From Campus to Career: Supporting First-Generation Professionals

1. Introduction

The number of first-generation professionals in the workforce is increasing. The first person in their immediate family to complete college and join the professional (white-collar) workforce is known as a first-generation professional (FGP). Currently, one in three college students claims to be first-generation. They become FGPs after they graduate and join the workforce. FGPs are very employable. They are tenacious, aspirational, sympathetic, driven, and eager to learn. They are deeply motivated to assist others. Additionally, they offer fresh viewpoints, original concepts, and inventive approaches to problem-solving to the workplace. FGPs frequently find it difficult to place themselves on an equal footing with their non-FGP colleagues, despite the fact that they offer many skills to the workplace [1]. Universities and organisations must comprehend the particular difficulties faced by FGPs and assist them in overcoming them in order to guarantee that freshly employed FGPs can prosper in the same manner as non-FGPs.

FGPs are employable as they are persistent, ambitious, compassionate, motivated, and ready to learn. They have a strong desire to help others. They also bring new perspectives, unique ideas, and creative ways to problem-solving to the workplace. Even though they bring a variety of skills to the workplace, FGPs sometimes struggle to put themselves on an equal footing with their non-FGP colleagues [2,3,4,5]. To ensure that newly hired FGPs can thrive in the same way as non-FGPs, universities and organisations must understand the unique challenges faced by FGPs and help them overcome them.

However, FGPs require more help than non-FGPs to carry out the actions that result in these consequences. In particular, FGPs require greater assistance than non-FGPs in developing genuine connections with other members of the organization. Developing the abilities and behaviours necessary for relationship-building is essential to ensure FGPs are socialised successfully because forming relationships with other members of the organization is the most crucial component of a successful onboarding process [6].

2. Workplace Challenges for First-Generation Professionals

First-generation professionals (FGPs) possess a variety of interpersonal and behavioural strengths that can support their development and effectiveness in the workplace [7,8,9]. These strengths include optimism, determination, resilience, self-awareness, and the ability to take initiative. Such qualities can help individuals respond constructively to difficulties, remain focused on their objectives, and adjust to unfamiliar professional environments. Among these attributes, proactivity is particularly important. Employees who demonstrate a proactive personality tend to take responsibility for their own adjustment rather than passively waiting for others to provide assistance. They are more likely to seek information, request feedback, identify opportunities to learn, and establish relationships with colleagues. These actions can improve their understanding of organisational expectations and contribute to successful workplace socialisation [2]. However, possessing these desirable characteristics does not automatically ensure a smooth transition into professional employment. FGPs may still encounter obstacles because they often lack access to trusted mentors who understand the expectations of white-collar organisations. Such individuals can explain unwritten workplace rules, provide practical career advice, and demonstrate how professional relationships contribute to career advancement. Without this guidance, FGPs may struggle to understand the importance of networking and the methods required to establish useful professional connections. Their difficulties therefore reflect not only individual circumstances but also unequal access to the knowledge and support needed to navigate unfamiliar organisational environments [10].

Building relationships at work can be particularly difficult for FGPs for three main reasons. The first relates to financial limitations and competing time commitments. FGPs may have fewer resources and less flexibility than their non-FGP colleagues when participating in activities that encourage informal interaction. Workplace relationships often develop outside formal meetings through shared meals, social gatherings, celebrations, and other informal occasions. Although these activities may appear optional, they can help employees become familiar with one another and create opportunities for professional collaboration. However, participating in them may be costly or impractical for FGPs. For example, an employee with limited disposable income may decline an invitation to an expensive restaurant because the cost would place additional pressure on their personal budget. Similarly, an individual with substantial family responsibilities may be unable to attend an evening gathering or a weekend event. These circumstances can restrict opportunities to develop friendships and strengthen relationships with colleagues. Repeated absences may also mean that FGPs miss informal conversations in which employees exchange information about workplace practices, career opportunities, and organisational developments. Consequently, they may have fewer opportunities to establish connections that could support their professional growth. Their limited participation should not be interpreted as a lack of motivation. It may instead demonstrate the practical difficulties involved in balancing employment, financial responsibilities, and family commitments.

The second obstacle concerns the tension between personal authenticity and professional expectations. FGPs may feel that they need to modify aspects of their identity to gain acceptance within a workplace whose culture differs from their own. This process is commonly described as “code-switching.” It involves changing how one communicates, dresses, behaves, or expresses oneself according to the social environment. Personal identity develops through family relationships, community participation, cultural traditions, and individual experiences. It influences how people communicate, express their preferences, and interact with others in familiar surroundings. Professional identity, in contrast, is shaped by workplace expectations and observations of what colleagues and managers consider appropriate conduct. Employees learn to recognise the behaviours that are accepted, rewarded, or discouraged within their organisations. These expectations can influence their appearance, communication style, and approach to professional relationships.

Most individuals adjust their behaviour according to the situation. They may communicate differently with friends than with managers or adopt a more formal style during professional meetings. For FGPs, however, this adjustment may involve a more substantial and conscious effort. Their workplaces may operate according to social and cultural conventions that are unfamiliar to them and their families. They may therefore feel uncertain about which aspects of their personal identity are acceptable in professional settings. At the same time, they may be determined to succeed and concerned that appearing different could affect how colleagues evaluate their competence. This creates pressure to observe, interpret, and follow unfamiliar social expectations. Rather than interacting spontaneously, FGPs may devote considerable attention to monitoring their behaviour. Such self-monitoring can make ordinary conversations more demanding and reduce opportunities for relaxed, authentic interaction. It may also create a sense that professional acceptance depends on concealing certain personal characteristics.

Code-switching can be evident in several everyday workplace decisions. An FGP might choose a particular hairstyle for working days and adopt a different appearance outside the office. Another individual may replace clothing that reflects personal comfort or cultural preferences with formal shirts and trousers to match perceived professional standards. Some employees may ask colleagues to use an English name because their given name is considered difficult to pronounce. Others may avoid speaking their first language in the workplace or choose not to bring familiar food from home. These adjustments may seem relatively insignificant when examined separately. However, they can become burdensome when employees repeatedly feel that they must alter their self-presentation to fit in. The resulting pressure may weaken their confidence and make it difficult to establish relationships in which they feel genuinely accepted. It can also reinforce the belief that their personal backgrounds are incompatible with professional success. Therefore, organisations seeking to improve inclusion should recognise the effort involved in navigating different cultural expectations and create environments where employees can participate without feeling compelled to suppress important aspects of their identities.

The third challenge involves a lack of practical knowledge about establishing and maintaining professional relationships. Non-FGPs may enter employment with connections developed through family contacts, university activities, internships, or previous jobs. These relationships can introduce them to experienced professionals and provide access to advice, referrals, and career information. FGPs may have fewer such opportunities because their families and existing social networks may not include people familiar with professional employment. Consequently, they may begin their careers without a clear understanding of how networking operates or how relationships can be developed into sources of long-term support. This disadvantage is not necessarily related to their interpersonal abilities. Instead, it can result from limited exposure to professional environments before entering full-time employment.

Access to preparatory experiences may be restricted by financial pressures and family obligations. Workshops, voluntary activities, unpaid internships, and professional events can help students and graduates become familiar with workplace expectations. They also provide opportunities to meet potential mentors and develop relationships before beginning permanent employment. However, FGPs may be unable to participate because they need to earn money, support family members, or fulfil responsibilities at home. Unpaid opportunities can be especially difficult to accept when participation involves additional expenses or the loss of income from paid work. These constraints may reduce their exposure to professional networks and limit their understanding of how career-related relationships develop. As a result, FGPs can enter employment with fewer connections and less experience of networking than their non-FGP counterparts [11,12]. Employers should therefore avoid assuming that every newcomer already understands how to approach colleagues, identify potential mentors, or maintain useful professional contacts.

Differences in interests, experiences, and social backgrounds can create further difficulties. Employees often establish rapport by discussing shared educational experiences, hobbies, social activities, or career ambitions. FGPs may have fewer common reference points with colleagues whose backgrounds differ considerably from their own. This can make informal conversations harder to initiate and sustain. It may also leave FGPs uncertain about how to participate in social exchanges without appearing unfamiliar with established workplace customs. Although optimism, resilience, and determination can help them cope with these difficulties, such qualities cannot replace practical knowledge of relationship-building. Developing professional networks requires specific skills, including identifying suitable contacts, initiating conversations, communicating career interests, and maintaining relationships over time. These abilities are often acquired through observation, experience, and guidance. FGPs who have had fewer opportunities to develop them may need more structured support when entering professional employment.

The situation becomes more challenging when colleagues do not provide sufficient assistance. Co-workers may focus on immediate work responsibilities and assume that newcomers already know how to develop professional relationships. They may not recognise the additional barriers faced by employees who lack established professional connections or who must balance demanding personal responsibilities. Consequently, FGPs may receive help with assigned tasks but little guidance on building networks or accessing informal organisational knowledge. Research indicates that colleagues do not always provide the support FGPs require to overcome these difficulties (Olson, 2016). This suggests that organisations should not leave networking entirely to individual initiative or expect newcomers to learn every relevant practice independently. Managers and onboarding programmes can provide explicit instruction, introduce employees to useful contacts, and create accessible opportunities for interaction. Structured mentoring, inclusive team activities, and regular feedback can also help newcomers develop confidence in approaching colleagues. Such measures are especially valuable when they take place during normal working hours and do not impose additional financial burdens. By recognising the different starting points of new employees, organisations can make professional networking more accessible and help FGPs translate their existing strengths into successful workplace relationships.

3. How Organisations Can Help FGPs Overcome These Challenges

Organisations have good reason to invest in the professional development of first-generation professionals (FGPs). These employees bring valuable capabilities to the workplace, and appropriate support can help them contribute more effectively while advancing their careers. Establishing meaningful workplace relationships is an important part of this process. Strong professional connections provide access to information, guidance, collaboration, and career opportunities. However, FGPs may need additional assistance to develop these relationships because they often begin their careers with limited professional networks. Organisations can address this challenge through four complementary strategies. These involve active managerial support, structured mentoring, employee resource groups, and opportunities for collaboration across departments.

The first strategy is to make managers responsible for actively supporting the relationship-building efforts of FGPs. Managers can help newcomers establish connections with colleagues at similar levels, senior employees within their departments, and professionals working in other parts of the organisation. Their involvement can make workplace networking less intimidating and help FGPs understand how professional relationships develop. Managers should encourage employees to identify common interests with their colleagues and use these connections as a starting point for meaningful conversations. Simple interactions can be valuable. For example, employees can discuss shared interests before meetings, exchange experiences during breaks, or continue conversations after formal discussions have ended. Managers can also suggest suitable conversation starters that help FGPs initiate interactions and discover common ground without feeling uncomfortable.

Participation in workplace events provides another way to develop professional relationships. Managers should encourage FGPs to attend departmental lunches, informal social gatherings, learning sessions, holiday celebrations, and company picnics. These activities create opportunities for employees to interact outside their immediate work responsibilities. However, organisations must recognise the financial and personal constraints that FGPs may experience. Events scheduled after working hours can exclude employees who have family responsibilities or limited resources for additional social activities. Therefore, managers should arrange networking opportunities during regular working hours whenever possible. They should also invite FGPs to participate in organising these events. Planning activities together can increase interaction with colleagues and create opportunities for closer collaboration. Smaller planning groups may be particularly useful because they allow participants to communicate more freely and develop familiarity with one another. As FGPs expand their professional networks, managers can also explain organisational politics. This includes helping them understand informal alliances, relationships between influential employees, and the ways different individuals can affect decisions and career outcomes. Such knowledge can help FGPs navigate organisational structures more confidently.

The second strategy is to establish formal mentoring arrangements that connect FGPs with experienced professionals outside their immediate departments. Departmental managers can facilitate relationships within their own teams, but their influence may be limited when employees need to connect with colleagues elsewhere in the organisation. A mentor from another department can introduce an FGP to unfamiliar professional networks, explain wider organisational practices, and provide advice on career development. Mentors can also help employees identify opportunities that might otherwise remain outside their awareness. For these reasons, mentoring programmes should be accessible to employees at different organisational levels. Managers should actively encourage FGPs to participate rather than expecting them to seek mentors independently.

Careful mentor selection is important for these programmes to be effective. Pairings should be based on factors that support productive communication and mutual learning. For instance, organisations should consider shared professional interests, complementary expertise, and opportunities for meaningful interaction when matching mentors and mentees. Mentor-mentee pairings based solely on a shared racial background should be avoided while shared interests in determining suitable matches should be given due consideration [13,14]. These considerations can help organisations avoid assumptions that demographic similarity alone will produce an effective mentoring relationship. Instead, matching decisions should reflect the potential for trust, constructive guidance, and professional development. Mentoring relationships should also be reviewed periodically to ensure that both participants benefit from the arrangement.

An additional opportunity is to introduce reverse mentoring as these relationships mature. Traditional mentoring generally involves experienced professionals sharing their knowledge with less experienced employees. Reverse mentoring creates a more reciprocal relationship by allowing FGPs to contribute their own expertise and perspectives. They may offer insights into communication practices, workplace inclusion, or the difficulties encountered by employees who are new to professional environments. Reverse mentoring as an approach that enables individuals to learn from one another across differences in experience or position is also important [15]. This exchange can help mentors understand the needs of FGPs more clearly. It can also provide organisations with practical suggestions for improving recruitment, onboarding, and employee development. Recognising FGPs as contributors to organisational learning reinforces their professional value and ensures that mentoring is not treated as a one-directional transfer of knowledge.

The third strategy is to establish and adequately support employee resource groups (ERGs). These groups bring together employees who share particular experiences, interests, or workplace concerns. For FGPs, ERGs can provide an accessible setting in which members exchange advice, discuss common difficulties, and learn from one another’s experiences. Peer support can be especially valuable for employees who feel uncertain about approaching senior colleagues or navigating unfamiliar organisational expectations. Members can share practical suggestions for building professional relationships, communicating with managers, and responding to workplace challenges. Such exchanges can help FGPs recognise that others have faced similar difficulties and identify approaches that have worked for their peers. Research indicates that ERGs can provide targeted assistance and strengthen employees’ ability to manage workplace challenges [16,17].

For these groups to function effectively, organisations must provide practical and financial support. Employees may be less willing to establish or attend ERG activities if they must personally cover the costs of meetings or social events. Employers can address this problem by allocating budgets for refreshments, meeting materials, and subsidised group excursions. They should also permit employees to participate in ERG activities during working hours. This is particularly important for FGPs who may have limited flexibility outside work because of family commitments or other responsibilities. Providing dedicated time and resources signals that the organisation values these groups and considers their activities a legitimate part of employee development. ERGs can also serve as a valuable source of organisational feedback. Members may identify barriers that are not immediately apparent to senior leaders, such as inaccessible networking events or insufficient guidance during onboarding. Organisations can use these observations to improve existing policies and develop more effective support systems for future FGPs.

The fourth strategy is to create structured opportunities for FGPs to collaborate with colleagues outside their immediate departments. Cross-training initiatives and cross-functional teams are useful examples. These arrangements allow employees to learn about different organisational functions while working directly with people who possess varied skills and professional experiences. Through shared assignments, FGPs can develop relationships with colleagues they might rarely encounter in their usual roles. They can also gain a broader understanding of organisational operations and identify potential career pathways in other departments. Working towards common objectives provides a natural basis for building trust and demonstrating professional capabilities. These interactions may be particularly helpful for FGPs who lack established connections beyond their immediate teams.

Cross-departmental collaboration can also create opportunities for informal learning. Employees may observe different approaches to problem-solving, communication, and decision-making. They can exchange knowledge, seek advice, and become familiar with the expertise available across the organisation. Such exposure can strengthen their confidence when approaching unfamiliar colleagues and make their professional networks more diverse. Organisations should ensure that FGPs have fair access to cross-functional assignments, training opportunities, and collaborative projects [14]. Participation should not depend solely on existing relationships with managers or prior visibility within the organisation.

Taken together, these four strategies offer organisations a practical framework for supporting FGPs. Managers can facilitate everyday interactions, mentors can provide guidance and connections across departments, ERGs can create supportive peer networks, and cross-functional initiatives can broaden employees’ professional exposure. These approaches are most effective when they complement one another and are supported by sufficient organisational resources. By making relationship-building an explicit part of employee development, organisations can reduce the disadvantages associated with limited professional networks. They can also help FGPs develop the connections, knowledge, and confidence needed to contribute fully to the workplace.

4. What Universities Can Do to Help FGPs

Universities have an important role in preparing first-generation professionals (FGPs) for the expectations and demands of professional employment. Although academic qualifications provide essential subject knowledge, they do not always equip students with the practical experience, professional connections, and interpersonal skills needed to succeed in the workplace. FGPs may face additional challenges because they often have limited access to professional networks and less familiarity with workplace conventions. Universities can help address these differences by incorporating career preparation into the student experience. Four approaches are particularly valuable: expanding access to work experience, facilitating professional networking, making career coaching more accessible, and strengthening students’ self-efficacy.

The first strategy is to increase opportunities for students to gain practical work experience before graduation. Universities can collaborate with employers to provide internships, micro-internships, cooperative education placements, and other forms of workplace learning. These opportunities allow students to apply academic knowledge to real professional tasks and develop a clearer understanding of employer expectations. They can also help students identify their strengths, explore career interests, and recognise areas where further development is needed. Internships provide opportunities to practise communication, problem-solving, teamwork, and time management in professional settings. In addition, students can gain experience working with supervisors and colleagues, which may make the transition from university to employment less challenging. Research indicates that students who complete at least one internship during college are considerably more likely to secure employment in their chosen field and to do so soon after graduation. Therefore, universities should treat work experience as an important component of career preparation rather than an optional activity available only to students who can independently identify suitable opportunities.

However, simply offering internships may not be sufficient to ensure that FGPs benefit equally from these experiences. Financial pressures and family responsibilities can prevent some students from accepting unpaid placements or opportunities that require additional travel and living expenses. Universities should therefore work with employers to expand the availability of paid internships and placements with flexible arrangements. They can also provide financial assistance to students who face difficulties covering work-related expenses. Micro-internships may be especially useful because they offer shorter, project-based assignments that allow students to gain practical experience without committing to a lengthy placement. Cooperative education programmes can provide more sustained exposure to professional environments while connecting academic learning with workplace responsibilities. By making these opportunities accessible to students from different backgrounds, universities can help FGPs develop relevant experience and improve their readiness for employment.

The second strategy is to create structured opportunities for students to establish professional relationships before entering the workforce. Universities can organise networking programmes that connect FGPs with local business leaders, executives, alumni, and experienced professionals. These initiatives can include mentoring arrangements, professional panels, industry discussions, workplace visits, and job-shadowing opportunities. Such activities introduce students to people who can explain how organisations operate and what employers expect from new graduates. They also allow students to ask questions about career development, workplace culture, and professional conduct. Through regular interaction, students can become more comfortable communicating with experienced professionals and learn how to maintain relationships that may prove useful throughout their careers.

These programmes are particularly important for FGPs who may not have family members or personal contacts with experience in professional employment. Students from established professional networks can sometimes obtain career advice and introductions through existing relationships. FGPs may have fewer opportunities to access similar support. University-led networking initiatives can help compensate for this difference by providing a formal setting in which all students can meet professionals and develop connections. Mentoring programmes can offer continued guidance, while job shadowing allows students to observe workplace practices directly. Universities should also encourage employers and alumni to participate in these initiatives so that students can interact with professionals from different industries and occupational levels. Such exposure can broaden their understanding of career possibilities and help them develop the confidence needed to approach unfamiliar professional contacts.

The third strategy is to make career coaching a regular part of university education. Career services can provide valuable assistance with preparing résumés, writing applications, practising interviews, identifying suitable employers, and planning career progression. However, FGPs may be less likely than their non-FGP peers to use the resources available through their institutions [18]. This difference suggests that universities should not assume that students will independently recognise the value of career support or feel comfortable seeking it. Some may be unaware of the services available, while others may be uncertain about how to access them. Students who lack familiarity with professional recruitment practices may also underestimate the benefits of receiving guidance before applying for jobs.

Universities can address these barriers by integrating career coaching into degree programmes and requiring students to participate in relevant sessions. This approach ensures that career preparation reaches students who might otherwise overlook such resources. Coaching can help students identify their strengths, communicate their achievements, and explain how their academic experiences relate to employment requirements. Students can also receive feedback on their professional documents and practise responding to interview questions. In addition, career advisers can help them develop strategies for networking, approaching potential mentors, and following up with professional contacts. These activities can reduce uncertainty about the job search process and encourage students to take a more active role in their career development. To make coaching more effective, universities should provide accessible appointments, offer guidance at different stages of study, and ensure that advice reflects the varied circumstances of their students. Early engagement can help FGPs build professional confidence before they begin applying for graduate positions.

The fourth strategy is to strengthen the self-efficacy of FGPs. Self-efficacy refers to an individual’s belief in their ability to perform particular tasks or achieve specific objectives. These beliefs can influence how much effort people invest in learning, how they respond to setbacks, and whether they persist when tasks become difficult. Research suggests that self-efficacy is associated with learning effort and can contribute to stronger academic and task performance [19]. Students who believe they can improve their abilities may be more willing to attempt unfamiliar activities, seek feedback, and continue working towards their goals. By contrast, those who doubt their capabilities may avoid situations that could help them develop valuable skills. Strengthening self-efficacy can therefore support both academic achievement and preparation for professional responsibilities.

Self-efficacy also has an important interpersonal dimension. Students who lack confidence in their social abilities may experience greater stress when invited to participate in social activities or interact with unfamiliar people. They may worry about saying the wrong thing, appearing inexperienced, or failing to meet others’ expectations. Such concerns can discourage them from attending networking events, speaking during group discussions, or approaching professionals for advice. Research indicates that individuals with lower interpersonal self-efficacy experience greater stress when invited to social activities [20]. For FGPs, these difficulties can restrict opportunities to establish relationships and gain experience in professional interactions. Universities should therefore recognise that career preparation involves more than providing information about employment opportunities. It also requires helping students develop confidence in their ability to communicate and participate effectively.

One way to achieve this is through coursework that explicitly develops communication and interpersonal skills. Universities can include practical exercises in professional email writing, teamwork, meeting participation, public speaking, and presentations. Students can practise drafting clear and courteous messages, expressing their opinions constructively, and responding appropriately to feedback. Group assignments can help them learn to coordinate responsibilities, manage disagreements, and contribute to shared objectives. Simulated meetings can provide opportunities to practise asking questions and expressing ideas in a professional manner. Presentation exercises can help students organise information, speak clearly, and communicate their arguments with confidence. These activities should include constructive feedback so that students can identify their progress and understand which skills require further development.

Repeated practice in a supportive learning environment can make unfamiliar professional tasks feel more manageable. Students can gradually build confidence by completing increasingly demanding activities and learning from their mistakes. Universities should also help students understand that effective communication is a skill that develops through experience rather than an ability that some people naturally possess and others lack. This perspective may encourage FGPs to participate more actively in professional settings and approach new challenges with greater confidence. By combining practical instruction with opportunities for feedback and reflection, universities can prepare students to communicate effectively and establish productive workplace relationships.

Taken together, these four strategies can improve the transition from higher education to professional employment for FGPs. Work experience helps students develop practical knowledge, networking programmes provide access to professional contacts, career coaching supports informed job-search decisions, and self-efficacy development strengthens confidence in workplace interactions. Universities should implement these approaches in ways that account for differences in students’ financial resources, prior experiences, and access to professional guidance. By embedding career development into the educational experience, institutions can help FGPs enter the labour market with stronger practical skills, broader professional networks, and greater confidence in their ability to succeed.

5. Conclusion

First-generation professionals bring valuable qualities to the workplace. They are resilient, motivated, proactive, and eager to learn. They also offer fresh perspectives and creative approaches to problem-solving. However, these strengths do not guarantee a smooth transition into professional employment. FGPs often enter the workforce with limited professional networks and little guidance on unwritten workplace rules. This makes it harder for them to build the relationships that are central to successful socialisation.

This paper has identified three main barriers. The first is financial and time constraints, which can limit participation in informal social activities. The second is the pressure to code-switch, which can make authentic interaction more difficult. The third is a lack of practical knowledge about networking, often caused by limited exposure to professional environments before employment. These difficulties do not reflect a lack of ability or motivation. Instead, they reflect unequal access to knowledge, resources, and support.

Organisations and universities can both help reduce these barriers. Organisations can ask managers to actively support relationship-building, establish carefully matched mentoring programmes, fund employee resource groups, and offer cross-departmental collaboration. Reverse mentoring can also allow FGPs to share their own insights and contribute to organisational learning. Universities can expand access to paid and flexible work experience, connect students with alumni and professionals, embed career coaching in degree programmes, and strengthen students’ self-efficacy through practical communication training.

These measures work best when they complement one another. They should take place during working or study hours where possible and should not add financial pressure. Above all, institutions should not assume that every newcomer already knows how to build professional connections. By making relationship-building an explicit part of education and employee development, universities and organisations can help FGPs turn their strengths into lasting career success. This benefits not only FGPs but also the organisations that employ them.