Graduate training programmes are often designed for university leavers who are entering their first full-time job.
However, with an evolving set of industries, with some becoming obsolete as quickly as new ones grow, many of those who are midway through their careers might find themselves looking for or thrust into a new opportunity. This could include retraining, or even taking a university course to learn a new set of skills or modernise their knowledge.
For businesses, this means creating graduate training programmes that are not only suitable for the younger generation but also tailored to mature audiences, who may have alternative requirements or preferred ways of learning.
Graduate training that is adaptable
Although there aren’t vast differences from training a 21-year-old compared to training a 51-year-old, businesses should be aware of how these different generations prefer to learn. While millennials are typically associated with preferring to use technology and work alone, mature employees may feel more confident to work in groups and have the ability to discuss topics of training with one another to reach conclusions. Equally, older generations may experience less confidence when it comes to working using technology, therefore working together might add an extra level of support to their graduate training experience.
Bespoke graduate training programmes can be created with a mixture of demographic attributes in mind, which not only ensure that both younger and more mature audiences can effectively understand and learn but also makes the material accessible to everyone, to allow for any eventuality and ensure inclusion.
Graduate training not only needs to include commercial and workplace skills learning, but it also needs to realign existing knowledge gained through university degrees or courses in order for employees to make use of this in their new role.
Adapting the delivery of graduate training
When businesses consider mid-life career-changers and mature workers reentering the workforce, it is important to determine the confidence levels of your new employees when it comes to working with computers, smartphones and tablets. For some, this may come naturally and confidence levels may be equal to their younger peers, for others they may need a little extra help.
Additional optional elements within graduate training, such as how to effectively use technology for a role or how to get the most out of using a computer, may increase confidence levels, particularly in mature employees. There should also be a consideration for those who may not have access to such technology in their home life or in previous roles, this should strive to ensure all employees have the same opportunities regardless of background. Teachers could also bridge these gaps and promote team building through pairing graduate trainees up with a counterpart, who has an opposite skillset or level to them. This can support group learning, promote teamwork and build working relationships.