Annual Report 2014 - Deloitte Eğitim Vakfı

Transcription

Annual Report 2014
Contents
3
Message from the Chairman of the Board
4
The Board of Trustees and the Board of Directors
6
Foundation’s Authenticated Contract of Foundation and Assets
8
Activities of the Foundation
Scholarships and Scholars
Mentorship Program
Training Programs
National and International Events
Internships
Student Exchange Programs
Projects
Events
2014 Graduates
32
Deloitte Management Institute
36
Deloitte Leadership Institute
42
Consolidated Financial Statements and Independent Auditing Report of the Deloitte Education Foundation and its Subsidiaries as on December 31, 2014
Deloitte Education Foundation Annual Report 2014
1
2
Message from the Chairman
of the Board
Dear Stakeholders,
Levent Yaveroğlu
Deloitte Education Foundation
Chairman, Board of Trustees
and Board of Directors
The year 2014 proved to be a year full of innovation for
the Deloitte Education Foundation, a year of projects that
made a difference. Our graduates began their careers at
Turkey’s leading corporations. Our mentorship program was
renewed and achieved even more success. Our scholars
and the Deloitte volunteers set up the groundwork for the
social responsibility project that they are planning to launch
together under the name of “Dreams into Reality.” With our
philosophy of “Preparing for Life,” the Deloitte Education
Foundation has offered our scholarship students training
programs and internship opportunities in many different
fields and these students have further been supported
through their participation in international student exchange
programs…
Thanks to the sponsorship of one of our supporters who set
up a special donation fund in 2014, we also started offering
scholarships to students studying in different branches of art
and science. This innovation, as well as the various talents
who joined the ranks of our scholarship students, have
strengthened the scope of our scholarship program.
Another innovative step that we launched to make a
difference this year was the support we gave to our scholars
in the field of culture and arts. We plan to turn our art
related activities into a tradition and with this objective in
mind, we brought our scholarship students and our mentors
together and organized meetings to give our scholars the
chance to meet successful artists and performers.
We designed our “Dreams into Reality” social responsibility
project based on the ideas of our scholars. We planned the
project as a team with our scholars, our mentors and a group
of Deloitte volunteers, and started to work on it with the aim
of launching it in 2015. We took small but effective steps
to achieve this goal. Our aim is to raise social responsibility
awareness with new projects every year, moving forward as
we make our contributions to the community we live in…
The feedback we have been receiving about the activities
of our Foundation fills us with pride and enhances our
motivation to do more. We are confident that every little
contribution we make to education in Turkey with our
activities is significant and as we see the achievements of
our scholars, we continue to go on working with even more
excitement with each passing day. In this annual report for
2014, which presents a summary of our activities over the
year, we hope that all of our stakeholders supporting the
Deloitte Education Foundation share our excitement and
happiness.
3
The Board of Trustees and
the Board of Directors
4
Levent Yaveroğlu
Chairman, Board of Trustees
Board of Directors
Ayşe Epikman Akşehirli
Member, Board of Trustees
Vice-Chair, Board of Directors
Ömer İsmail Tanrıöver
Treasurer Member,
Board of Directors
Özlem Gören Güçdemir
Member, Board of Directors
Hüseyin Gürer
Uğur Süel
Zeki Kurtçu
Selçuk Ürkmez
Hasan Kılıç
Burç Seven
Ekrem Tolga Yaveroğlu
Tufan Teksoy
Sibel Çetinkaya
Fazıl Oral
Dr. Tekin Özertem
Board of Auditors
Permanent Members
Alternate Members
• Sebahattin Erdoğan
• Hayri Gökhan Alpman
• Zere Gaye Şentürk
• Berkman Özata
• Av. Murat Dayıoğlu
5
Foundation
Established in 2007 by Deloitte Turkey
partners and employees.
Mission
To offer scholarships to students and
establish educational institutions
with the aim of contributing to the
development of Turkish business
through the education and training
of creative, inquiring, innovative
human resources with a global vision
and leadership qualities.
6
Vision
To introduce value-adding
individuals to Turkey and to the
Turkish business World.
Assets
The Foundation’s founding assets amount
to TL 350,000, collected from the founding
members by the Foundation. As of December
31, 2014, assets stood at TL 3,929,968.23 and
total consolidated shareholders’ equity at TL
7,304,102.
7
Activities of the Foundation
8
9
Scholarships and Scholars
During the 2014-2015 academic year, students from
Galatasaray University, Boğaziçi University, Middle
East Technical University, Istanbul Technical University
and Istanbul University, Sabancı University, Dokuz
Eylül University, studying Industrial Engineering,
Computer Engineering, Business Administration (in
English), and Economics and Business Engineering (in
English), were provided with scholarships. In addition,
with the conditional donation of the company, N
Plus 1 Daruma Finansal Danışmanlık A.Ş. (Financial
Consulting), a scholarship was established that
allowed 6 students from the Conservatories and the
Departments of Drama, Law, Architecture/Industrial
Product Design, Molecular Biology and Genetics to
receive scholarships.
Scholarship candidates were interviewed in Istanbul
on November 12-19-21, 2014, in İzmir on November
20, 2014 and in Ankara on November 24, 2014; the
interviews resulted in 37 university students joining
our Foundation. Our total number of scholarship
students now stands at 111.
10
29
32
16
24
11
30
9
20
Sabanc
Middle East Technical
Boğaziçi
Galatasaray
Anadolu
Preparatory
1st
2nd
3rd
4th
İstanbul Technical
İstanbul
Dokuz Eylül
Işk
University Distribution of Our Scholars
Gender Distribution of Our Scholars
Departmental Distribution of Our Scholars
4 11of our
University
distribution
scholars:
University
Distribution
of 7
Our
Scholars
9
4 11
9
Departmental distribution of our scholars:
3 1
1 11
7
Class Distribution of Our Scholars
45
59
29
29
24
24
Female
Class Distribution of
15Our Scholars
17
15
1
1
Male
2
Işk
University Distribution of Our Scholars
7
Industrial Engineering
Management Engineering
Production Systems Engineering
State Conservatory/Theater
Architecture/Industrial Product Design
Molecular Biology and Genetics
Gender Distribution of our scholars:
59
45
59
banc
ddle East Technical
ğaziçi
latasaray
nadolu
Business Administration
Computer Engineering
Law
Economics
Art and Social Sciences
Engineering and Natural Sciences
Class Distribution of
Our3Scholars
Departmental
Distribution of Our Scholars
1
Class Distribution1of
1 1our scholars:
29
Female
20
4th
Departmental Distribution of Our Scholars
15
45
Female
3rd
International Business and Trade
9
30
Preparatory
1st
4th
Preparatory
13 2nd 1st3rd 2nd
İstanbul Technical
İstanbul Technical
İstanbul
İstanbul
Dokuz
Eylül
IşkDokuz Eylül
Anadolu
9
22
30
2020
Sabanc
Sabanc
Middle East Technical
Middle
East Technical
Boğaziçi
Boğaziçi
Galatasaray
Anadolu
Galatasaray
4 11
11
11
32
32
16
16
14
99
27
Male
Male
İstanbul Technical
İstanbul
Dokuz Eylül
Işk
ender Distribution of Our Scholars
1 11
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17
16
1
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27
17
2
11
1
14
Preparatory
2
30
1st
2nd
1
14
3rd
4th
22
13
22
Business Administration
Computer Engineering
13
Law
Economics
Architecture/Industrial
Product
Design
Art and Social Sciences
Business Admini
Molecular
Biology
and
Genetics
and Natural Sciences
Departmental Distribution ofEngineering
Our Scholars
3 1
1 1
Computer Engin
11
Law
Economics
Deloitte and
Education
International Business
TradeFoundation Annual Report 2014
Mentorship Program
“The Deloitte Education Foundation Prepares You
for Life” – The most outstanding characteristic of
the Deloitte Education Foundation, differentiating it
from other foundations, is the Mentorship Program
that started in 2008. With our Mentorship Program,
each scholar is assigned a mentor from among
Deloitte Turkey Executives, and our mentors come
together with each student to prepare them for the
future by contributing to the scholar’s personal and
professional development.
Acting with one of our most significant value of
“Giving back to Community what the Community
has Given Us”, we place utmost importance on
the matter of investing in our scholars’ future. The
Deloitte Education Foundation works continuously
with each scholarship student through its mentors,
supporting the student from the students’ first day at
the university until their graduation.
12
Training Programs
Training Programs Organized
for Our Scholars
The purpose of these training programs, carried out
at interactive sessions by the instructors, who are
all experts in their respective fields, is to contribute
to personal development, help students develop
their communication skills in social settings, prepare
themselves for the competitive environment which
they will encounter in business, plan their careers and
determine their priorities.
In 2014, the Deloitte Education Foundation
organized training sessions in the topics listed below.
In addition, in 2014, the decision was made to start
a Conversation Club in Istanbul, Ankara and İzmir,
where a native English language-speaking instructor
conducts Conversational English sessions for our
scholarship students.
Individual Impact Program for all Classes
(March 1-8)
• Basic Functions of the Brain
Gaining Knowledge – Perception
Decision-making – Making Judgments
• Behavior
• Introverted and Extroverted Energy
• How do we Make Decisions?
• Logic and People-focused Decisions
• Decision-focused and Knowledge-focused Lifestyles
• Our Areas of Interest
• Concrete and Total Knowledge
• Analyzing our Emotions
• Application Basics
• Emerging as Results of Analysis
1. Change Management,
2. Leadership and teamwork,
3. Knowledge and
4. Career analysis
13
Positive Impact Communication for 2nd Year
Students (March 15)
• Communication, Emotional Intelligence, Stress,
Work Methods, Teamwork
• Message Planning
• Contents, Channel, Coding, Analysis and Meaning
• Golden Rules of Communication
• Breakdowns in Communication
• Challenges of Effective Listening
• Factors Increasing Effective Communication
• Requirements for Effective Listening
Emotional Intelligence and Positive Impact
Program for 2nd Year Students (April 5)
• What is Emotional Intelligence and why is it
Important?
• Personal Awareness, Social Awareness
• Emotion Management, Relationship Management
• Emotional Awareness, Accurate Self-evaluation
• Self-confidence, personal awareness
• Values
14
Positive Impact, Stress and Work Methods for 3rd
Year Students (April 12)
• What is Stress and why is it a Problem Today?
• Sources of Stress
• Stress Perception
• Internal Conflict
• Reactions to Stress
• Stress and Psychological Characteristics
• Some Personality Traits that make it Difficult to
Cope with Stress
• Control Focus and Stress
• Common Characteristics of Persons who can
Endure Stress
• Everyday Stress and Factors that Make it Hard to
Cope
• What is Conflict?
• Signs of Rising Conflict
• Signs of Avoiding Conflict
• Types of Conflict and their Platforms
• Consequences of Conflict
• What do we Gain from our Talents and
Competencies?
• Being Diplomatic
• Conflict and Culture
• Attitudes Depending on Conflict
• Advice for Red Lines
• Styles of Resolving Conflicts
• Conflict Management
15
Positive Impact Communication for 3rd Year
Students (May 3)
• Dimensions of Communication
• Contents of a Message
• The Right Channel for a Message
• Encoding
• Understanding and Interpreting a Message
Accurately
• The Golden Rules of Communication
• Breakdowns in Communication
• Effective Listening and Communication
• Etkili Dinleme ve İletişim
Positive Impact in Business Life for 4th Year
Students (May 10)
• Self-awareness
• Individual Support
• Action Plan
• Workshops on Communication, Emotional
Intelligence, Stress, Conflict Management and
Teamwork
• Dimensions of Communication (Psychology –
Status – Environment – Culture)
• Relationship Levels
• MBTI in Communications
• Our Areas of Interest (Introversion – Extroversion)
• Knowledge (Concrete – Total)
• Decision-making (Focusing on the Decision –
Focusing on Knowledge)
• Effective Communication
• Work Style (Extroverted Interest - Introverted
Interest)
• Problem-solving
• Conflict Management
16
Effective Communication Training (October 11)
• EGO Analysis
• Reciprocal message analysis (Transactions)
• Drivers
• Emotional Intelligence
• Learning Styles
Presentation Techniques and Effective
Communication Skills (December 13 and 20)
• Characteristics of a Good Speaker and a Good
Speech
• Types of Speakers
• Platform Skills
• Posture
• Use of the Area
• Gestures
• Facial Expressions
• Eye Contact
• Value-adding Speakers
• Visual Materials
• Preparing and Using Visual Materials
• Questions and Coping with Problems
17
Training Programs
for Mentors
Mentor training sessions took place in Istanbul,
Ankara and İzmir on August 29 – October 30 –
November 17 and December 27, 2014.
Offered by Fazıl Oral, Chief Learning Officer of
Deloitte Turkey, the mentor-training program
included the following topics:
• Mentor-Mentee Relations
• Introduction to the Process
• Setting up a Common Goal
• The Process of Story-telling and Guidance through
Examples
• Learning Style Analysis
• Listening Style Analysis
• Boundaries
• Structure of the Psychological Atmosphere
• Defining the Language to be Used in Mentorship
Relations
• Difference between a Mentor and a Coach
18
National and International Events
noticeD Program
A strong career program, noticeD was formed based
on the accumulated know-how of our Foundation
and Deloitte Turkey and on the experience gained
from the International Student Business Forum. This
program was initiated to provide successful university
students with internship opportunities that will help
them to achieve their career goals. The program
makes a contribution by supporting career planning
with the right guidance. Its objective is to prepare
students for professional life by helping them to
develop their competencies through various activities
and teamwork. A defined number of students that
are successful in the program have been recruited
into the Global Internship Program. The requirements
for being a student in this program are being a 3rd
or 4th year or Graduate student at a University
Engineering or Economics and Administrative Sciences
Department, having advanced proficiency in written
and verbal English, being a successful team worker,
having leadership qualities and career goals on an
international level.
The Global Internship Program (GIP) was held for a
period of about 4 weeks in July 2014. To be selected
for the Program, students were asked to apply directly
to the Deloitte office in the city the student lived in.
Three students, one of them a scholarship student,
completed their internships at the Deloitte Madrid
office. The Global Internship Program (GIP) gives
students the chance to serve as an intern at Deloitte
offices in different countries around the world.
The Global Internship Program offers a unique
international experience. For the course of the
program, students find the opportunity to work
in a team with Deloitte professionals, observe real
examples of business with real customers, enjoy being
a part of an exclusive group, establish an international
network of communication, and gain some corporate
experience, to name a few of the Program’s benefits.
“noticeD was a very challenging elimination process. A few weeks after applying, we learned that we were
being invited to the exam. On the day of the exam, we were more than one hundred people and everybody
was excited. This was an exam where we had to answer a lot of questions in a limited time and where our
English, Turkish and Mathematics skills were to be tested. The fifty people who passed this test were invited for
a case study. Ten teams of 5 in a group were asked to understand and solve the customer’s problem in a period
of one-and-a-half hours and to present a presentation at the end. To be successful at this stage, you had to be
systematic and fast, you had to be able to convince your teammates but respect their views when necessary. In
short, it was very important to be able to form a team with people that you had just met. After that, we were
asked to join a second case study that was almost the same as the first. The difference was that the groups were
made up of 3 people each. This stage was more challenging because this time, your colleagues in the group
were people who had passed the first case study and were thus more skilled and ambitious. Everyone wanted to
have more of a say than the others and stick out in the group. Even so, my group and I were successful in task
division and we made a very successful presentation. At the end of this very entertaining process, which was full
of challenges, I was chosen to be one of 3 persons to be accepted as an intern at the Deloitte Madrid Office for
the month of July 2014. My knowledge of Spanish and my interest in Spain made this experience much more
meaningful for me. I thank Deloitte for giving me such an opportunity.”
Emre Özdemir, Sabancı University, Graduate in Industrial Engineering
19
Internship
Deloitte Education Foundation provides scholars with
internship opportunities in different business units.
At Deloitte Turkey our scholars enjoy the opportunity
of completing a long- or short-term internship in the
area of their interest, working with more than 1400
Deloitte Turkey employees in Audit, Tax, Consulting,
Enterprise Risk Services and Financial Advisory
Services.
Deloitte Education Foundation scholars are given a
priority at internships within Deloitte Turkey or if they
choose to, they are offered the opportunity to intern
at other companies within Deloitte’s professional
business network.
Ömür Sarı, Boğaziçi University, Economics Department, 4th year
“In 2014, I had the opportunity to work as an intern at Deloitte from the beginning of August to the
end of November. I gained experience working with the Enterprise Risk Services – ERS team on various
projects covering many topics. The friendliness of the Deloitte employees made it very easy for me to
adapt and at the same time, the professional working environment gave me the chance to make a lot of
observations about business life in a short while.
I observed that the people at Deloitte work in a dynamic atmosphere of continuous development and
this was one of the most important factors that made me think that I would like to work at Deloitte in
the future. I think that the chance to do research for new projects, work with different companies, be in
one-on-one contact with many different people was a huge opportunity for me.”
Ömür Sarı, Boğaziçi University, Department of Economics, 4th year
“My internship experience at the Deloitte Consulting was wonderful in every way. Besides the great
opportunity to spend some delightful times with an outstanding team, I had the chance to observe
the professional world from up close and learn from the experience of others. Despite the rapid pace,
right now I am feeling really sorry that my internship has ended. This is something I can recommend to
everyone during their university years and I thank the Deloitte Family for giving me this privilege. I also
owe a word of thanks to everyone in the team who supported me in every way; I’m going to miss them.”
Mazhar Çavdar, Boğaziçi University, Department of Business Administration, 4th year
20
“Throughout the time I was an intern at Deloitte, I continued with my studies, at the same time I got
the chance to observe business processes very closely. The friendly working atmosphere and the interest
everyone showed in me made me feel so much like one of the team. The responsibilities I took on and
the projects I was a part of were very solid steps that I took toward my personal development and my
future career.”
Uğur Sezgin, Istanbul Technical University, Department of Business Engineering, 3rd year
“My internship was with the Deloitte Consulting Energy Team. Everyone in the team included me in their
projects. Even when I couldn’t be of much help to them, they did everything they could to help me learn
about the sector and about consulting services. They allowed me to develop myself by using examples to
explain the work they had assigned me. All of this was very useful in turning my theoretical knowledge
into practical application. They assigned me responsibilities at a very early stage and used the numerical
data and intellectual contributions I made to the projects. My internship at Deloitte Consulting gave me
self-confidence, knowledge and experience.”
Onur Çörtük, Sabancı University, Department of Engineering and Natural Sciences, 3rd year
“I did my internship at Deloitte Turkey’s Enterprise Risk Services over the months of June-July 2014.
Because I was part of an intern group at the company, we had a good chance of being able to
participate in group work. In this context, I was able to contribute to a lot of group projects during my
internship and there were also projects that I completed on my own. All of this was beneficial to me in
terms of understanding the company’s business model and its rules and regulations.
Over the course of my internship, I worked in areas where corporate customers were being offered
services. First of all, I was given a short period of training so that I could get a picture in my mind and
orient myself with the general operation of the business unit I was interning in. During this time, I
learned about which potential risks a company could generally encounter and also about the anti-risk
services my company provided. Starting from the second week, I had the opportunity to work on the
field with the company’s senior consultants and managers in three
different areas. Everyone on the field was very cordial towards me
while they taught me the work, helped me when I encountered a
problem and answered my questions.
At the end of my internship, I was immensely pleased with my
performance during my time there. When I look back, I’m aware that
I’ve gathered some very important experience about corporate relations
and business life. Another important experience I had was that I learned
about forming strong relationships with many people in many different
positions. ”
Cemil Dibek, Boğaziçi University, Department of Mathematical
Engineering, 4th year
Cemil Dibek, Boğaziçi University, Mathematical Engineering, 4th year
21
Student exchange programs
The achievements of many of our students earn them
the eligibility to participate in international student
exchange programs. We, at the Deloitte Education
Foundation, support our scholar’s participation in
these programs.
“While I was dreaming of Erasmus, all of a sudden
I found myself in a beautiful green little corner
along the Atlantic coast of Spain—at Santiago
de Compostela University. This is Europe’s first
university and its campus is just full of history. The
city itself is a museum! I looked around hoping
to find someone who could speak English and
was pleasantly mistaken because almost everyone
knew English there and these pleasant people had
such sparkling eyes that all language barriers just
fell away.
With a Mexican roommate and my Spanish
lessons, I felt a bit challenged but I progressed
in Spanish in the most entertaining way possible.
Then, before I knew it, this most colorful page of
my life had closed. Now, when I go to Argentina, I
know that I will have people waiting for me—my
friends. I will be giving presents to them of Turkish
coffee and lokum. And they will insist that I look
at their fortunes in their coffee cups! And when
I go to Mexico I will not have a hard time trying
to eat their spicy candies because I know what
to expect. England, Portugal, Brazil, Italy, Poland,
Indonesia, Columbia! I learned something about
each place and I’m sure I taught all of them
something about Turkey and the Turks. I also came
across prejudiced people there, but the ideas of
my friend who asked me as soon as we were
introduced about whether Turkey was in Asia or
Africa have certainly changed now. My roommate
Aleida now can’t have breakfast without her
bergamot-flavored tea. All of them learned to say
“Merhaba!” and we learned how to say “Merhaba!”
in all of their languages. If you’re reading this, my
friend, and if you’re thinking about Erasmus, I
would tell you to go without giving it a second
thought. There will be hundreds of memories
that you will never forget, you will leave tearyeyed friends telling you how they’ll miss you and
hoping that you’ll meet again and you’ll say to
yourself, ‘Where did the time go? We were just
getting started…” And as you start on your way
home, you’ll just say, ‘Adios!!!’ “
Özlem Yaşaroğlu, Dokuz Eylül University,
Department of Industrial Engineering, 3rd year
22
“I went to Vrije Universiteit Brussel in Brussels
with the Erasmus exchange program for a
semester, taking some time off from my studies
at Boğaziçi University during the spring semester
of the 2013-2014 academic year. When you
say Erasmus, everybody has different ideas and
everyone has a different plan. My idea was that
the Erasmus experience had only one purpose
and that was to explore. Explore different cultures,
people, different geographies. Setting sail for
different ports is in one sense, leaving your center,
moving away from your comfort zone. Because
exploration requires a lot of effort. That’s why
I can say that over this period, whether it was
academically or for my classes, spotting the
differences in the places I traveled took a lot of
work. I worked to explore, to get acquainted, to
understand. All through the period, the thing I
focused on the most was getting to know people.
I made friends with people from the four corners
of Europe, I tried to understand their culture
and I observed people. The outcome of all of
this was that I gained a brand new perspective. I
also collected a lot of wonderful memories and
souvenirs—in my mind, in photographs and in my
notebook. I also experienced what an entertaining,
exhilarating thing it was to watch the World
Cup with such an international group of friends.
Throughout the Erasmus period, I travelled to 20
cities in 12 countries, from Spain to Serbia, from
Amsterdam to Rome. You don’t need money to
travel, just life energy and time. I observed how
meaningless borders are. These travels served to
get me to cross the borders of my mind. This was
sometimes with an Inter-rail ticket, sometimes
with a Ryan Air flight that took off before the birds
started to chirp, and sometimes by bus—always in
the most economical way. At one point, we were
saved at the last minute from a traffic accident
with an Italian in Belgrade; at another, we went
through three terminals with our Turkish friends
to be able to watch the Championship games at
the airport. Every weekend and every holiday was
a travel experience for me. I’ve been on the road
for about one-and-a-half months now. When
I looked at the map to see where I had been, I
was amazed. I thought I had traveled over the
borders, but I realized that I had been trapped
in Europe. The first thing I do after Erasmus will
be to travel east—to India, to Malaysia, to China
and Latin America. We are only at the beginning
of our exploration. I had put the academic side of
Erasmus aside. Because I couldn’t find appropriate
undergraduate courses in English, the graduate
finance classes that I took made me change my
perspective on the financial world. Since I came
from a school that approached economics from
the perspective of the American tradition, I was
enlightened about finance. Living in Brussels was
also an experience in terms of experiencing the
proximity of the organizations of the European
Union. I got the opportunity to become
acquainted with the European Union and many
international organizations. I tried to participate
in the activities, projects and visits organized
by our school and the student club in the city. I
visited the European Commission, the European
Parliament, the European Court of Justice and I
found myself talking in Turkish with the former
Belgian Consulate-General of Belgium, Thomas
ANTOINE, at a reception he hosted for our group
at the Luxembourg Embassy. We talked about
what I experienced 4 years ago when I applied for
and was denied a Belgian visa to use on the Interrail. This experience in that 5-month period was
something I will remember all my life. I learned a
lot, I shared and I accumulated my experiences. If
there’s anybody reading this now that can relate
to my explorations and stories, I would definitely
recommend participating in such an exchange
program. Seeing and experiencing for oneself is
such a unique life lesson that it cannot be put into
writing or described fully.
Oğuzhan Mailmail, Boğaziçi University,
Department of Economics, 3rd year
23
Projects
The Social Responsibility Project,
“Dreams into Reality”
We are launching a social responsibility project in the
2014-2015 academic year that aims to acquaint our
country’s youth with various activities in the arts and
in sports and train them in these fields. As part of
this project, our 25th Year Library at Bağcılar Atatürk
Primary School is hosting weekend workshops after
which we will be organizing joint performances.
Our scholarship students, mentors and Deloitte
employees have volunteered to serve as instructors in
this project.
These volunteers have formed project committees to
share their experiences with young people who have
an interest in arts, sports and other areas. Some of
these committees include the Art, Music, Handicrafts,
Juggling, Tennis, Volleyball, Basketball, Chess and
Zumba project groups.
The 25th Year Library
At present, 1000 primary school students benefit
from the library we established in 2011 at the
Bağcılar Atatürk Primary School. We organize an Art
Contest each year during Library Week, topped off
by an awards ceremony. This year, the theme of our
art contest, which was held on March 26, was “The
Library of Tomorrow.”
24
1. Tuğçe Gölge 4-C
2. Ece Açar 4-E
3. Sudenaz Balcı 2-J
25
Activities
To support the social and cultural development of
our scholars, we organized activities in culture and
the arts over the 2014-2015 academic year; these
theater events or concerts were held at least once
every two months, on either the 3rd or 4th Friday of
the month.
On the second Saturday of every month since the
beginning of 2015, we arrange discussion panels
with guest speakers from the world of business, the
arts and other areas of interest.
Theater
On Friday, December 19, our mentors and Deloitte
employees watched a performance of Diary of a
Madman by Genco Erkal at the Kenter Theater.
Sports Events
We also support our scholarship students in their
quest for healthy living and strive to enlist the joint
contributions of our scholars and their mentors. At
the same time, we announce our events to Deloitte
employees. This past period, our scholars, mentors
and Deloitte employees all participated in two
track events—the New Balance Büyükada Race on
November 2 and the Eurasia Marathon on November
16.
26
2014 Graduates
The Thoughts of our Graduates
“My acquaintance with the Deloitte Education
Foundation started in 2009 in my first year at Boğaziçi
University. In the five years before I graduated, the
Deloitte Education Foundation contributed a lot to
both my career and to my personal development
and human relations skills. First of all, as a Deloitte
Education Foundation scholar I got the opportunity to
work as an intern at such a big and well-established
corporation as Deloitte. During my internship, I
experienced the chance to meet different people and
learn from the professionals I met and in this way,
I was continuously able to invest in myself in that
period. At this point, I have to say that the advice I
received as a part of the mentorship system that the
Deloitte Education Foundation uses to contribute to
the development of its scholars at every stage guided
me throughout the entire process. Particularly in
the year I was graduating, with the experience and
professionalism that was shared with me, I was able
to eliminate the question marks I had in my mind
about the future and what I wanted to do. In my
mind, the Deloitte Education Foundation scholarship
is very different from other scholarships and the
opportunities that make it more valuable than the
others are the mentorship system and the training.
I won’t be shy about talking in detail about what
receiving a scholarship from the Deloitte Education
Foundation did for me. There are one or two things
that stand out. The first of these is the frequent
training sessions offered, each one different. My
vision expanded every time I participated in a session.
This training aims to help you know yourself well
and so each time, I felt more aware and more in
charge of my personality. The second and to me,
the more important thing the Deloitte Education
Foundation’s scholarship contributed, was the moral
support it gave me. Although I’m studying Industrial
Engineering, I’ve always wanted Mathematics to be
a part of my life as well. I started a double-major in
my university and I have to say that my achievement
in completing both of the majors is a product of the
self-confidence the Deloitte Education Foundation
scholarship gave me. It was the financial aid, and
more than that, the moral support that the Deloitte
Education Foundation gave me that allowed me to
focus on my studies without having to worry about
finances. When I look back and see what I have
achieved, I feel happy and I smile and thank the
Deloitte Education Foundation for their share in this
happiness.”
Cemil Dibek, Boğaziçi University, Industrial
Engineering Graduate
27
“I joined the Deloitte Education Foundation Family in
2009. For 5 years, they have given me great moral
support in addition to the scholarship I received. I’m
very happy to be a member of this family. Thank you
for being at my side throughout my education and
for providing me with this moral support.”
Betül Gereç, Galatasaray University, Industrial
“For 5 years, I’ve felt like a welcomed member of the
Deloitte Education Foundation Family; it’s been a
wonderful 5 years and it was sad to leave…”
Birgül Öksüz, Galatasaray University, Business
Administration Graduate
“It was wonderful to be a part of the Deloitte
Education Foundation Family; we had a very pleasant
5 years together. I always felt welcomed, not only
as a scholarship student but as a member of the
family. They contributed greatly to my professional
development. I see the Deloitte Education
Foundation as a school that prepares you for
business life. Thank you for everything…”
Pınar Topal, Middle East Technical University,
Business Administration Graduate
28
“I joined the Deloitte Education Foundation Family
when I started at the university in 2009. At that time,
even though I had chosen my own field, I didn’t
know anything about the future. Now that I’ve
graduated, I feel that I have developed and become
self-confident. For this, I have to thank the Deloitte
Education Foundation.”
İsmail Deha Şevik, Istanbul Technical University,
Industrial Engineering Graduate
“The 5 years I spent at the Deloitte Education
Foundation were very pleasant. The training, the
mentorship program—all of it was so beneficial.
Thank you for the past 5 years.”
Engin Aslan, Marmara University, Computer
“I graduated from school but I’m not leaving the
Deloitte Education Foundation. My advice to new
students is for them to always continue their relations
with their mentors.”
Mustafa Gök, Istanbul University, Business
29
“I would recommend that the new scholars remain in
close contact with their mentors and receive career
advice from them.”
Batuhan Özen, Galatasaray University, Business
“Being a part of the Deloitte Education Foundation
Family for 4 years was a huge privilege. Not only
in terms of financial aid but also because of the
many opportunities it provided us in our personal
development. This is why I want to remind all our
new friends about how important they are to the
Foundation and that they should always be aware
of this.”
İsmail Ülkü, Dokuz Eylül University, Economics
Graduate
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31
Deloitte Management
Institute
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33
The Deloitte Management Institute was established
in 2006 with the objective of sharing Deloitte’s
outstanding audit, tax, consulting expertise with
professionals; the Institute operates as a subsidiary of
the Deloitte Education Foundation.
The highly competitive environment brought about
by rapid globalization, changing economic conditions
and the adjustments in regulations as a product of
harmonization with the European Union have caused
corporations to have an increasing need for qualified
personnel. The Deloitte Management Institute’s goal
is to work in cooperation with educational, training
and consulting organizations to manage change
and meet growing needs by helping individuals in
advancing their professional careers.
The Deloitte Management Institute continues to work
to meet the training needs of our customers and
contributed to the development of the specialists
working at every level at Deloitte companies.
Since its establishment, the stable approach to quality
of the Deloitte Management Institute, its enriched
course program, its highly qualified instructors and
the importance it places on customer satisfaction
have enabled it to make significant progress and,
with the innovations and creative solutions it
provides, the Institute has become a trailblazer in its
own area of expertise. Up until today, the Institute
has provided training to 12,700 people from 2200
organizations. Our main training categories are IFRS,
taxation, accounting/economics/finance, internal
auditing, IT auditing and corporate management.
We continued in 2014 to add new courses in
different subjects for different sectors and in a variety
of regions. Among these innovations, our training
on New Investment Incentive Systems and Practices,
Corporate Reorganization and Improvement, Money
and Capital Markets, Consolidation and FATCA
attracted a great deal of interest.
We take pride in our increasing growth and brand
recognition since 2006. We have every faith that we
will continue to grow and that the contributions we
make to companies and individuals will increase.
Moving forward, our goal in our present and new
projects is to reach a capacity that will answer the
needs of individuals and organizations and work to
make training accessible to all who request it.
34
Customer Satisfaction
At the Deloitte Management Institute, we ask each
of our course participants to fill out an evaluation
form. This is a summary of the evaluations of our
participants about the training courses:
5
4
4,5
4,3
4,7
4,4
General evaluation
Training
content
Instructors
Course
venue
3
2
1
0
“The course content was excellent. The examples given and the knowledge of the instructor about the
subject were especially outstanding.”
Murat Mutlu, IT Manager, Kuryenet
Financial Information that Every Manager should Know (August 19-20, 2014)
“I congratulate you as a Foundation for providing students with limited resources with financial aid. It is
very satisfying personally and from a corporate perspective to be able to receive training in return for a
modest contribution.”
Merve Kırlı, Finance Specialist, Naksan Holding A.Ş.
Comprehensive IFRS Training (February 10-11-12, 2014)
“This was an education that was very beneficial for my professional career.”
Edibe Selim, Chief Accounts Officer, Ciner Group
Comprehensive IFRS Training (July 21-22-23, 2014)
“This was very useful in terms of being able to discuss and come up with solutions. Thank you.”
Aytaç Balaban, Financial Consultant, SMMM AYTAÇ BALABAN
Tax Issues Specific to the Construction Sector (November 7, 2014)
35
Deloitte Leadership Institute
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37
In the future, the geographical areas that will achieve
sustainable growth are Central Asia, Africa, the Middle
East and the Balkans. To carry organizations ahead,
there is a need for effective leaders at every level
and this is a requirement that is as basic as a human
need for water. Since 2007, the Deloitte Educational
Foundation has worked to support deserving young
people who represent Turkey’s future with financial aid
and moral support, seeking to become an exemplary
pioneer in the business community in this respect.
It was with this in mind that the Deloitte Leadership
Institute was founded. Our objective is to make a
modest contribution to enhancing the impact of
meaningful and effective leadership.
Our Leadership Progress Philosophy
Leadership training can be measured by the impact
it leaves upon the individual. What kind of outcomes
do individuals expect to achieve from leadership
training in the short term? What are the factors that
make progress in leadership more meaningful and
lasting? While the mental change that a person can
achieve has a long-term and permanent impact,
the development of leadership skills and the use of
leadership tools are not by themselves enough to
create a lasting effect. In other words, after many
sessions of training, small changes that can be seen
in participants may not necessarily be predictors of
fundamental and radical change and development. It
is for this reason that education is useful, meaningful
and permanent only to the extent that it can effect
change in the individual’s mental construct.
Leadership Exploration Program
Against the backdrop of the increasing complexity of
markets, competitive struggles, and constricting profit
margins, one of the difficulties today’s business world
faces is to reach short- and long-term goals without
losing vital human resources. Another difficulty is
trying to solve the daily problems that arise from the
fragility of attempts to achieve rapid and sustainable
growth. The “Leadership Exploration Program” that
the Deloitte Leadership Institute has devised in this
context was designed specifically for managers.
This training program consists of 3 main parts. The
initial part is “Leading Oneself,” which is followed
by “Leading Others,” and lastly by “Leading the
Organization,” a guide to managing and changing
the system of which we are a part.
38
1. Leading Oneself
Experiencing leadership begins with
knowing oneself and others. And which
is harder, takes more time and comes at
a price? Above all, how much does one
really know about oneself?
The place and importance of a personal history in
one’s life
Everyone has gained experience in one area or
another, whether the individual is aware of it or
not. Then how much is an individual aware of his/
her own experience, how this has affected his/
her life? Where do the skills of decision-making,
understanding, judgment and assessment come
from? What are the real reasons behind one’s
behavior? In this course, the individual draws up a
life map to answer these questions and, drawing
from the stories of the lives of the other persons in
the group, returns back to his/her life, again and
again, taking a different route each time. Anyone
who claims that decisions are made out of free will
is going to question this wisdom after taking this
course.
An individual makes countless decisions in a single
day, selecting “the best” among the different
choices. Is it really the individual who’s making the
decision? People generally decide on whom to talk
with about a subject and then believe in the end that
it was they themselves who arrived at the decision.
Is this true? What about the psychological factors
that impacted a person before, much before, his/
her decision? In other words, is the color of the
clouds blue or grey? Who talks to whom and how?
What other choices are there? All of these questions
become more meaningful in this course.
Is it enough for an individual to understand
him/herself? What if he/she cannot explain him/
herself?
Everyone finds an opportunity to explain him/herself,
or at least to “hear him/herself.” Individuals will be
inspired by others to redefine themselves and also
their “real” needs and focus points. The individual
here confronts his/her own values, understands
blind spots that resist personal change and reviews
alternatives that will more easily support life goals.
39
40
2. Leading Others
3. Leading the Organization
What is the difference between
managing “Me” and managing “You”?
Change is the only thing in life that
doesn’t change. Everything that
happens around us happens because of
multiple reasons.
In this part of the training, individuals determine the
difference between being people sharing the same
office and being a team that exhibits dynamic and
superior performance. They also learn how they can
affect others, how they can use their “strengths” in
their relations with others and what methods and
approaches they can use. Can a team become strong
without enjoying the differences between each and
every member of that team?
The individual will see how the corporate culture
affects individuals and teams and how this culture
can be changed or developed. The roles that are
needed, the stages of becoming a team, the factors
that lead to the failure of a team are reviewed. The
individual will analyze the rights and the wrongs of
the present situation and learn practical tools to use
in generating new choices and assessing the work of
the team, also about how to make team meetings
more productive.
There may be many choices to choose from. Which
one is the most important? What percentage
of in-house meetings is really productive? How
many people say over the course of a year, “I
was glad I went to that meeting, I learned a lot,
it was productive, we made a good decision and
I contributed to the decision-making”? In this
course, participants will evaluate the reasons for an
organization’s lack of productivity and find out how
to overcome the adversities. They will experience for
themselves how teams interact and how they can
transition from taking sides and engaging in power
struggles to centering on the topic at hand.
•Which values and beliefs of yours can make you a
successful leader?
•What has happened to leadership as it goes
through a transformation in this challenging
economic period?
•How do you transform you own adaptation skills
and imbalances into leadership?
•Do you believe your passion and excitement has an
impact on others?
•If you can deal with the answers to all of these
questions, do you think the members of your team
can too?
How can the chaos of the global environment be
organized so that healthy decisions can be made?
How can we organize information? In this day and
age when information is abundant and analysis is
easy, how can we create a rhythm and depth that
will push us up ahead of the others? They’ve told you
that strategy is a science and an art… But is there a
practical outcome of this definition? Will that outcome
be of use to us? Are the reasons a Roman legionary
in the ancient world and a soldier in Iraq stayed alive
dependent on the same dynamics? When exactly does
strength turn into weakness?
What are patterns?
How can the structure of a system be analyzed? What
is factor analysis? What are the elements in making a
systematic assessment? Which methods save us from
only analyzing and ensure that the other members of
the team agree?
What does our eco-system provide for the manager
and for employees and how? How does one adapt
to the system, how can the system be managed
in the desired direction? What does looking at an
organization “systematically” mean?
Training: to regard the concept of strategy not as a
qualifier but as a matter of content; not to just talk
about something but to put strategic thinking into
play and carry it into the organization; not to just
say that it is possible to create a new business model
but to do it; to make sure that people who want
to initiate a change can do so by using integrated
strategic thinking to create sustainable effectiveness
in management processes and by striving for
productivity. A methodology that joins passivity with
motivation, ties what is planned to what is achieved,
finding the optimum overlapping point of opposites,
knowing that it is possible to create a strategic model
that encompasses all stakeholders. An approach
that goes beyond the limits of what information and
analysis dictate, offering practical solutions through
case analysis, a workshop that aims to bring out the
striking potential of awareness…
41
Deloitte Eğitim Vakfı and its
subsidiary Convenience
Translation of Consolidated
Financial Statements for the
year ended 31 December
2014 and the Independent
Auditor's Report
(originally issued in Turkish)
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Deloitte Education Foundation
Deloitte Values House
Maslak No1
34398 İstanbul
T: +90 212 366 6600
F: +90 212 366 6089
[email protected]
www.deloitteegitimvakfi.org.tr

Annual Report 2014 - Deloitte Eğitim Vakfı

Transcription

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