The right kind of support can be a major differentiator, helping firms attract top talent.
AS HEAD OF SPECIALIST TRAINING PROGRAMMES at Nedbank, it’s fascinating for Nombulelo Letsie to observe how trainee programmes have changed in the years since she completed her own training contract.
Nombulelo explains that there has been a major shift in the working environment since she obtained her CA(SA) back in 2019, with many changes – like the introduction of hybrid work environments and more flexible working arrangements – ushered in by the COVID-19 pandemic.
One of the most significant changes she has noticed, however, is in the attitudes of trainees themselves. ‘We were grateful for any opportunity and happy to be earning a salary,’ Nombulelo recalls. Today’s trainees have a very different view. They want to know their prospective employer’s value proposition and what kind of environment they’ll be working in and, perhaps most of all, they are not willing to sacrifice wellbeing for workplace pressure and a burnout culture. As Nombulelo explains, since they have greater choices about where to complete their training contract, they want to make sure that they will thrive at the firm they choose and whether it will support their lifestyle. Ultimately, they want to know what kind of support is available.
PROVIDING SCAFFOLDING
If trainee expectations have changed, so too have employer attitudes, Nombulelo says. ‘There is now a clear understanding that support for trainees is not a nice to have; it’s what distinguishes you as an employer of choice.’
This isn’t about babying trainees but rather about providing scaffolding so that they can progress from one level to the next as their skills develop. Providing this safety net is crucial, Nombulelo believes, because the transition from university to the working world can be overwhelming. Many trainees are still reeling from culture shock even before they get to grips with a significantly larger volume of work.
Although Nombulelo maintains that most firms have taken stock of this truth, she acknowledges that there is a variation across firms, making for an inconsistent experience. What’s more, there is frequently a disconnect between the support provided by firms and what trainees actually need. ‘For example, when we recruit graduates, we might tell them about the exciting development path they’ll be able to access, but we don’t talk about how we address diversity, equity and inclusion or the type of mental health or wellbeing support on offer,’ she says. Unfortunately, while many firms still view a three-year training contract as just that – a brief stint – trainees take the opposite view. They want to know what their long-term prospects at the firm are, and more than knowing what kind of support is available, they want to know if it is effective. Thus, says Nombulelo, the differentiator is no longer whether firms provide support but how effectively that support is experienced by trainees.
A MULTI-FACETED APPROACH
Against this backdrop, what does meaningful support look like?
For Nombulelo, it’s all about mitigating the risks associated with transition. ‘We see a lot of students drop out from university because of the stresses accompanying the transition from high school, and the pattern repeats once graduates transition to the workplace,’ she reports. In the working world, ‘dropping out’ isn’t as simple as leaving the company, though. Presenteeism, imposter syndrome, and quiet quitting are common amongst trainees who aren’t finding their feet, even if they report in every day.
That’s why Nombulelo insists that appropriate support starts with induction. ‘In addition to talking about the company’s mission and values and introducing trainees to the CEO, this should be a real opportunity to help them handle the transition. It should be designed with intention.’ That may look like helping trainees become familiar with the company culture so that they don’t feel floored by the pace of work and the demands placed on them. It should also include a thorough explanation of the work of the organisation and how the trainee’s job fits into its overall purpose. This should be the focus for the first six to twelve months, which are often the most difficult time for trainees.
Ongoing feedback is also considered crucial for new trainees. Nombulelo explains that Gen Z − the cohort currently taking its place in the working world − has grown up with instant gratification. Previous generations may have been happy to wait out the traditional performance review cycle to find out whether their managers were satisfied with their work, but Gen Z trainees want to know immediately if they’ve done something well or if they can do better.
On a practical level, academic and exam support is highly valued. This can be a tricky area for firms, because there are no firm guidelines in place around the number of days’ leave that should be granted for studying; however, every trainee should be given adequate time to prepare thoroughly for exams. Support in this area also extends to finances. Nombulelo points out that trainees often rely on overtime for funds. When this is the case, trainees may end up sacrificing study time so that they can earn more.
Access to wellbeing and mental health support is especially important for a cohort that has been dubbed ‘the anxious generation’. Nombulelo reports that trainees want to know that they will be able to access counselling and even trauma debriefing when they need it. Their concern is whether they will cope emotionally with work, and if not, are there support structures within the firm to help them?
Mentors, training buddies and coaches are essential, helping trainees develop skills that help with work/life integration and stress management, making sure they understand the various facets of their job so that they are able to make optimal career choices, and ultimately acting as a sounding board where the trainee can voice their concerns without fear of judgement or repercussions.
Finally, they want to have evidence of clear development pathways, because it’s important for them to have a vision of their ‘next’.
CREATING AN ECO-SYSTEM
Clearly, support should be multi-dimensional, which is why it cannot fall under the auspices of just one stakeholder. Nombulelo says that in the most effective firms, support for trainees is spread throughout the entire ecosystem, from assessors to managers.
‘We all have a role to play, starting with training officers, who are responsible for ensuring that the trainees receive appropriate training, exposure and feedback in an environment that is both psychologically safe but also stretches them,’ she says. Mentors, meanwhile, are responsible for translating all of this experience into learning. Then there are institutions, like SAICA, charged
with ensuring that trainees have a good experience and that their training is both of a high quality and consistent; essentially, guaranteeing that they receive the right level of support.
‘Support isn’t about making things easy for trainees or removing the pressure but giving them the tools and skills they’ll need to perform and grow within that pressured environment,’ Nombulelo says. ‘Organisations that aren’t deliberate about providing the right kind of support run the risk of losing their trainees as soon as the training contract is finished, because they’ll be on the lookout for better opportunities. Today’s trainees want more for themselves; they’re looking for the right environments, leaders and growth opportunities. If you don’t provide the scaffolding, you’ll be unable to attract the best talent. Support isn’t just about performance. It affects retention and engagement, too, because trainees are actively choosing employers who provide support − not just technically but holistically.’
