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Coaching has traditionally only been offered to experienced and senior employees rather than those joining the workforce, but this is beginning to change. Whilst the intention of the ‘coaching for all’ approach aims to make the practice available to everyone, it fails to acknowledge the common themes in the experiences of people at their respective stages in their career. We are providing coaching to graduate trainees, apprentices and others who are new to the workforce – those early in their career.
It’s not surprising that employers are beginning to look at this. The impact of hybrid working has made the transition from education to work even more difficult and the attrition rate on entry level graduate programmes often high given the amount of investment and time put into hiring.
Whilst much support is provided throughout our time at school and university, this support seems to drop off considerably as we enter the world of work. It’s a transition that many find challenging to navigate. Given that this is such a pivotal transition in our lives both on a personal and professional level, we have found that it can be managed more efficiently with the support or 1-2-1 coaching.
Individuals in the early stages of their career can experience a number of challenges, including:
We can sometimes externalise our challenges and blame e.g. a bad manager, an unpleasant team environment, a heavy workload, but we lack the self-awareness to first ask ourselves ‘what’s my part in all of this?’.
Below are some key figures from The Deloitte Global 2022 Gen Z and Millennial Survey :
Our Early Careers Coaching Programme has several main objectives:
Our experiences to date have been very positive. Those who have experienced the programme have offered feedback stating that they appreciated the opportunity to talk about topics not yet explored/covered. They have felt a real sense of progression beyond the point at which they started in their first session, which has been observed by the coach too. There appears to be a genuine interest in learning about the psychological concepts that have been introduced to them, enabling coachees to take responsibility and control of their own psychological wellbeing. They often request further reading to explore topics in greater depth in their own time. They have also been able to exercise the practical application of themes covered in our conversations beyond the sessions themselves, allowing for the exploration and experimentation of new ways of thinking and behaving, and ultimately leading to more productive habits.
Eric Berne’s Ego States theory
Berne, E. (1957). Ego states in psychotherapy. American journal of psychotherapy, 11 (2), 293-309.
Berne, E. (1958). Transactional analysis: A new and effective method of group therapy. American Journal of Psychotherapy, 12 (4), 735-743.
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