How to effectively support graduates in the workplace
6 min read
A young graduate lands her first job in a specialised field; no small feat in a country grappling with high unemployment. Within a week, she resigns. Her reason? She could not accept the feedback from her manager.
Unfortunately, this is not an isolated story. It reflects a growing disconnect between what workplaces expect and what many graduates are equipped to handle.
Leaders often express frustration about young employees who “don’t know how to communicate”. At the same time, many graduates are entering the workplace anxious, uncertain and underprepared for its interpersonal demands. Both perspectives are valid and both point to the same underlying issue: a gap in terms of interpersonal readiness i.e. the human skills.
A recent conversation with a university lecturer brought this into sharp focus. She found that her students rarely participated in class discussions until she introduced a digital tool that allowed anonymous, real-time engagement via mobile phones. Participation improved, as did academic performance.
But there is a trade-off. Students are engaging without developing the interpersonal skills required in professional environments such as articulating ideas, debating perspectives and speaking with confidence in person.
These are not optional skills. Workplaces demand collaboration, feedback-seeking, conflict navigation and active contribution. Yet, many graduates enter their first jobs hesitant to ask for help, reluctant to take on challenging tasks and unsure how to communicate effectively. In some cases, their communication is perceived as abrupt or inappropriate. In others, they withdraw entirely for fear of being exposed as incompetent.
Compounding this is a broader cultural pressure to appear polished and ‘put together’. The willingness to take risks, make mistakes and learn through trial and error is often suppressed. What emerges instead is a cautious, self-protective approach to work.
Underlying much of this is a growing intolerance of uncertainty. This refers to the psychological discomfort (cognitive, emotional or even physical) that arises when outcomes are unclear. It is a well-documented contributor to anxiety and avoidance behaviours.
Research suggests younger individuals tend to exhibit higher levels of intolerance for uncertainty, which typically decreases with age. A 2025 study by Putri et al found that among Gen Z, this intolerance is closely linked to “future anxiety”, concerns about career prospects, financial stability and social mobility. Importantly, the study also found that strong support systems can mitigate these effects.
In South Africa, where many young people navigate early adulthood with limited support, uncertainty can feel overwhelming. In response, some over-prepare, others avoid difficult situations altogether. While this may reduce anxiety in the short term, it reinforces the belief that uncertainty is something to be feared rather than engaged with.
Yet, uncertainty is inherent to the workplace – and growth, learning and innovation depend on it. The ability to tolerate ambiguity, take calculated risks and recover from mistakes is not just beneficial, it is essential.
Supporting leaders and graduates to understand and work with one another
If organisations want graduates to succeed, they need to move beyond assumptions about readiness and take a more deliberate approach to development. This requires effort from both leaders and graduates.
For leaders, the starting point is understanding. Too often, graduates are judged through a lens of generational stereotypes rather than engaged as individuals. Intentional onboarding processes that prioritise connection and belonging can significantly reduce anxiety and build trust. Simple interventions such as structured check-ins or buddy systems can create space for mutual understanding and support.
Clarity is equally important. Many graduates report uncertainty about their roles, expectations and priorities. A ‘sink or swim’ approach may build resilience in some, but for many it simply heightens anxiety and inhibits performance. Structured exposure to work through clear project scopes, defined responsibilities and guided learning provides a more effective pathway to confidence and competence.
Organisations also need to be far more explicit about developing core human skills. These are often assumed rather than taught. Yet, capabilities such as giving and receiving feedback, participating in meetings, managing conflict and communicating professionally are critical to success. Without guidance, graduates are left to navigate these expectations through trial and error – often at significant personal cost.
Here, the role of the leader shifts from manager to guide. Like a sherpa supporting a climber through unfamiliar terrain, leaders can help graduates interpret the unwritten rules of the workplace, build confidence and develop the skills needed to operate effectively. Integrating these elements into onboarding and early career development programmes is not a luxury, it is a necessity.
Graduates, however, are not passive participants in this process. They have agency – and with it, responsibility. Actively seeking support, whether through mentors, peers or external networks, can make a substantial difference. Having a sounding board accelerates learning, provides perspective and eases the transition into professional life.
The organisations that get this balance right, combining support with stretch, will unlock the full potential of their young talent. Graduates bring energy, curiosity and a willingness to challenge the status quo. When these qualities are nurtured within environments that are both structured and humane, the results are powerful.
This is not simply a matter of improving individual performance. It is good for business and an investment in the future leadership of the country.
Taegan Devar
Industrial Psychologist
Founder & Managing Director
Image credit: Freepik/pch.vector
