First Steps in the Workplace
Why Do Some New Graduates Grow Quickly While Others Advance Gradually
Bibliographic Data
| ID | 22006434 |
|---|---|
| Authors | Yoshiko Goda (0000-0002-3781-3959, Kumamoto University, corresponding author), Kentaro Sudo (SBI Pharmaceuticals (Japan)), Masanori Yamada (0000-0002-6493-8554, Kyushu University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251394373 |
| OpenAlex | W4416304711 |
| Language | EN |
| References cited | 17 |
This study explores the different growth paths of newly graduated employees who entered the workforce for the first time, comparing those who developed quickly with those who progressed more slowly. Over 9 months, 89 participants—new employees with no prior full-time work experience—completed monthly reports with 25 questions designed to track their workplace learning and development. Among them, 47 employees reached Level 2 (Elementary Apprenticeship: carrying out routine tasks with limited independence), while 42 advanced to Level 3 (Intermediate Apprenticeship: managing tasks more independently and taking initiative with some support). The results show that faster growth is supported by three main factors: building basic business skills, receiving effective support from supervisors, and staying engaged through challenge and enjoyment. These findings highlight how skill development, workplace support, and motivation work together to shape the early career growth of first-time employees
Aging in the American workforce · Career development · Work experience · Workforce · Workforce development · Workplace learning · Higher Education and Employability · Human Resource and Talent Management · Job Satisfaction and Organizational Behavior
| Citation velocity | historical |
|---|---|
| Highly cited | No |