Deloitte Talent Development Program Proposal

Developed by
Avery McNaughton, Callie Johnson, Jess Stelter, and Brittany Marxen
Talent Development
May 2020
 Table of Contents
I. Organization …………….…………………………………………………………… Pg 1
II. Needs Assessment …………………………………………………………………… Pg 2
A. Expected Needs ……………………………………………………………… Pg 4
III. Talent Development System …………………………………………………………. Pg 5
A. Current Talent Development System ………………………………………… Pg 5
B. Program Design ...……………………………………………………………. Pg 6
IV. Ongoing Assessment ...……………………………………………..….…………… Pg 13
A. Type of Evaluation ...……………………………………………………….. Pg 13
B. Timeline for the 5 Levels of Evaluation ……………………………………. Pg 14
C. Sample Questions ...………………………………………………………… Pg 15
1. Post. Training Survey .……………………………………………… Pg 15
2. Comprehension and Transfer of Training ..……………………….... Pg 16
3. Performance Review Questions …………………………………….. Pg 16
D. Evaluating the Mentorship Experience …………………..…………………. Pg 16
E. Evaluating the Utility of the Onboarding & Talent Development Portal ……Pg 16
F. How Will the Assessment Be Used to Inform Decisions? …………………. Pg 17
G. Developing a Culture of Learning at Deloitte ……………………………… Pg 18
V. Citations …………………………………………………………………………….. Pg 21
VI. Appendix A: Deloitte Senior Consultant Role Responsibilities ……………………. Pg 24
VII. Appendix B: Self-Assessment Questionnaires ….………………………………….. Pg 25
VIII. Appendix C: Conflict Management Module Assessment Questions ………………. Pg 26
A. Comprehension and Transfer of Training .………………………………….. Pg 26
B. Performance Review Questions ………………………………………..…… Pg 26
IX. Appendix D: Team Building Module Assessment Questions ……………………….Pg 27
A. Comprehension and Transfer of Training .………………………………….. Pg 27
B. Performance Review Questions ...……………………………………………Pg 27
X. Appendix E: General Post-Training Evaluation Questions ……………………….... Pg 28
XI. Appendix F- Mentorship Experience Questions ……………………………………..Pg 29
A. Mentor Matching Example Questions ……………………………………… Pg 29
B. Post-Mentorship Experience Survey Example Questions ………………….. Pg 30
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Organization

Deloitte Consulting is a subsidiary of Deloitte LLP with an annual revenue of over $11

billion. They currently have over 55,000 employees across the US and India and serve clients in

the commercial market, along with federal and state government. Deloitte LLP’s vision

statement is “we aspire to be the Standard of Excellence, the first choice of the most sought-after

clients and talent” (Deloitte LLP, 2019, Vision, values, and strategy section, para. 1). The vision

statement includes the following components:

1. Integrity

2. Outstanding value to markets & clients

3. Commitment to each other

4. Strength from cultural diversity (Deloitte LLP, 2019)

Deloitte Consulting’s vision is demonstrated with three “North Stars”:

1. We will be the most influential and responsible Consultancy –taking on the most

important opportunities and complex challenges of our time together with our clients,

ecosystems, and communities

2. We will deliver on our commitments, and our earnings will reflect the sustainable value

that we create

3. We will consistently deliver the #1 talent experience for all of our people (Deloitte

Consulting, 2020, slide 2)

Our team wanted to focus on the talent development of experienced hires, many of whom

come to Deloitte with little to no consulting background but extensive industry experience. We

think that a talent development program specifically geared towards experienced hires will help

Deloitte deliver the #1 talent experience in a more effective way.

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Deloitte currently struggles with onboarding and retaining experienced hires in their

consulting practice. These people are recruited specifically for their experience in industry or in

a specific agency of the federal government, which is what makes them valuable to a consulting

practice. The culture and employee experience in a consulting firm is significantly different than

working in industry, and many of these hires have a hard time adjusting. For example, an

experienced hire employee coming from a government position is used to working at their desk

every day, completing their work and occasionally requesting feedback and input from

coworkers and managers. They’ve been in their position for long enough that they are confident

in their knowledge and skills in their job. In consulting, you do not have an assigned workspace

unless it is provided by the client. You are working on a project team and interacting with them

constantly and usually under some time pressure. You are working with a client that you may

not be familiar with and have to get up to speed very quickly. These kinds of changes can be a

shock to experienced hires, leading to turnover within the first year of employment. Our team

analyzed the current state of Deloitte’s talent development program and developed

recommendations for improvement.

Needs Assessment

The first step in this process is looking at the overarching goals and mission of Deloitte,

and how the roles we are working with fit into them. We need to see how the role of an

experienced hire consultant benefits the mission and business strategy of Deloitte as the start of

an organizational analysis (Noe, 2017, p. 127).

Exit Interview data: One area that may already have significant data to pull from would

be exit interviews and/or surveys. This could provide some insight as to why these experienced

hire consultants are leaving within a year or two of joining Deloitte (Muller, 2017). This can be a
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helpful launching point to learn more about what information individuals felt they weren’t

getting, what training they were missing, what training managers may need, or what cultural

change might be necessary. Since this data already exists, it is a fruitful place to begin. It can

give us an idea of organizational concerns and task related concerns. It will also help us ask the

right questions in further analysis steps. Longitudinal data from exit interviews can also provide

insight on whether the issues are lessening when staff leave Deloitte once we implement our

program.

Focus Groups: Next we would meet with current consulting staff and subject matter

experts (SMEs) representative of the different major departments and offices at Deloitte. We

would conduct focus groups on employee experiences, and then follow up with questions on

issues and themes that we collected from exit interviews so as to have a firm grasp on niche

issues. This can give context through qualitative data as to what training folks are currently

receiving, where Deloitte does well, as well as where we should focus our efforts (Berkowitz,

n.d.; Tipping, 1998). After the focus group, we would analyze the data to see if trends were

consistent, and what issues or questions arose (Berkowitz, n.d.; Tipping, 1998). The value of

focus groups is to provide the “how” and “why” for issues areas that the exit interviews cannot

(Tipping, 1998).

Job Analysis and Competency Modeling: SMEs within Deloitte will be used to guide a

job analysis for the Senior Consultant role on their project. The job analysis will be used to

update the current competency model for the Senior Consultant role across project teams. That

model would be utilized for ongoing assessments and guided professional development (Noe,

2017, p. 145). The job analysis will be conducted through interviews of at least 5 SMEs per

functional area to identify primary job responsibilities and examine KSAs necessary for the
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positions (Shippmann, et al., 2000). We will also identify differences between excellent, average

and poor performance (Shippmann et al., 2000). Detailed notes of what KSAs are needed would

be collected and coded to create a list of competencies. The KSAs will be used to determine fit to

a position, and necessary areas for growth for an employee to be successful in their current job.

Competencies used to create benchmarks of skill and/or knowledge employees are expected to

have reached by a given deadline (prior to employment, 6 months in, 1 year in, etc.) (Shippmann,

et al., 2000). These competencies also help to map the long-term trajectory of an employee at

Deloitte. Deloitte has a role responsibility competency model currently, but this would be used to

update the model more specifically for the position to reflect the needs found in the exit

interviews, focus groups and interviews with SMEs, featured in appendix A.

Expected Needs

We expect to see that consultants who come from industry jobs are struggling with the

adjustment to a consulting firm, mainly due to the significant change in culture. We believe that

changes in management style, how projects are assigned, lack of peer support, performance

expectations, and other functional elements will be cited as specific stressors that lead to

turnover. This negative experience is leading to higher turnover in the first two years than is seen

with other groups such as campus hires.

With the successful implementation of our Talent Development Program, we will achieve the

following objectives:

1. Internalize, role model, and champion Deloitte’s culture and values.

2. Understand their role and how their knowledge, skills, and experiences are valued

within the organization, and how that role will grow and develop over time.
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3. Develop relationships within the Consulting practice to promote teamwork, connection

and engagement.

4. Integrate their previous work experience into Deloitte projects to ensure the success

and satisfaction of clients.

5. Demonstrate fluency in necessary consulting skills within 12 months of beginning their

position.

6. Demonstrate self-awareness and a commitment to growth in the selection of self-

selected training sessions to fulfill their annual requirement

7. Ease anxiety during the onboarding process to where employees feel comfortable and

supported in times of ambiguity.

Talent Development System

Current talent development system

The current experienced hire development program mirrors the development program for

all employees, regardless of experience level. For recent college graduates, or those with little

professional work experience, the program is relatively successful. However, because

experienced hires are typically coming from industry or government jobs with various work

cultures, the program tends to miss the mark. Deloitte strives to offer the number one talent

experience in the industry, and having a talent development program that does not address the

significant culture shift that experienced hires face is not aligned with this vision. A talent

development system that familiarizes experienced hires with Deloitte’s culture and focuses on

continued learning and development, specifically in leadership, will help Deloitte retain more

experienced hires. The system we propose will help experienced hires meet the demands of their

role and sustain a culture that encourages and rewards continuous learning and development.
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Program Design

The program we have proposed is highly individualized, based on the new employee and

their experience. The program is not designed to be one-size-fits-all, which makes things more

complex, but also creates a rich, personalized training experience for incoming Senior

Consultants. To illustrate our program, we will follow a new employee through their first year on

the job. The program includes four major elements: an onboarding portal, a mentoring program,

new hire training, and ongoing learning.

As an example, our new employee is Alex. They are coming from the accounting

industry, where they specialized in public accounting for local and state governments. They have

been working for 12 years at various levels of government, and are entering Deloitte in the

Senior Consultant role. Alex has usually been an individual contributor, and has not supervised

others prior to this role. They are excellent at creative problem solving. Because their experience

is entirely with government agencies, they are not as comfortable or experienced with the profit-

motivated aspects of working with clients.

First, Alex will be introduced to the online Onboarding Portal, where they will complete

new hire paperwork, get briefed on the benefits package, select their health insurance, stock

options, and other benefits, as well as complete other administrative paperwork. They will also

answer no more than 5 questions about their goals and aspirations that will help the Onboarding

Team with the mentor matching process. This portal and all of its information are available to all

employees during their tenure with Deloitte so their information can be easily accessed in the

future. In addition, this portal can be used to complete time sheets, check leave balances, find tax

forms, and other information that is needed regularly.

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Next, in a different section of the Onboarding Portal, Alex will complete a detailed self-

assessment that is based in the competencies set for the Senior Consultant role. This assessme nt

is self-rating questions for behaviors, characteristics, and values/preferences for the working

environment. There are also situational questions that have several short answers where Alex

will select the best-fit response to an event that is typical in the SC role. Similar to SAT or GRE

questions, nearly all of the answers would be “correct”, but some are more in line with how

Deloitte wants to conduct business. Examples of instruments that would be used include the

Multifactor Leadership Questionnaire; the Narcissistic Admiration and Rivalry Questionnaire

(appendix B); and the Motivational Value Systems Questionnaire.

The needs assessment finds that Alex has the right KSAs to excel as a subject-matter

expert in several different areas of accounting; has a calm and wise demeanor that lets others

quickly trust them; and they can effectively translate complex issues and solutions into clear and

concise advice for clients. Alex needs to be trained further in four competency areas- handling

difficult situations; effective team building; effective coaching; and making impact through

initiatives.

Alex will be assigned modules in the onboarding portal. Several are standard for all new

hires (indicated with an *), then a few additional competencies to fill in skill gaps that were

identified by the needs assessment. The modules will be completed during Alex’s first 6 weeks

on the job, preferably within the first 3 weeks. Two weeks after each module is completed, a

transfer of training assessment will be sent to Alex for completion. Examples of these

assessments (for Conflict Management and Team Building) can be found in the appendices (B

and C).
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The Deloitte Way*: This online module gives all new employees an overview of

Deloitte as a whole, including their mission, vision, values, and organizationa l

structure. It explains how values are demonstrated through work products and client

relationships. The module will also lay out the basic consulting philosophy, ethics, and

expectations. It will have some interactive elements, where new employees can explore

different documents for history and additional insight into Deloitte. There will also be

a few short answer questions that have participants reflect on their own skills and how

they can adapt their working style into the new consulting environment.

Supervision 101: This in-person training session will focus on the basics of

supervision. It is designed for new employees who have never supervised others, and

focuses on giving feedback, demonstrating care, providing supportive guidance, and

understanding power dynamics. This course includes discussion among participants,

several case studies, and a short Q&A with experienced managers to learn from their

successes and mistakes.

Creating Positive Team Dynamics*: This in-person training session is designed for

managers and individual contributors at all levels of the organization. It covers building

trust with coworkers, understanding different conflict management styles (from the

Thomas-Kilmann Inventory), informal relationships and interactions, and basic

mediation skills. This module uses role plays, case studies, and a personality inventory

to promote skill-building. This topic has continuing lessons for those who want to

continue improving their skills, but this first module is required for all new employees

to set a standard.
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Coaching Skills for Managers: This in-person training session is designed

specifically for managers who are new to supervision and coaching. It covers the basics

of coaching, such as identifying skills and abilities in others; demonstrating care and

concern; active listening; processing and reflection activities. This module uses active

and passive learning strategies to help participants develop their coaching style and

reflect on their current team’s needs. After the session, participants are encouraged to

practice their skills with colleagues.

Effective Communication*: This online module delivers Deloitte’s communication

standards and expectations. These include standards for written internal and external

communication, information security, and professional email etiquette. It will also

cover a few suggestions for running effective in-person and virtual meetings.

Participants will be quizzed on the information security policies. They will also be

given downloadable infographics that include helpful instructions for utilizing virtual

meeting technology.

Managing Difficult Clients*: This online module designed for participants who are

new to consulting and managing client relationships. The module will cover essential

skills including empathy, active listening, and managing expectations. It will also help

participants be more self-aware of their body language, word choice, and other

behaviors that can affect negotiation and relationship building with clients. Participants

will be asked to respond to videos of incidents with how they would respond differently

than the people in the scenario. Participants will also be given a checklist of “things to

do” to reference before engaging with a client to prevent potentially uncomfortable

interactions.
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Developing Your Leadership Style*: This workshop can be delivered in-person or

online, depending on instructor availability. The session will walk through principles

of values-based leadership and how they can be applied in multiple aspects of the

working environment. Participants will respond to reflective questions and activities

throughout. If the session is in-person, participants will also have group discussion

questions. This workshop is the first part in a series. Those employees who need or

want more development can participate in the other Leadership workshops that are on

special topics such as Leading Through Crisis, Managing a Changing Team, Leading

Diverse Teams, and Followership.

Building Exemplary Client Relationships*: This online module pairs with The

Deloitte Way as an introduction to Deloitte’s customer service standards and

expectations, with specific focus on communication, anticipating needs and issues, and

being a proactive problem solver. Deloitte’s account management expectations are also

provided, with downloadable reference sheets. It also gives suggestions for good sales

techniques that emphasize how Deloitte can help with client challenges in their specific

practice area. Participants are asked to respond to situational questions paired with

videos of example interactions.

Alex will be assigned a mentor prior to their first day in the office. They will

communicate with their mentor via email or phone to be introduced and to share a little bit of

background information. Alex’s mentor is Jenny, a Senior Consultant who has been with

Deloitte for 18 months. Jenny will meet Alex on their first day, give them a tour of the office,

and assist them with accessing the onboarding portal. Jenny and Alex will meet at least weekly

during Alex’s first 6 weeks on the job. Jenny will share her organization expertise and
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knowledge, as well as serve as a social introduction to the workplace. Jenny will also discuss

with Alex the kind of projects they want to be assigned to and help make connections with the

relevant project managers. Alex will also be able to use Jenny for questions that come up, as

team member support is an important aspect of developing a learning culture at Deloitte

(Cannon-Bowers, Salas, Milham, 2003, p. 218). After the first six weeks into the position, Alex

and Jenny both receive a satisfaction and impact survey to evaluate the meaningfulness of the

mentorship experience.

After Alex’s first 6 months on the job, they will meet with their supervisor to discuss

their progress in developing KSAs in the areas that were assigned. The supervisor will complete

an evaluation of Alex, with some standard performance management questions (for all SCs) and

questions that were written for the training modules that Alex completed to improve in the

necessary areas. The evaluation form asks the supervisor to rate Alex’s behaviors, attitudes, and

skills in the relevant functional area (example questions in appendices C and D). The

conversation and form should both address how Alex is applying the training skills to their work

(transfer of training). Based on this conversation, Alex will then pick the other 5 hours of

training that they want to complete to enhance their skills.

At the 6 month mark, Alex finds that they enjoy consulting work, and appreciates being

able to develop their skills as a supervisor and coach. They chose two more training modules

focused on the coaching and handling difficult situations competencies, to complete in Q3 and

Q4. Alex’s supervisor will focus on-going evaluation processes on how Alex is learning and

applying their learning (Andreatta, n.d.).

Coaching with a Strengths Mindset: This in-person training session is facilitated by

a certified Strengths Coach, who uses the StrengthsFinder Assessment and related
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tools to help coaches understand their personal Strengths and to recognize and

cultivate a Strengths mindset in others. The facilitator uses reflective activities, group

discussion, and 1:1 conversations with each participant to teach Strengths principals.

This training session is limited to no more than 10 participants so that everyone gets

personalized attention. The assessment gives participants a detailed and descriptive

profile to deepen self-awareness and enable independent, on-going reflection.

Feedback in the Workplace - The Radical Candor Philosophy: This training

module takes a blended approach, using individual reading and podcast episodes to

deliver content, and small group discussions to reflect and collaborate to learn the

lessons. Participants will read excerpts from Kim Scott’s book and listen to episodes

of the Radical Candor podcast independently, and meet in cross-functional teams to

discuss the lessons and challenges of having a Radical Candor approach to giving and

receiving feedback in the workplace.

At their annual performance review, Alex’s supervisor will complete the normal

evaluation, with the addition of questions that are specific to skill building from the two

additional sessions Alex chose for Q3 and Q4. Alex will also complete a self-evaluation to

reflect on how they can continue to apply these specialized trainings to their projects and teams

in the next year.

Ongoing Assessment

Type of Evaluation

We would use both formative and summative evaluation. Since our talent development

approach is new at Deloitte, it is important for us to get regular feedback throughout the program

about how employees are feeling about the program and how they support Deloitte’s values and
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needs (Deloitte, 2017). If there are concerns, this allows us to pivot quickly. This would tackle

primarily the reactions of the employees in the moment. We also want to see if the program is

successful at its conclusion. It is important to evaluate whether the results of the program met the

stated goals- whether the employees learned what we wanted them to and if the learning led to

the change we hoped to see.

Each dimension of the proposed plan will need to be evaluated slightly differently, but all

of the evaluations will rest on the same principles and address the overarching objectives of the

onboarding and training process at Deloitte. We do not plan to evaluate the knowledge collection

component, as that does not connect to behavior change or skill development.

Timeline for the 5 levels of evaluation:

1. Directly following training: Receive evaluation focused on reactions immediately

following on-boarding and training sessions. We want to have an idea of how the training

was received and if the program materials were perceived as useful or relevant. This

evaluation can be conducted via surveys or interviews (particularly when it’s a new

program, this might provide extra insight and context) on self-reported feelings or beliefs

about the topics covered, the way they were presented and the content overall.

2. 2 weeks later: Receive evaluation of learning and transfer of training to see if we

accomplished what we hoped to. This is meant to be a summative evaluation primarily,

focusing on the specific areas that came up during Deloitte’s initial needs assessment. We

would be looking for changes in base knowledge and ways of thinking. We would also

ask some formative questions about their feelings towards their job preparedness after

having taken this training.

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3. 6 months in: Evaluate behavior. This can be done through surveys, for example, asking

for the frequency or likelihood of the employee to engage in business development

efforts (Moses, n.d.). We could also observe employees to see if people are adopting

attitudes and behaviors to certain situations.

4. Ongoing, long term: Evaluate results of the talent development program through

customer satisfaction responses and average tenor of employees. We should answer the

following questions; did we improve the experience customers report when working with

these consultants? Are these consultants staying longer?

5. After 1 full year, then ongoing: Assess how employees do on their first official

performance assessment, and track for an additional year to assess career trajectory.

Assess return on investment (ROI) through the financial savings of lowered turnover

rates and higher rates of returning clients and client satisfaction. Employees will be more

prepared and thus more efficient in their work. This can be assessed by surveying project

managers about the readiness of Senior Consultants on their teams.

Sample Questions

For each survey, the questions will be customized based on the topic of the training. In

this example, the questions are written to evaluate the kind of training sessions that would be

assigned as part of our training program, where employees participate in training based on need

(determined by supervisor) or interest. Some questions are general and can be applied to all

sessions or interventions we’ve proposed. For the questions that are evaluating behavior,

cognitive, and affective outcomes, the questions are based on two of our outlined training

sessions, regarding Conflict Management and Team Building.

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Post Training Survey (Noe, p. 242)

Immediately after training, employees will be asked to complete a survey based on the

training they received. These surveys can take multiple forms, depending on the facilitator and

the kind of skills being taught. The surveys will also be short, no more than 5 questions, to assess

if the fundamental skills were learned and if the participants found the training helpful, relevant,

and/or interesting. (Complete list of questions in appendix E)

Comprehension and Transfer of Training (Noe, 2017, p. 242)

After a specified amount of time, generally 2 weeks, participants will be sent another short

assessment to determine how much of the training they recall and if they have applied their new

skills in the past two weeks. The questions will focus on comprehension and transfer of training.

(Complete list of questions in appendices C and D)

Performance Review Questions (Noe, p. 242)

Several questions about behavior and demonstration of skill or knowledge development will be

included in the participant’s bi-annual review, conducted by a supervisor. This is to help

supervisors evaluate job performance in the context of skills that should have been applied from

previous training. (Complete list of questions in appendices B and C)

Evaluating the Mentorship Experience

Mentees will be matched to mentors via their resume and skills assessment. Mentors and

mentees will receive a survey 6 months into the mentorship to evaluate the satisfaction and

impact of the mentorship program. (Institute for Clinical and Translational Research, n.d.)

(questions in appendix F)

Evaluating the Utility of the Onboarding & Talent Development Portal

We will pilot a prototype of the portal using task flows, interactive trials and semi-

structured exploration (Strahm, Gray & Vorvoreanu, 2018). A group of 10-15 volunteers who
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represent the relevant units will complete these interactive trials to test the actual user experience

of the portal and other technicalities. They will complete a survey, mainly focused on the user

capabilities and functionality rather than the content, and we will quantify their experience via

the feedback surveys and make adjustments as needed.

For the onboarding content, we will gather a larger group of SMEs, hiring managers, and

HR managers to review the content to make sure the portal consists of everything a new

employee needs for onboarding. For example, Compensation and Benefits Managers will check

the Compensation and Benefits module of the portal to make sure the employee has access to all

of the appropriate information, selections, and options via this module (i.e. healthcare info).

After 6 months, new employees will take a survey on their onboarding process and

if/how the portal content helped or hindered their experience. We will take this feedback to make

adjustments to the portal to help future new-hires. The three steps for evaluating the onboarding

content will also be applied to evaluating the talent development content. However, there will

likely be more SMEs involved in assessing the content as there are many aspects of this talent

development portal (e-learning, self-assessment, commitment and achievement tracking, etc.).

Kirkpatrick’s model of evaluation will be used to assess the effectiveness of the portal, gaining

insight on reactions, actual learning, post-training job behavior, and quantifiable business results

(Dalto, 2014).

How will the assessment be used to inform decisions?

We will use these evaluation methods to determine both learning, transfer of training, and

participant satisfaction in the individual elements of the proposed program, as well as the

program as a whole. It is important that employees feel that the program is relevant to their work

and career aspirations. Especially for high-potential employees, we want to demonstrate with this
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training endeavor that they are valued in the organization and that we are investing in their

growth and engagement. Ultimately, this data will help us determine the effectiveness of

onboarding and ongoing training in the Senior Consultant role. It will help us identify gaps in the

current practice that lead to turnover and dissatisfaction. It will also help us provide exemplary

client service from engaged, informed, and supported Senior Consultants.

Establishing the ROI from the evaluation will help us get stakeholder buy in for the

development program. We will determine the financial benefits of the program through

differences in rates of employee turnover and rates of returning clients. This can be used to

demonstrate the return on investment to key stakeholders at Deloitte to receive additional support

for future initiatives. Evaluations will refer to the objectives we set for the training program as a

whole. These objectives were written to encompass organizational needs and support the talent

standards outlined by Deloitte (Deloitte, 2017).

Developing a Culture of Learning at Deloitte

“Creating and maintaining a true learning culture requires continuous measurement, the

disciplined use of processes and, as you might expect, overcoming objections while you integrate

the concept of learning into how your company operates” (Feffer, 2017, pp. 4). Some steps must

be taken to demonstrate that learning is a valued part of Deloitte.

Leadership has to be involved in this, engaging in the yearly ongoing education and

development opportunities, exemplifying how they want their supervisees to act and supervise

staff (Chamorro-Premuzic & Bersin, 2018; Dumesnil, 2019; Feffer 2017). The emphasis needs to

be on how employees are further developing their knowledge, skills and abilities rather than just

job training or for an evaluation (2017). As staff learn new skills, their supervisor, mentor or

human resources partner should be involved in helping them translate the skill into their work to
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reinforce learning. Currently, Deloitte has a coaching system that matches employees with in-

house “coaches” to help them reach the next level. This is important in encouraging ongoing

professional development in the workplace, and could be part of the integration of learning

(Demesnil, 2019). It is important that these individuals are taught how to be effective coaches

prior to beginning the voluntary position, as well as throughout their tenure as a coach (Andretta,

n.d.). Another aspect of learning is making mistakes and receiving feedback. Providing critical

feedback needs to be normalized as a part of the learning process, and not seen as a negative on

employees (Andretta, n.d.; Chamorro-Premuzic & Bersin, 2018). Leaders at Deloitte need to

both give and receive feedback to exemplify the value of it. Learning needs to be accessible to

employees so they can choose to engage when they can, as the online module section of the

program will allow (Andretta, n.d.).

We also want to empower employees to take initiative with their passion areas and

specializations. If employees want to share knowledge with peers, we want to create a space for

that, either in person or in modules in our database. This allows employees to learn about skills

that are up and coming that might not be on Deloitte’s radar yet (Chamorro-Premuzic & Bersin,

2018). This may seem like a distraction from work, but according to Bersin, as cited by

Chamorro-Premuzic and Bersin, “companies who effectively nurture their workforce’s desire to

learn are at least 30% more likely to be market leaders in their industries,” (2018). Research

shows ongoing learning will be rewarded (Chamorro-Premuzic & Bresin, 2018; Dumesnil,

2019).

Deloitte should consider how these efforts should be rewarded, whether it’s monetarily,

recognition, or positional. The natural question may be why Deloitte should reward these

behaviors without an obvious financial benefit, however, engaging in transformative learning in

 D e l o i t t e T a l e n t D e v e l o p m e n t P r o g r a m P r o p o s a l | 19

the workplace increases employee engagement, leads to a growth mindset, enhances creativity

and innovation, improves employee motivation, brings in new technology, and develops leaders

which will have benefits for clients ultimately (Andretta, n.d.).

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culture-learning-6-Steps.pdf

Back, M. D., Küfner, A. C. P., Dufner, M., Gerlach, T. M., Rauthmann, J. F., &

Denissen, J. J. A. (2017). Narcissistic admiration and rivalry: Disentangling the bright

and dark sides of narcissism. Journal of Personality and Social Psychology.

Bass, B. M., & Avolio, B. J. (1995). Multifactor Leadership Questionnaire (MLQ)

[Database record]. APA PsycTests. https://doi.org/10.1037/t03624-000

Berkowitz, B. (n.d.). Section 6. Conducting focus groups. Community Toolbox.

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resources/conducting-needs-assessment-surveys/main

Cannon-Bowers, J. A., Salas, E., & Milham, L. M. (2003). The transfer of team training:

Recommendations for practice. In E. Holton & T. T. Baldin (Eds.), Improving

learning transfer in Organizations (pp. 195-223). Society of Industrial and

Organizational Psychology.

Chamorro-Premuzic, T. & Bersin, J. (2018). 4 ways to create a learning culture on your

team. Harvard Business Review. https://hbr.org/2018/07/4-ways-to-create-a-learning-

culture-on-your-team

Dalto, J. (2014). How to create an effective program: 8 steps to success. Convergence

Training. https://www.convergencetraining.com/blog/how-to-create-an-effective-

training-program-8-steps-to-success
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Deloitte LLP. (2017). Talent standards for Deloitte Global: Senior staff. Deloitte Touche

Tohmatsu Limited.

Deloitte LLP. (2019). Vision, values, and strategy: Distinguishing the Deloitte culture.

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strategy.html.

Deloitte Consulting. (2020). Consulting North Stars and Near Term Practice Goals.

Deloitte Consulting.

Dumesnil, K. (2019). Creating a learning culture. eLearning Industry.

https://elearningindustry.com/ways-creating-learning-culture

Feffer, M. (2017). 8 tips for creating a learning culture. SHRM. https://www.shrm.org/hr-

today/news/hr-magazine/0817/pages/8-tips-for-creating-a-learning-culture.aspx

Hayes, Leslie. “Mentee Pre-Match Questionnaire .” Pathway Women's Business Center,

www.pathwaywbc.org/wp-content/uploads/PWBC_Pre-match-questionnaire_Mentees.pdf.

Institute for Clinical and Translational Research. (n.d.). Pre and post mentoring surveys.

University of Wisconsin--Madison. https://ictr.wisc.edu/mentoring/pre-and-post-

mentoring-surveys/

Merk, J., Schlotz, W., & Falter, T. (2017). The motivational value systems questionnaire

(mvsq): Psychometric analysis using a forced choice thurstonian irt model. Frontiers

in psychology, 8, 1626.

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Goldstein Moses. The Improve Group. http://theimprovegroup.com/blog/2010-

07/measuring-changes-knowledge-attitudes-and-behaviors-leah-goldstein-moses
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Muller, D. (2017). How to use exit interview data strategically. HRAcuity.

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Noe, R. A. (2019). Employee training & development (7th edition). McGraw Hill

Education.

Rath, T., Conchie, B., & Press, G. (2008). Strengths based leadership: Great leaders,

teams, and why people follow. Simon and Schuster.

Scott, K. (2019). Radical Candor: Fully Revised & Updated Edition: Be a Kick -Ass Boss

Without Losing Your Humanity. St. Martin's Press.

Shippmann, J. S., Ash, R. A., Battista, M., Carr, L., Eyde, L. D., Hesketh, B., Kehoe, J.,

Pearlman, K., Prien, E. O., & Sanchez, J. I. (2000). The practice of competency

modeling. Personnel Psychology, (53) 703-740.

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Stahm, B., Gray, C. M., & Vorvoreanu, M. (2018). Generating mobile application

onboarding insights through minimalist instruction. Association for Computing

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Tipping, J. (1998). Focus groups: A method of needs assessment. The Journal of

Continuing Education in the Health Professions; (18), 150-154.

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Appendix A-Deloitte Role Responsibilities

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Appendix B- Self-Assessment Questionnaire Example

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Appendix C- Conflict Management Module Assessment Questions

Comprehension and Transfer of Training (Noe, 2017, p. 242)
After a specified amount of time, generally 2 weeks, participants will be sent another short
assessment to determine how much of the training they recall and if they have applied their new
skills in the past two weeks. The questions will focus on comprehension and transfer of training.

Conflict Management
1. Please identify and briefly explain your preferred conflict management style
2. Please list two strengths and two limitations of your preferred conflict
management style
3. Please list at least 3 ways to demonstrate active listening
4. How can conflict at work be used productively?

Rate 1-4 (disagree-agree; no neutral)

1. I feel confident that I can address a conflict I experience with a coworker.
2. I feel capable of giving consideration to new points of view that might conflict
with mine.
3. I am aware of my personal biases and tendencies when experiencing conflict with
coworkers.
4. I feel capable of identifying when my behavior or language has caused a conflict.
5. I feel confident that I can change my behavior or language in order to resolve
conflicts with coworkers.
6. I feel capable of clearly communicating my needs when experiencing a conflict
with a coworker.
7. In the past two weeks, I have attempted to resolve a conflict at work.

Performance Review Questions (Noe, p. 242)

Several questions about behavior and demonstration of skill or knowledge development will be
included in the participant’s bi-annual review, conducted by a supervisor. This is to help
supervisors evaluate job performance in the context of skills that should have been applied from
previous training.

Conflict Management
Supervisors will rate the following questions on a scale of 1 to 5 from Strongly Disagree
to Strongly Agree:
In the past six months, this employee:
1. Has improved their conflict resolution skills
2. Has demonstrated critical thought about the purpose of conflict in the workplace
3. Has successfully resolved a conflict with a coworker, without need of managerial
intervention
4. Has improved client relationships as a result of improved conflict resolution skills
5. Has improved peer relationships as a result of improved conflict resolution skills.
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Appendix D- Team Building Module Assessment Questions

Comprehension and Transfer of Training (Noe, 2017, p. 242)
After a specified amount of time, generally 2 weeks, participants will be sent another short
assessment to determine how much of the training they recall and if they have applied their new
skills in the past two weeks. The questions will focus on comprehension and transfer of training.

Team Building Training

1. Please list 3 characteristics of an effective Deloitte project team.
2. What are 2 concrete steps a team lead should take to create an inclusive
team environment?
3. Please share your coaching style (from an inventory taken in the session)
and describe a situation where your style would be best suited to support a
team member.

Rate 1-4 (disagree-agree; no neutral)

1. I feel capable of selecting the right staff members for a project, based on
their skills and experience.
2. I take proactive steps to build a collaborative team environment.
3. I am welcome feedback from team members/direct reports
4. I feel capable of coaching and/or mentoring team members that have
different backgrounds than myself.
5. I am able to quickly and respectfully deliver critical feedback to team
members.
6. I can address performance issues in team members appropriately.
7. I have the skills and resources I need to lead an effective team.

Performance Review Questions (Noe, p. 242)

Several questions about behavior and demonstration of skill or knowledge development will be
included in the participant’s bi-annual review, conducted by a supervisor. This is to help
supervisors evaluate job performance in the context of skills that should have been applied from
previous training.

Team Building
Supervisors will rate the following questions on a scale of 1 to 5 from Strongly Disagree
to Strongly Agree:
In the past six months, this employee:
1. Has improved their team building skills
2. Has successfully intervened to address a performance issue with a team
member
3. Has encouraged collaboration between team members
4. Has taken steps to create an inclusive team environment
5. Has improved client relationships as a result of improved team dynamics
6. Has improved peer relationships as a result of improved team dynamics
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Appendix E- General Post-Training Evaluation Questions

Post Training Survey (Noe, p. 242)
Immediately after a training module or class, employees will be asked to complete a survey
based on the training they received. These surveys can take multiple forms, depending on the
facilitator and the kind of skills being taught. The surveys will also be short, no more than 5
questions, to assess if the fundamental skills were learned and if the participants found the
training helpful, relevant, and/or interesting.

On a scale of 1-5, please rate the extent to which you agree or disagree with the
statement, in regards to this training session. (Noe, 2017, p. 244, table 6.2)
1. The course met all of the stated objectives.
2. The course met my expectations.
3. The way the course was delivered was an effective way to learn.
4. What I learned from this course is useful for my job.
5. Overall, I was satisfied with the course.
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Appendix F- Mentorship Experience Questions

Mentor Matching Example Questions
(Hayes, n.d.) and (Institute for Clinical and Translational Research, n.d.)
Skills, knowledge, and experience will be collected from the employees’ resumes, previous self -
assessments, and other documentation. This experience, in addition to a survey, will be used to
match mentors with mentees.
Mentors will take a survey, describing their mentorship skills and qualities. Mentees will take a
separate, but similar, survey and will be matched with a mentor based on their interests, goals,
what they want in a mentor, what they wish to get out of the mentorship program, etc. The
mentee survey will consist of questions such as:
1. Please order the areas that are most important for you to develop (from most important to
least):
[These areas were developed based on Deloitte’s “Next Level Role Expectations” for Senior
Consultants]
a. Team building
b. Effective communication
c. Conflict management
d. Coaching
e. Developing client trust
f. Problem solving
g. Critical thinking
h. Innovation
2. Please order the qualities that are most important for your mentor to have (from most
important to least):
a. Active listener
b. Broad range of knowledge
c. SME on skills I have specified an interest in
d. Networking ability
e. Teaching ability
f. High availability
g. Can provide constructive feedback
3. Please order the goals that you most wish to achieve from the Mentorship Experience
(from most important to least):
a. Learn how to network more effectively
b. Stimulate my creativity
c. Establish my career goals
d. Acquire more resources
e. Learn new skills related to my professional goals
4. Are there any other things we should consider that would help with the matching
process? __________________________________________________________
Here, potential mentees can write in an open-response answer identifying any specialized
characteristics or needs the employee might have. For example, if the employee states
they are having a difficult time with their transition from state government culture to
Deloitte culture, we might consider matching them with a mentor who also came from the
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state government and can better help them with that transition and guide them through
the culture of consulting.

Logistics questions will also be asked on the mentor survey and the mentee survey, such as their
preferred mode of communication and availability.

Post Mentorship Survey Example Questions

Mentees will rate the following questions on a scale of 1 to 5 from Strongly Disagree to
Strongly Agree:
1. When I have questions, I have someone I feel comfortable talking with to help me
get the answers.
2. My mentor provided insight on Deloitte culture and norms.
3. My mentor assisted me in my transition to Deloitte.
4. I appreciated my mentor’s guidance and assistance.
5. I appreciated my mentor’s knowledge and experience.
6. I appreciated my mentor’s friendship.
7. I believe that my mentor wants me to succeed at Deloitte.
8. I feel more connected to Deloitte because of my relationship with my mentor.
9. My mentor and I will stay in contact.
10. I would like to be a mentor for a new Senior Consultant in the future.
11. One of the greatest benefits of the mentorship program was
____________________________________________________
12. Something I wish I had gotten from or would change about the mentorship
program was* ____________________________________________________

Mentees will rate the following questions on a scale of 1 to 5 from Strongly Disagree to
Strongly Agree:
1. I was provided the resources to be a successful mentor.
2. I have assisted my mentee with questions they have had.
3. I taught my mentee about Deloitte’s culture and/or norms.
4. My mentee seeks me out for advice.
5. I check in on my mentee occasionally.
6. I feel more connected with Deloitte because of my relationship with my mentee.
7. One of the greatest benefits of the mentorship program was
____________________________________________________
8. Something I wish I had gotten from or would change about the mentorship
program was ____________________________________________________