In Part 1, we’ve seen that transitions from college to the workplace is challenging because of culture shock. Coaching can help early-career employees navigate through such challenges. Here are two examples. I will share one more example and a tip to the new employee in Part 3.
Self-awareness
When new-to-workforce people express angst like we’ve read in Part 1, my personal opinion is that they don’t know what they really want. They may not even really know themselves. By definition, they have not lived life that long enough yet.
Career Coach Kurly de Guzman raised other possibilities: “Maybe they accepted the first offer they received even if they’re not 100% sure. Or maybe they weren’t aware of opportunities elsewhere. Or if they were under parental or peer pressure.”
College has a way of focusing one’s attention on the external (the knowledge to be accumulated, the extracurricular activities, the job hunt that comes after the diploma) rather than the internal (Who am I? What really matters? What areas of my life need attention?).
Then when faced with the unsettling reality of a difficult boss or work overload, they need someone to help them process their thoughts and emotions. That’s why questions such as “What is important to you?”, “What motivates you?” or “What does job satisfaction look like for you?” are quite apt for these people. They may even lead them to see a bigger picture or think long-term.
Self-confidence
I recall stories of how someone was top dog at the campus, only to have his self-esteem pummeled when his employer tells him he’s basically nothing: no experience, no track record, no reputation. Unless one is gifted with street smarts or a healthy ego, imposter’s syndrome can easily set in and the poor fellow dreads the time when he will crash and burn on an assignment.
That’s where it’s powerful if the coach believes in the coachee more than the coachee believes in himself. Such faith may be the lifeline the early-career person needs.
When the coachee is asked questions like “What are your options?” or “What skills would you need to…?”, it signals an implicit faith that the coachee is empowered. This, in turn, tends to reduce anxiety and boost self-confidence.
Another way is when the coach partners with the coachee on how to reframe failure and negative feedback from a personal blow to a learning opportunity.
If the self-confidence is fragile at first, ICF standards would require the coach to build a safe and supportive space for the coachee to open up and thereby pave the way for breakthrough moments.
Who knows? It may be the first time the early-career person has tasted psychological safety. Not from his home, his college, or his employer, but from you. That itself is a valuable gift.
Self-awareness
When new-to-workforce people express angst like we’ve read in Part 1, my personal opinion is that they don’t know what they really want. They may not even really know themselves. By definition, they have not lived life that long enough yet.
Career Coach Kurly de Guzman raised other possibilities: “Maybe they accepted the first offer they received even if they’re not 100% sure. Or maybe they weren’t aware of opportunities elsewhere. Or if they were under parental or peer pressure.”
College has a way of focusing one’s attention on the external (the knowledge to be accumulated, the extracurricular activities, the job hunt that comes after the diploma) rather than the internal (Who am I? What really matters? What areas of my life need attention?).
Then when faced with the unsettling reality of a difficult boss or work overload, they need someone to help them process their thoughts and emotions. That’s why questions such as “What is important to you?”, “What motivates you?” or “What does job satisfaction look like for you?” are quite apt for these people. They may even lead them to see a bigger picture or think long-term.
Self-confidence
I recall stories of how someone was top dog at the campus, only to have his self-esteem pummeled when his employer tells him he’s basically nothing: no experience, no track record, no reputation. Unless one is gifted with street smarts or a healthy ego, imposter’s syndrome can easily set in and the poor fellow dreads the time when he will crash and burn on an assignment.
That’s where it’s powerful if the coach believes in the coachee more than the coachee believes in himself. Such faith may be the lifeline the early-career person needs.
When the coachee is asked questions like “What are your options?” or “What skills would you need to…?”, it signals an implicit faith that the coachee is empowered. This, in turn, tends to reduce anxiety and boost self-confidence.
Another way is when the coach partners with the coachee on how to reframe failure and negative feedback from a personal blow to a learning opportunity.
If the self-confidence is fragile at first, ICF standards would require the coach to build a safe and supportive space for the coachee to open up and thereby pave the way for breakthrough moments.
Who knows? It may be the first time the early-career person has tasted psychological safety. Not from his home, his college, or his employer, but from you. That itself is a valuable gift.
May 1, 2024
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