Development Beyond Learning (DBL)’s partnership with a leading global investment management company won Gold this year at the Brandon Hall HCM Group Excellence Awards for ‘Best Results of a Learning Programme’.
The initiative – now in its fifth year – delivers an ambitious Early Careers Development Programme aimed at equipping their diverse graduate, apprentice and intern populations with the human skills to thrive and lead.
Read on to discover how DBL’s tailored curriculum design and a shared focus on global cohesion created innovative solutions which were executed in close collaboration; aligned with this employer’s strategic priorities; supported by a remarkable equitable budget split and an exceptional level of stakeholder engagement; all with award-winning results.
Operating across more than 14 global locations, this world-renowned organisation needed a development solution that could meet diverse learner needs while creating greater cohesion and collaboration across regions.
Distinct populations — graduates, apprentices and interns — brought different levels of education, experience and confidence. The company wanted to close this career-ready gap, support consistent development experiences across markets, and align early talent learning more closely with their global sustainable leadership priorities.
Together, we co-designed an 18-month blended learning journey focused on uniquely human, behavioural skills — from resilience and communication to adaptability, feedback and stakeholder management.
Key design principles included:
DBL’s innovative, research-driven design ensured every learning experience was practical, human-centred and aligned with the organisation’s core values.
The programme has delivered outstanding, measurable results year after year — including:
Feedback from participants speaks for itself:
“This programme didn’t just prepare us for our first role — it gave us tools for our entire career.” — Graduate participant
“Amazing sessions – engaging, fun and practical. Everything we learned is useful in both our professional and personal lives.” – Apprentice participant
This partnership demonstrates how human-skills learning can drive both individual and organisational success. By creating a consistent, inclusive and globally connected development experience DBL, together with this valued employer partner, has fostered stronger collaboration, higher engagement and measurable performance improvement.
The Gold Award from Brandon Hall Group recognises this programme’s excellence in both design and results – and its contribution to shaping the next generation of leaders in the investment management industry.
If you’d like to explore how DBL could help your organisation achieve similar results, get in touch with one of our experts — we’d love to hear from you.
If you’re planning your graduate learning and development programme, you’re likely juggling budget conversations, design decisions, and the ever-present question: How do we make this cohort even better than the last?
The difference between graduate programmes that drive genuine capability and retention versus those that simply tick a box often comes down to asking the right questions early. Not just about content or logistics, but about the human experience you’re creating and the real-world impact you’re designing for.
Here are five critical questions worth sitting with while you’re still in planning mode.
Your current cohort is gold. They’ve just lived your programme and are about to step into the next phase of their career with you. Yet so many organisations move straight into planning the next intake without systematically capturing what this cohort experienced.
What worked? What didn’t land? Which sessions do they still reference six months later, and which have they forgotten? What capability gaps remain as they transition out of the programme?
The insights from conversations, manager feedback, and honest graduate reflections should be shaping your 2026 design. If you’re not actively learning from those rolling off, you’re missing your most valuable intelligence.
It’s easy to default to “what we’ve always done” when planning graduate programme. But the workplace your 2026 intake is stepping into looks different to the one your 2024 cohort entered.The real question is: what are the human skills your graduates genuinely need to thrive in your environment?
These also shift over time. The new skills your graduates might need in their first 90 days, will look different to those after 12 months.
A graduate development programme should support graduates with skills that are relevant at the time of learning, increasing learning transfer on the job.
Here’s an uncomfortable truth: graduate programmes often fail not because of the graduates, but because their managers don’t know how to supervise, coach, or develop early talent effectively.
A simple example is this: You can design the most brilliant learning journey for your graduates, but if their manager doesn’t know what capabilities their graduate should be developing, what is actually in the learning and development programme, and the behaviours they should be able to see and hear from their graduate on the job, the impact diminishes. The managers should also know what they can do to help their graduate apply these skills on the job, and appreciate the vital role they play in supporting their graduate’s development.
The best graduate programmes think systemically. They support both the graduate and the manager to feel connected to the learning journey.
True learning doesn’t happen in training rooms or virtual sessions alone. It happens in the flow of work – in conversations, in challenging projects, in moments of reflection after things go well or poorly.
If your programme feels like a series of disconnected workshops where graduates absorb content but struggle to apply it, you’re missing the critical piece: learning transfer.
The question is whether you’re designing for sustainable behaviour change. Are you building in on-the-job practice? Reflection mechanisms? Manager involvement in reinforcing what’s been learned? Does your programme create a genuine development journey, or just a calendar of events?
Most programmes lock in a 12-month plan and hope for the best. But graduate needs emerge throughout the year. Business priorities shift. Engagement can drop. Feedback might reveal something isn’t landing.
The programmes that truly excel have built-in flexibility and early warning systems. They use pulse checks, real-time feedback, and continuous dialogue to understand what’s working. They’re designed to evolve, not just execute.
It’s worth asking: if something isn’t working three months in, what’s your process for adapting? How will you know early enough to adjust? And who’s supporting you through those pivots?
These aren’t always comfortable questions. They require honest conversations, genuine curiosity, and sometimes a willingness to challenge how things have always been done.
But if you’re asking them now – while you’re still planning, while there’s time to design differently – you’re already ahead.
Because the ultimate benefit of getting this right isn’t just a successful programme, it’s a confident, effective, and engaged workforce. Graduates who don’t just survive their first year but thrive. Future leaders who are genuinely prepared for what’s ahead.
That’s what great graduate programmes create. And it starts with asking better questions.
We support graduate employers all over the world to get these questions right. If you would like to talk more, please get in touch!
The world of work is being reshaped by Artificial Intelligence (AI). From automating routine tasks to assisting in complex problem-solving, AI tools are becoming increasingly common. As a part of our daily work, simply knowing how to use AIit isn’t enough. We need to cultivate an ‘AI Mindset’ – a way of thinking and working that allows us to effectively collaborate with AI, leverage its power, and navigate its challenges ethically. For organisations, this means strategically investing in the uniquely human skills that make AI truly valuable.
Artificial Intelligence, particularly Generative AI (Gen AI) which can create new content, is transforming how we work. It promises enhanced efficiency, boosts creativity, and enables deeper analysis of data. However, as AI takes on more tasks, the skills needed in the workforce are shifting. It’s predicted that a significant portion of existing job skills will be disrupted by AI and automation in the coming years, making continuous learning and adaptability vital (DBL, 2025).
For organisations, the challenge isn’t just adopting AI technology, but ensuring their people have the skills to work alongside it effectively. Graduate programmes, for instance, must now equip new hires not only with technical knowledge but also with the human skills that AI cannot replicate. Without these skills, the potential of AI can’t be fully realised, and organisations risk facing new challenges.
This is why building an AI Mindset is crucial. It’s about fostering a workforce that can collaborate with AI, understand its outputs, and apply human judgment and creativity to achieve better outcomes.
An AI mindset is a combination of understanding AI’s capabilities and limitations and possessing the human skills to interact with it effectively and ethically. It’s about seeing AI not as a replacement, but as a powerful tool and collaborator.
At its core, an AI mindset involves:
Organisations looking to thrive in the AI era must invest in developing the human skills that underpin a strong AI mindset. It’s not enough to provide access to AI tools; employees need the capabilities to use them wisely and collaboratively. This is particularly important for early career professionals who are entering a world already significantly influenced by AI, as noted in the ISE Development Survey 2025.
Two key areas where human skills are essential for successful AI integration are collaboration and the ability to translate between machine and human insights.
AI can be a powerful collaborator, but it doesn’t replace the need for human teamwork. In fact, effective collaboration becomes even more important. Individuals and teams need to learn how to integrate AI into their workflows in a way that enhances, rather than hinders, collaboration.
One potential pitfall is the “Solo Trap” – the tendency to use AI in isolation, reducing interpersonal communication and knowledge sharing within teams. Organisations need to encourage a culture where using AI is a shared process. Sharing experiences with different AI tools and techniques and brainstorming together on how AI can solve team challenges, can promote effective AI use across the board.
Collaboration also extends to working with the AI itself. Treating AI as a dialogue partner, refining prompts, and iterating on responses is a form of collaboration that requires human flexibility and clear communication.
AI can analyse vast amounts of data and identify patterns or generate content at speed. However, these outputs often need human interpretation and translation to be truly useful to other people. This ‘translation’ skill involves understanding what the AI has produced, applying contextual awareness and judgment, and then communicating those insights clearly and persuasively to human colleagues or stakeholders.
Consider this hypothetical scenario:
Imagine a junior analyst, asked to quickly produce a sales performance report, uses an AI tool. The AI rapidly generates figures and summaries. However, the analyst notices some inconsistencies when comparing the AI’s output to company records.
This scenario highlights that AI can quickly produce information, but human oversight and the ability to interpret, verify, and communicate about that information are irreplaceable.
Another scenario illustrates the importance of human judgment in customer interactions:
A customer service team starts using an AI chatbot to draft responses to customer emails to improve efficiency. A team member notices that while the AI is fast, some replies sound robotic and don’t fully address the customers’ underlying concerns or emotional tone. Their manager, focused on speed, instructs the team to use the AI responses without edits.
These case studies, though hypothetical, demonstrate that investing in human skills like critical thinking, communication, collaboration, and ethical judgment is not a secondary concern but a fundamental requirement for organisations to successfully integrate AI.
Building an AI Mindset: Actions for Individuals and Organisations
Cultivating an AI mindset is a shared effort. Both you and your organisation have a role to play.
The integration of AI into the workplace is not just a technological shift; it’s a human one. Building an AI mindset is essential for individuals to thrive and for organisations to succeed. This requires a deliberate investment in the uniquely human skills that allow us to collaborate effectively with AI, interpret its insights, and apply our judgment ethically. By focusing on developing critical thinking, communication, collaboration, and ethical awareness alongside AI literacy, organisations can empower their workforce to harness the full potential of AI while maintaining the vital human element that drives innovation and builds meaningful connections.
Organisations that prioritise overcommunication with their Gen Z workforce foster stronger connections, higher engagement and reduced workplace stress and anxiety, according to key insights from a recent webinar hosted by Development Beyond Learning, a leading international Learning & Development specialist.
The discussion featured Josh Mackenkie, founder of DBL, alongside three Gen Z thought leaders Victor Sonaya, Patrick Quinton Smith and Hanna Maclachlan. Together they explored why Gen Z employees feel disconnected in the workplace.
“The consensus on overcommunication was unanimous. It doesn’t mean bombarding employees with messages though, it means ensuring clarity, openness and communicating with context,” reflected Josh Mackenzie, Founder of Development Beyond Learning.
Mental Health UK (2025) research reveals that 44% of 18- to 24-year-olds report feeling isolated at work. “Proactively sharing expectations, context as well as unwritten workplace norms, we can create a sense of belonging for their youngest employees,” added Mackenzie.
The discussion identified essential strategies to help companies build a more connected and productive Gen Z workforce:
A study from the London School of Economics underscores the impact of age-inclusive workplace practices, revealing that 87% of employees in such environments report high productivity, compared to just 58% in organisations without these practices.
“Gen Z employees expect transparency. They are used to finding answers instantly and if they feel information is being withheld, it creates frustration and disconnect. When organisations overcommunicate, starting with the ‘why’, Gen Z employees are more likely to trust leadership and engage,” said Patrick Quinton Smith during the discussion.
Another challenge organisations face is the “expectation-reality gap experienced by new Gen Z hires”, explained Victor Sonaya. Without clear communication, young employees may build unrealistic perceptions of their roles, leading to disappointment and disengagement upon entering the workforce.
And finally, Hanna Maclachlan, Subsea7 early talent specialist added: “By embedding structured communication strategies into graduate and internship programs, organisations can provide a smoother transition and stronger alignment with workplace culture.”
As businesses continue to adapt to a multigenerational workforce, prioritising clarity, transparency, and contextual communication will be critical to improving engagement, reducing stress, and ultimately boosting performance now that Gen Z are making up a third of the workforce.
For further insights from the webinar or the full recording, please visit Development Beyond Learning.
Lucie Ager | Rose Media Group |Tel: 01444 241341 | 07443 568 466 | lucie@rosemediagroup.co.uk
As a manager, how confident do you feel in supporting neurodivergent employees? Do you have the knowledge and tools needed to create an inclusive and productive environment? Many managers want to help but may not know where to start. This guide will provide practical steps to ensure you can support your neurodivergent team members effectively.
Neurodivergent people make up a significant proportion of the workforce, with estimates suggesting that around 15-20% of people are neurodivergent. This includes conditions such as ADHD, autism, dyslexia, dyspraxia, and more. As organisations strive for inclusivity, it’s essential for managers to develop the skills and awareness needed to support neurodivergent employees effectively.
Without the right support, neurodivergent individuals can face barriers that hinder their ability to thrive at work. These may include challenges with communication, sensory sensitivities, executive function difficulties, or workplace structures that are not designed with neurodivergence in mind. However, with the right adjustments, these employees can bring immense value, offering unique problem-solving skills, creativity, and innovative thinking.
The first step is to build your awareness. Let’s start with a glossary of common terms.
This isn’t an exhaustive list, here are some websites where you can find out more:
Neurodiversity Week: Resources for Organisations
British Dyslexia Association (BDA)
HFT: Resources and Guidance – Learning Difficulties
ADHD Aware: ADHD and other Neurodivergent Conditions
You don’t have to become an expert, but some general knowledge really goes a long way to helping your approach to make others feel supportive.
Imagine your brain is like a high-speed computer with multiple tabs open at once. It’s always on, always buzzing, and always multitasking. For me, living with ADHD and dyslexia, this is what every day feels like. It’s like having a constant companion – a voice, a tune, and a cacophony of background noise that never stops.
The voice is my least favourite part. It’s that nagging, self-deprecating whisper that tells me I’m not good enough, that I’m failing, the voice of all my childhood teachers, my parents. It’s the first to chime in when things go wrong, and it never misses an opportunity to remind me of my shortcomings. The tune is stuck on repeat. One catchy section plays over and over, but I can never seem to get to the next part. It’s frustrating, distracting and I don’t even like the song anymore.
And then there are the noises. Every sound around me is amplified. The hum of the air conditioner, the chatter of colleagues, the rustle of papers – it’s all competing for my attention. It’s like trying to focus on a single conversation in a crowded cafe.
Now, imagine being in a meeting and someone asks you a question you know the answer to. Sounds simple, right? But for me, it’s like trying to find a specific book in a library without a catalogue system. I know it’s there, but it takes a while to locate. The delay in responding makes me feel self-conscious, and that voice in my head starts to get louder, telling me I’m slow, that I’m not good enough.
And just when I think things can’t get any worse, I remember I forgot to put on deodorant that morning. It’s like my brain has decided to play a cruel joke on me. The distraction is instant, and my focus is gone.
My manager asks if I’ve read that article we received this morning and what my thoughts are. Panic mode activates. I know I read it, but where are my notes? And what was my conclusion again? I’m too slow to read it now, and even if I could, the words would just jumble together on the page. It’s like trying to drink from a firehose. Paralysed by the weight of this simple question. Why won’t my brain just cooperate for once?
This is just one side of what it’s like to live with ADHD and dyslexia at work, I haven’t even gone into the burnout and heaviness of a low dopamine day. It’s not just about being a bit disorganised or needing extra time to read something. It’s about navigating a world that’s not designed for brains like mine. It’s about constantly fighting to stay focused, to silence that voice, and to find my place in a system that often feels like it’s stacked against me.
So, next time you see someone struggling to keep up or needing a bit more time to respond, remember that it might not be because they’re not trying hard enough. It might just be that their brain is working differently, and that’s okay. We all need a little understanding and accommodation sometimes.
Australia’s rising stars are being awarded a programme to accelerate their workplace success.
As part of its commitment to empowering the next generation as well as social responsibility and building stronger communities, early talent development leader, Development Beyond Learning (DBL), has given DBL elevate to all winners of the prestigious GradConnection Top100 Future Leaders Awards.
Today’s graduates face significant workplace integration challenges. Employers demand certain human skills, which are in decline amongst the younger generation and addressing this with a targeted programme will be crucial to their career success.
“Young people are the foundation of our company’s mission,” says Pete Humphreys, CEO of DBL. “We wanted to offer these exceptional 100 winners something truly transformative that addresses the real challenges they face when transitioning from education to employment.
By fast-tracking their resilience, communication and leadership development, the winners will enter employment equipped with adaptability capabilities that set them apart in today’s competitive job market.
Employers recognise that there are barriers during the transition between classroom and the workplace which can hinder career progression and overall success, but a few have implemented comprehensive solutions.
“We believe that our targeted initiative will deliver meaningful benefits for both the individual and their future employer,” explains Pete.
More information about the Career Jump-Start programme and other DBL elevate programmes can be found here: https://developmentbeyondlearning.com/dblelevate/
Media contact:
Lucie Ager | Rose Media Group |Tel: 01444 241341 | 07443 568 466 | lucie@rosemediagroup.co.uk
Workplace culture operates on a set of unspoken expectations that many early career professionals struggle to interpret. Despite strong technical foundations from their university education, graduates often find themselves navigating unfamiliar social terrain in professional environments.
The success of early career talent hinges as much on their ability to decode workplace culture as it does on their professional capabilities. For employers investing in graduate talent, this presents a significant but solvable challenge.
Today’s graduates enter the workforce with different communication styles, work preferences, and expectations than their predecessors. What experienced professionals consider “common sense” workplace conduct often isn’t common knowledge for Gen Z talent.
Typical workplace scenarios illustrate this cultural gap:
These scenarios don’t reflect a lack of capability or commitment but rather a gap in decoding the unspoken norms that govern professional environments.
When early career professionals struggle to navigate workplace culture, organisations face measurable consequences:
These impacts compound over time, affecting both organisational performance and talent retention. However, they can be addressed through intentional cultural integration strategies.
Progressive organisations recognise that responsibility for bridging this gap falls not on graduates but on employers. While technical and professional skill development remains crucial, forward-thinking organisations are now incorporating explicit training to help graduates decode workplace norms and expectations. This integrated approach acknowledges that success requires both capability and cultural understanding.
Traditionally, graduates have been expected to figure out workplace culture on their own, learning through observation and sometimes mistakes. This sink-or-swim approach has proven ineffective, particularly disadvantaging those without prior exposure to professional environments and creating unnecessary barriers to success.
Successful workplace navigation development focuses on several critical domains:
Importantly, this training isn’t about conformity – it’s about providing contextual intelligence that empowers early career professionals to make informed choices about how they engage with workplace systems.
Organisations seeing the greatest success in this area implement a three-pronged approach:
The most effective programs avoid presenting workplace norms as rigid rules but rather as contextual systems that can be decoded, navigated, and occasionally challenged when appropriate.
While improved retention is a clear benefit of cultural decoding training, there are additional indicators:
These indicators demonstrate that cultural navigation competency isn’t merely about keeping graduates comfortable – it directly impacts business outcomes.
As competition for top talent intensifies, organisations can no longer afford to leave workplace navigation to chance. By explicitly addressing the unwritten curriculum of professional life, employers not only improve experiences but also accelerate the contribution timeline of their early career talent pipeline.
The most successful organisations view decoding workplace culture not as remedial training but as strategic enablement – giving their newest talent the contextual intelligence they need to apply their technical skills effectively within complex organisational systems.
This investment pays dividends through improved retention, accelerated contribution, and the development of a more adaptable, culturally intelligent workforce prepared to navigate the complex demands of the modern business environment.
This article was contributed by Development Beyond Learning (DBL), an organisation specialising in early career development programs for Australian and global organisations. www.developmentbeyondlearning.com