Exploring the need for formal coaching programmes: Experiences of engineering graduates in a South African mining company

Abstract

Orientation: Organisations face increasing pressure to support new graduates as they transition into professional roles. Formal coaching has emerged as a key strategy to bridge the gap between academic training and workplace demands, particularly in technical industries like mining.

Research purpose: This study examines the role of coaching in assisting engineering graduates in a South African mining company to develop technical, interpersonal and leadership skills. It assesses graduates’ perceptions and experiences and provides recommendations for optimising coaching programmes.

Motivation for the study: Graduate transitions are challenging because of gaps between theory and practice. Understanding coaching’s impact can inform better support structures to enhance graduates’ confidence, skills and career success.

Research design, approach, and method: A qualitative approach was used, with semi-structured interviews conducted with 12 purposively selected engineering graduates. Thematic analysis identified key themes related to coaching experiences and professional development.

Main findings: Based on the study, formal coaching significantly enhances graduate engineers’ professional development by integrating technical expertise with leadership skills, while informal support networks provide complementary guidance essential for workplace transition and long-term career development.

Practical/managerial implications: Tailored coaching programmes should incorporate practical exercises, peer learning and continuous feedback to align with industry needs and enhance young engineering talent development.

Contribution/value-add: This study provides insights into formal coaching’s role in early career transitions and offers practical recommendations for effective graduate coaching interventions in the mining industry.