The graduate scheme as an individual journey
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In a recent article we looked at the difference between training graduates together or separately, and the benefits of both approaches. Now I’d like to explore another idea which is emerging in graduate development – the idea that each graduate should be following an individual learning journey to best support their unique skills.
No two graduates are alike – so why do we provide the same courses for all? Why don’t we use the selection data to get a head start on both common and individual development needs?
So what are the different types of graduates you could have? Perhaps you recognise the the following:
- One type of graduate is very smart and has good potential for specialist or analytical roles, but has a problem with anxiety and/or social confidence. They fear making mistakes and can beat themselves up far too much for errors. They are hesitant to volunteer, even though they may be the most capable in the group. Some may put off even relatively simple social tasks like making phone calls. These graduates will work very hard to deliver good performance. They like to be shown what “good performance” is so they can deliver it. They dislike being asked to throwing themselves in at the deep end and learn by mistakes. They will find it very helpful to learn systems for establishing order – such as training in managing ambiguity, or consultancy skills.
- In contrast to the first type, you may also find you have the over-confident, potentially arrogant graduate – someone who has been highly successful in education and now knows they will be much more successful at work than their colleagues. They may have little humility, and no appreciation of the wide gulf that separates education and work. These graduates will really enjoy throwing themselves in at the deep end, but their body language may be disastrous in conveying arrogance, boredom, or disrespect – especially to those they regard as unimportant. They may dismiss honest feedback – unless it is given by an indisputable high flier. These graduates need people around them who will give them direct, hard-hitting feedback from a position of belief in them – and who will challenge them to raise their game to a higher level. They may need to be confronted with reality, through 180 degree feedback. They may buy into doing ‘experiments’ with new techniques.
- Then there are the natural high fliers – the graduate who is perceptive and organised, with good emotional intelligence and social skills, and a knack for learning from others. These graduates will always greet you with a smile and will quickly fit in and gain a great reputation. These people practically develop themselves. You might want to find ways to use their skills and experience to help others develop – perhaps by taking on leadership roles within their cohort.
- You may also find you have graduates who are very creative or imaginative, but lack the skills to translate their ideas into practical business results that others support. They may struggle with managing the politics to get things done, or to understand the impact they make. These graduates need help in defining criteria of success, and drafting commercial business cases. They need political skills in getting other people to back their ideas. They need to learn when it’s appropriate to be strategic and creative – and the situations where this is the last thing that’s needed! These graduates can become much more effective with 180 degree feedback, and commercial and consultancy skills. They will learn best by working with a mentor who is also innovative, but has learned how to bring others with them.
- Finally you may have mature second jobbers, people with three or four years work experience. These graduates are likely to understand the work environment and have learned from their mistakes. Managers need to recognise their ability to take on a challenging project. Their development needs are more like those of someone on a high potential programme, focused towards a higher level of responsibility. Their objectives in a placement journey around the business will be very different from those of a person who is fresh from university, and they will be less tolerant of roles where they cannot make a definite contribution.
But how do you support scores of individual journeys?
You can supply them with high flier mentors, or external mentors, or develop internal coaching pools. Remember here that with all but the second jobbers or mature students, most graduates have little first-hand experience. They can’t draw conclusions from their experience, but need direct feedback, anecdotes and example, in a more directive form of coaching.
Many companies are looking at improving graduate managers’ ability to understand where graduates are coming from, and why they make the mistakes they do. Managers can be far more effective at shaping behaviour if they understand both the graduate journey as a whole, and the kind of individual journey their graduate is embarked on.
Finally, you could focus your core graduate development on the most common needs – and in addition provide each graduate with the feedback and budget to pursue their own unique development journey.
And, as a last thought, bear in mind that your graduate influx will differ from one year to the next – which means you can’t necessarily repeat what you did last year for your new intake!
Take Away
As an experiment, take time out to consider what would be the best individual journey for 2 or 3 of your current graduates. Can you create a graduate development framework that allows graduates to pursue individual paths – to reach their highest potential?