrinsic motivation is characterised by being less persistent. Hence, as soon as the reward or punishment is removed, people will return to their usual behaviour. It is worth noting that there are four subtypes of extrinsic motivation. The one most controlled by external contingencies, called external regulation, is associated with low levels of performance and well-being, and the one least controlled by external contingencies, called integrated regulation, is associated with a level of performance and well-being close to the one we see in intrinsically motivated behaviour. 21

â&#x20AC;˘ Amotivation Amotivation is a state where people lack the intention to act. That state will typically occur if people fall short of a sense of efficacy and/or a sense of control with respect to a desired outcome. It stands in contrast to extrinsic and intrinsic motivation, which are both characterised by intentionality. The state of amotivation is associated with a series of negative outcomes, including depression, selfderogation and low performance.

The three types of motivation are a continuum as shown in the model below. Amotivation

Instrinsic Motivation

Extrinsic Motivation

Regulatory style:

NonRegulation

External Regulation

Introjected Regulation

Identified Regulation

Integrated Regulation

Intrinsic Regulation

Source of motivation

Impersonal

External

Somewhat external

Somewhat internal

Internal

No intention

Compliance

Egoinvolvement

Valuing an activity

Congruence

Interest

Incompetence

External rewards or punishments

Endorsement of goals

Synthesis with self

Enjoyment

Approval from others

Motivation regulators:

Lack of control

Inherent satisfaction

Low perfomance

High perfomance

Low persistence

High persistence

Low level of well-being

High level of well-being

What drives your motivation at work? Knowing the three main types of motivation that drive our behaviour, think of your working life today and contemplate: • Which of the activities you engage in at work would you define as internally motivated? • What is it particularly about them that you enjoy and appreciate? • If you were to get more of that quality of motivation into your work, what specific action could you take to make it happen? Discuss the conclusions of your reflections with your talent manager and explore the opportunities for making changes that support a stronger focus on activities that are conducive to high-quality motivation. Amplifying your level of intrinsic motivation You can actively enhance the quality of motivation in your working life by consciously choosing the needs that you prioritise to fulfil. Comprehensive research shows that fulfilment of the three innate psychological needs, autonomy, competence and relatedness, is directly linked to the experience of intrinsic motivation. The higher the degree of fulfilment, the higher the quality of motivation. The degree to which any of those three psychological needs is unsupported or 24

thwarted within a social context will have a robust detrimental impact on wellness in that setting. Autonomy … refers to our desire for self-directed and self-organised behaviour that we agree with and find congruent within ourselves. It leads to the experience of freedom and integration. When fully autonomous, our whole heart will be behind what we do. You can support the fulfilment of that desire by asking for as much space as possible to influence your own goals and define your own approaches to task solving. If you experience your project manager or talent manager as being unsupportive of your autonomy, you can offer them feedback and share your needs and wishes in terms of how to be led. Competence … refers to our desire to have an effect on our environment and to reach valued outcomes within it. It is the need for feeling a sense of mastery of things that is important to us. You can support the fulfilment of that desire by exploring what your are passionate about and what skills you can leverage to make an impact and set appropriately challenging goals. The goals will help facilitate the development of new or stronger capabilities that you are passionate about and thereby increase your potential for impact.

Fulfilment of the needs autonomy, competence and relatedness is directly tied to the experience of intrinsic motivation. The higher the degree of fulfilment, the higher the quality of motivation. 25

Relatedness … refers to our desire to feel cared for and connected to others and to have a sense of belonging. It is also about feeling that you matter, which is enforced by both giving and receiving. You can support the fulfilment of that desire by genuinely showing interest in the people you engage with, caring about their well-being, acknowledging the contributions they make and investing something of yourself in the relationships.

Increasing high-quality motivation on your current project Consider the current project your are on. • On a scale from one to ten, to what degree do you feel that your needs for autonomy, competence and relatedness are met? • What would it take to make you feel more selfdirected, more impactful and more connected? • Define one initiative that could truly make a difference for your motivationand propose it to your project manager.

Relatedness

Autonomy

Competence

Building on strengths Identifying your strengths and finding ways to leverage and build upon them can be a powerful accelerator for growth. Research documents a high correlation between the use of strengths in a work setting and the experience of positive states like satisfaction, meaningfulness, wellbeing and engagement. Studies have furthermore shown that the use of strengths leads to increased job performance. The link between strength use and performance can be explained by three psychological processes, which are activated through the use of strengths: concentration, subjective vitality and harmonious passion. Where concentration and subjective vitality affect performance directly, harmonious passion works as an amplifier of the two other states. That means that when you are harmoniously passionate about the activity at hand, you will become even more concentrated and feel even more alive and thereby do an even better job. The connections are illustrated in the model below.

Harmonious Harmonious passion passion

Work Work performance performance

Concentration

Strength An already existing capacity for a particular way of feeling, thinking or behaving, which is experienced as authentic and vitalising to the individual and enables optimal functioning, development and performance. Concentration A feeling of being intensely focused on what you are doing in this present moment. Subjective vitality The conscious experience of possessing energy and the feeling of being alive.

Subjective vitality

Strength use

Definitions

Harmonious passion A strong tendency towards an activity that you like and find important and invest considerable time and energy in and that you internalise. 27

When using your strengths, your work is infused with passion, energy and concentration.

Uncover your strengths Work towards a greater realisation of your strengths by asking yourself when you last experienced high levels of concentration, subjective vitality and harmonious passion. You can also take the free online character strengths test and let the results guide a further exploration of your signature strengths. Once you have identified your strengths, share them with your talent manager, discuss how they can be integrated into your current roles and responsibilities and monitor your ability to bring them into play.

Living the growth mindset Our mindset reflects our attitudes to learning and our beliefs about the roots of success and determines our behaviour and mental attitude. As a management consultant your are expected to have a steep learning curve throughout your career. Your mindset can either be a help or the opposite depending on what attitude and belief you allow to guide your perspective. Research shows that living by a growth mindset rather than a fixed mindset can be highly supportive of learning and achievement. Fixed mindset

Growth mindset

Belief

Capabilities are primarily seen as inborn talent that is hardly changeable.

Capabilities are seen as mutable by effort and effective learning strategies.

Tendency

To try to appear as capable as possible.

To try to learn and improve as much as possible.

Challenges

Are avoided because in case of failure they can give an impression of lack of talent.

Are embraced because you can learn from them, and they can lead to growth.

View on effort

Is seen as an indication of lack of talent.

Is seen as a normal and necessary step to growth.

Response to adversity or failure

Is seen as an indication of lack of talent that often leads to giving up early.

Is seen as an indication that more effort and/or better strategies are needed.

Response to criticism

Self-defeating defensiveness: Own mistakes are not recognised and admitted.

Inquisitive and interested, eager to learn and open to feedback and suggestions.

View on success of others

Is seen as a threat because those other people might be viewed as more talented.

Is seen as inspirational because lessons can be drawn from it for further learning.

Impact on own development

Potential is underutilised.

Potential is developed.

Effect on one another

Can impede cooperation, feedback and growth.

Can invite to cooperation and feedback and stimulate growth.

It is the fewest people who are one hundred per cent on either a growth mindset or a fixed mindset. Most of us have some of both, and different situations will call us to apply either one or the other. Working your growth mindset Reflect on your own work life. • Consider in what situations you are good at applying a growth mindset and consider the situations that tend to trigger a fixed mindset in you.

• Reflect on the people and environments you typically interact with. Are some more stimulating towards a growth mindset than others? • Identify one future situation where it would be particularly helpful for you to apply a growth mindset and visualise how you would handle that situation if you succeeded. What would you say, what would you do, how would people respond and how would it make you feel?

Accelerating your relationships

Accelerating your relationships As a management consultant your success is deeply tied to others: your clients, your colleagues and your leaders. They all need to trust and endorse you if you are to get a licence to play and truly make a difference.

Therefore, your ability to build good relationships is a core skill that you need to master and continuously refine. In this section you find inspiration on how you can do that by leveraging two simple frameworks.

Generating trust Trust is a prerequisite for any valuable relationship, and hence the level of trust you manage to generate with others will most likely be highly indicative of your relationship success. There is no short cut to trust â&#x20AC;&#x201C; it must be earned, deserved and continuously reinforced. However, once established the potential value and impact that can spur from your relationships are immense. David Maister and Charlie Green summarised their many years of work with trust into a simple concept called The Trust Equation. It breaks the concept of trust into four variables.

THE TRUST EQUATION (CREDIBILITY)

(RELIABILITY)

(INTIMACY)

(SELF-ORIENTATION)

TRUSTWORTHINESS 34

The four variables of trust • Credibility Has to do with the words we speak and relates to technical expertise. In a sentence we might say, ‘I can trust what she says about intellectual property. She’s very credible on the subject.’ • Reliability Has to do with actions and relates to our ability to keep our promises. We might say, ‘If he says he’ll deliver the product tomorrow, I trust him, because he’s dependable.’ • Intimacy Has to do with emotions and relates to the safety or security that we feel when entrusting someone with something. We might say, ‘I can trust her with that information. She’s never violated my confidentiality before, and she would never embarrass me.’

• Self-orientation Has to do with focus and relates to whether the person’s focus is primarily on himself/herself or on the other person. We might say, ‘I can’t trust him on this deal. I don’t think he cares enough about me; he’s focused on what he gets out of it.’ Or more commonly, ‘I don’t trust him. I think he’s too concerned about how he’s appearing, so he’s not really paying attention.’ Your trust index How do you score on the four variables? Contemplate your behaviour and consider where your greatest areas of improvements lie. You can also take a free trust quotient assessment to gain greater self-insight about your areas of strength and development as well as inspiration on how to raise your trust index.

Adapting your style Too much small talk. Too little small talk. Too high-level. Too detailed. Too risky. Too conservative.

DR I

Direct Logical Focused Quantitative Competitive Experimental Tough minded

Relationship-oriented Consensues-orianted Ambiguity-toletant Empathetic Diplomatic Trusting Helpful

Detail-oriented Methodical Realistic Structured Cautious Rederved Loyal

Skeptical A Planner Concrete Emotionally Contained Punctual

Energetic Adaptabel Networked Imaginative Brainstormer Spontaneous Novelty-Seeking

If you have not already taken the Business Chemistry assessment and received your profile, please do not hesitate to reach out to HR to get started and to learn more about how you can leverage the tool in your relationships.

Optimistic Spontaneously Generous Big Picture Thinkers Emotionally Expressive Collaborative

R EE

The four different behavioural patterns, Pioneer, Driver, Guardian and Integrator, all represent a set of preferences that you can learn to spot and accommodate. Easy-to-apply materials are available to make your use of the system simple and successful.

Rapid Decisions Rsik Tolerant Takes Charge Tolerates ConďŹ&#x201A;ict Exploratory

R VE

Bridging differences in personality with Business Chemistry Expressly designed for use in a business context, Business Chemistry is a Deloittedeveloped personality system that draws upon the latest analytics technologies to reveal four scientifically based patterns of behaviour. The system is designed to provide insights about individuals and teams with the purpose of improving relationships.

PI ON

We are all different and have different preferences. You leverage these You can increase the effectiveness of your relationships by being aware of how you can adapt your style to accommodate the preferred style of others.

Deliberate Decisions Rkis Averse Introspective Avoids ConďŹ&#x201A;ict Traditional

References References Understanding motivation Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum. Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Building on strengths Dubreuil, P., Forest, J & Courcy, F. (2014). From strengths use to work performance: The role of harmonious passion, subjective vitality and concentration. The journal of positive psychology, 9 (4), 335-349. Harzer, C. & Ruch, W. (2012). When the job is calling: The role of applying ones signature strengths at work. The journal of positive psychology, 7. 362-371. Harzer, C. & Ruch, W. (2013). The application of signature character strengths and positive experiences at work. Journal of happiness studies, 14. 965-983. Littman-Ovadia, H. & Davidovitch, N. (2010). Effects of congruence and character-strength deployment on work adjustment and well-being. International journal of business and social science, 1. 138-146.

Littman-Ovadia, H. & Steger, M. (2010). Character strengths and well-being among volunteers and employees: Toward an integrative model. The journal of positive psychology, 5. 419-430. Asplund, J. & Blacksmith, N. (2012). Leveraging strengths. In K.S. Cameron & G.M. Spreitzer (Eds.), The Oxford handbook of positive organizational scholarship. 353-365. Oxford University Press: New York. Clifton, D. & Harter, J.K. (2003). Investing in strengths. In K.S. Cameron, J. Dutton & R. Quinn (Eds.), Positive Organizational Scholarship. 111-121. Berrett-Koehler: San Francisco. Hodges, T.D. & Asplund, J. (2010). Strengths development in the workplace. In P. Linley, S. Harrington & N. Garcea (Eds.), Oxford handbook of positive psychology and work. 213-220. Oxford University Press: New York. Hodges, T.D. & Clifton, D. (2004). Strengths-based development in practice. In P. Linley & S. Joseph (Eds.), Positive psychology in practice. 256-268. John Wiley: Hoboken. Living the growth mindset Dweck, C. (2012). Mindset â&#x20AC;&#x201C; how you can fulfil your potential. Ballantine Books: New York. Generating trust Greene, C., Galsford, R. & Maister, D. (2002). The Trusted Advisor. Touchstone: New York. www.trustedadvisor.com www.davidmaister.com 38

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