First Steps in the Workplace: Why Do Some New Graduates Grow Quickly While Others Advance Gradually?

Abstract

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.

Plain Language Summary

How New Graduates Grow at Work: Understanding Why Some Develop Faster Than Others

Starting a first job is an important step in life, but new employees do not all grow at the same pace. Some quickly learn how to manage tasks and take initiative, while others progress more slowly and need more time and support. This study looked at how newly graduated employees, with no prior full-time work experience, developed during their first nine months at a Japanese company. A total of 89 employees completed monthly reports with 25 questions about their work progress and experiences. Based on their answers, we grouped them into two levels. Level 2 employees were able to handle routine tasks by following procedures but had limited independence. Level 3 employees began to manage tasks more independently, take on new challenges, and only needed occasional guidance from supervisors. We compared the growth patterns of employees who reached Level 2 and those who reached Level 3 within nine months. The results showed that faster growth depended on three main factors: - Building strong basic business skills, such as accuracy and meeting deadlines. - Receiving effective support from supervisors, including feedback and explanations. - Staying motivated by setting challenges and finding enjoyment in work. These findings show that growth in the first year at work is shaped not only by skills, but also by the support system and the motivational environment. For organizations, the results suggest that structured feedback, goal setting, and opportunities for reflection can help new employees adapt and thrive. While this study focused on one company in Japan, the lessons may be useful for supporting new graduates in other industries and cultural contexts, including hybrid and remote work settings.

Introduction

This research examines how newly graduated employees—individuals entering the workforce for the first time with no prior full-time work experience—develop as professionals during their initial year of employment. The purpose of this study is to make the growth process visible, so that organizations can provide more appropriate support and help employees foster their own development. In particular, we compare employees who show rapid workplace growth with those who progress more gradually, analyzing their monthly reflections to identify the critical factors that shape early career development. We focused on two developmental stages: Level 2 (Elementary Apprenticeship), where employees can carry out routine tasks by following established procedures but still demonstrate limited autonomy, and Level 3 (Intermediate Apprenticeship), where employees begin to manage tasks more independently, take initiative in challenging new assignments, and require only occasional guidance from supervisors.

As newly graduated employees start their careers, they typically learn through experience and interactions with their superiors, peers, senior colleagues, customers, and others (Billett, 2011; Eraut, 2004). In other words, new employees develop their job-related knowledge, skills, attitudes, and sense of responsibility as professionals through experiential learning (Kolb, 1984) and apprenticeship (Fuller & Unwin, 2013). However, high turnover rates and the onset of illness have been reported as critical problems resulting from maladaptation in the workplace (Hom et al., 2017). As reported in the Ministry of Health, Labor, and Welfare of Japan’s publication (MHLW, 2020), “Turnover status of new graduates (Status of graduates in March 2017),” the 3-year turnover rate for new employees in Japan is notably high, with college graduates at 32.8% and high school graduates at 39.5%.

To address these challenges, this study draws on Kolb’s (1984) experiential learning theory, which views learning as a dynamic cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. This approach emphasizes the importance of hands-on learning and reflective practices, which are vital for new employees transitioning into professional roles. In addition to experiential learning, Matsuo’s (2015) experiential learning facilitation framework informs our approach by incorporating key elements such as goal orientation, developmental networks, and enjoyment in work. These components encourage new employees to engage in reflective practices and foster intrinsic motivation, a critical factor in long-term career success. Finally, we employ the competency-based model validated by Goda and Sudo (2022), which offers a structured method for assessing and supporting the progressive development of new employees across distinct competency levels. This model allows us to systematically track growth trajectories, providing both measurable outcomes and developmental guidance at each stage of the new employee’s career.

New employees develop at different speeds; some reach a higher level toward the end of apprenticeship and in their first year, while others stagnate at the beginning level. This stagnation period tends to lead to problems, such as high employee turnover or illness. In order to support appropriate adaptation and development in the workplace, this research observed how newly graduated employees developed in the workplace over 9 months. One of the goals was to suggest various ways in which employers can support employees’ self-development. Investigating the differences between rapidly developing employees and those who grow more slowly can provide insight into the feedback needed to improve the progress of employees experiencing slower growth. By combining these frameworks, this study contributes to the existing literature by offering an integrated approach to early career development that aligns theoretical principles with practical applications. This feedback may reduce the stagnation period of slowly-developing employees and consequently decrease turnover and sickness rates for this group, ultimately providing insights into more effective support mechanisms for fostering resilience, skill acquisition, and employee retention in diverse organizational settings.

Related Literature and Theoretical Framework

Newly Graduated Employee Development in the Workplace and Situations in Japan

The significance of training and support for new employees has long been recognized. Louis et al. (1983) found that 64% of organizations offered orientation programs for new employees, while Zenke (1982) reported that about 70% did so. Studies on the content and instructional design of these programs have demonstrated the importance of a structured approach to new employee integration (Acevedo & Yancey, 2011; Campuzano, 2022; McWhirt, 2023; Wanous & Reichers, 2000). Despite sustained interest in this field, there is limited research specifically on the development of newly hired graduates, largely due to challenges in accessing or observing enough new employees to fully understand their developmental trajectories. In Japan, as Mestre et al. (1997) noted, the unique hiring cycle—where major companies hire new graduates en masse in April—presents an opportunity for comprehensive study of early career development. A 2019 survey by Japan’s Ministry of Education, Culture, Sports, Science, and Technology (MEXT) reported a 97.6% employment rate for university graduates, underscoring the significance of workplace learning in a Japanese context. This hiring approach makes Japanese companies ideal for studying how new employees develop social and business skills as they transition into professional roles.

Holton’s (1996) framework for new employee development outlines essential processes for advancing new employees to desired performance levels, with the dual goals of improving performance and reducing turnover. Despite this structured approach, Japan’s 3-year turnover rate remains high, indicating a need for better training and support to retain new employees. As part of this research, the developmental support for new hires is analyzed, providing a foundation for organizations to foster successful early career transitions. Holton’s (1996) New Employee Learning Taxonomy offers a means to organize learning across individual, interpersonal, organizational, and task-related domains; however, this framework lacks specific metrics to track growth in new employees’ performance over time. To address this, Holton and Naquin (2004) broader development metrics were later adapted, measuring outcomes such as quality of development and human capital impact, though these are often applied across an organization rather than exclusively for new employees. This study emphasizes the development of new employees, applying validated metrics specific to new graduates within the Japanese context.

Skill-Based Training and the Job Demands-Resources (JD-R) Model

In recent years, the job demands-resources (JD-R) model has gained prominence for explaining how workplace resources influence employee engagement and adaptation, particularly among new employees. The JD-R model differentiates between job demands (aspects that require effort and may lead to stress) and job resources (elements that help employees cope with demands and achieve goals; Bakker & Demerouti, 2007). Applying this model to new employees highlights the importance of supportive resources—such as autonomy, feedback, and social support—in promoting motivation and self-efficacy, which are pivotal for professional growth and long-term success. Recent studies such as Faiz Rasool et al. (2024) have demonstrated how personal resources, including proactive personality and professional identity, enhance self-efficacy, thus positively influencing engagement. These findings indicate that high self-efficacy enables new employees to actively engage in their roles, learn from challenges, and view setbacks as growth opportunities. Consequently, JD-R research suggests that providing structured feedback and a supportive work environment can significantly impact new employees’ adaptation and growth, making it an essential consideration for developing effective workplace learning programs.

Career Construction Theory and Individual Growth Trajectories

Recognizing the need for adaptability in the modern, multicultural workplace, career construction theory offers an important lens for understanding early career development. Savickas (2013) conceptualized this theory to highlight career growth as a blend of personal development and social influences. Through this framework, individual employees are seen as active agents in constructing their careers, making sense of their roles and developing competencies within organizational structures. By focusing on the 9-month period following entry into the workforce, this research underscores how early career trajectories unfold within structured, supportive environments, emphasizing that individual development must align with organizational objectives to achieve meaningful growth.

Learning Opportunities for New Employees

Workplace learning opportunities are essential for new employees’ adaptation and career growth, with formal orientation programs and on-the-job training (OJT) serving as foundational elements. Earlier studies emphasized the importance of workplace resources in fostering employee growth, specifically highlighting the role of feedback and social support networks as crucial for both personal and professional adaptation (Acevedo & Yancey, 2011; Bennett & Grant, 2016). These resources provide new employees with the support necessary to manage job demands, develop essential skills, and integrate effectively into the workplace environment.

In recent years, the job demands-resources (JD-R) model has gained prominence for explaining how workplace resources influence employee engagement and adaptation, particularly among new employees. The JD-R model differentiates between job demands (aspects that require effort and may lead to stress) and job resources (elements that help employees cope with demands and achieve goals; Bakker & Demerouti, 2007). Applying this model to new employees highlights the importance of supportive resources—such as autonomy, feedback, and social support—in promoting motivation and self-efficacy, which are pivotal for professional growth and long-term success.

Furthermore, studies such as Faiz Rasool et al. (2024) have illustrated how the JD-R framework applies in a practical setting, demonstrating that personal resources like proactive personality and professional identity can enhance self-efficacy, thus positively influencing engagement. These findings indicate that high self-efficacy enables new employees to actively engage in their roles, learn from challenges, and view setbacks as growth opportunities. Consequently, JD-R research suggests that providing structured feedback and a supportive work environment can significantly impact new employees’ adaptation and growth, making it an essential consideration for developing effective workplace learning programs.

Experiential Learning

Beyond formal programs, learning for new employees extends to informal contexts, such as OJT and peer learning. Kolb’s (1984) experiential learning theory, which defines learning as a four-phase process—concrete experience, reflective observation, abstract conceptualization, and active experimentation—provides a valuable framework for examining this development. Experiential learning, as seen in our study, is pivotal in integrating practical work experiences with reflection and conceptualization, essential for early career growth. Matsuo’s (2015) experiential learning facilitation framework, incorporating goal orientation, developmental networks, and enjoyment, was applied to the development of this study’s measurement tool. This framework emphasizes the importance of challenging tasks (stretching), reflection, and engagement, which aid new employees in finding meaning and enjoyment in their work. Experiential learning has also been widely applied in professional education (Beard & Wilson, 2013; Yardley et al., 2012).

Theoretical Framework Related to Early Career Growth

This study draws on multiple theoretical perspectives to frame the growth of newly graduated employees. Kolb’s (1984) experiential learning theory provides a foundational lens for understanding how employees develop knowledge, skills, and attitudes through cycles of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The monthly reflection reports were designed to capture each of these phases by prompting employees to describe their work experiences, reflect on successes and challenges, relate lessons to general principles, and plan how to apply them in subsequent tasks. In this way, Kolb’s model directly informed both the construction of the instrument and the interpretation of developmental trajectories over time.

Matsuo’s (2014, 2015) experiential learning facilitation framework further emphasizes the role of stretching (challenging goals), critical reflection, and enjoyment in accelerating professional growth. These dimensions were incorporated into the questionnaire items, allowing us to track how employees set goals, engaged in deliberate reflection, and experienced intrinsic enjoyment in their learning process. The framework also guided our analysis of why some employees progressed more rapidly than others, particularly regarding the consistency of challenge and enjoyment levels.

In addition, The model developed by Goda and Sudo (2022) was designed in accordance with the competency development framework established by the International Board of Standards for Training, Performance, and Instruction (IBSTPI; Richey et al., 2001), which provided a structured foundation for this study. This model defines specific competencies for each level of new employee development, ensuring that growth can be tracked systematically from beginning apprenticeship to advanced competency. Our five-level developmental model builds on this approach by linking concrete behavioral indicators to theoretical constructs, thereby enabling a measurable and theory-driven evaluation of new employees’ growth.

The integration of experiential learning and competency-based frameworks underscores the essential role of interpersonal interactions, such as supervisor feedback, in fostering employee development. Research by Hewett et al. (2019) demonstrates that behavioral, cognitive, and emotional engagement—facilitated by quality interpersonal interactions—enhances learning experiences. Similarly, Dennis et al. (2018) emphasize that timely and constructive feedback has positive psychological effects, motivating employees to develop skills with greater confidence and sustainability. Together, these theoretical perspectives provide a robust foundation for analyzing growth trajectories and for designing practical interventions to support early career development.

Five-Level Development Model for New Graduate Employees

Goda and Sudo (2022) established and verified a five-level development model specifically tailored to new employees. This model, validated through empirical observation, delineates levels from beginning apprenticeship to completion, each marked by specific performance criteria. The model was chosen for this research due to its validation within Japanese companies, its focus on new graduates, and its clear indicators for assessing progress at each stage. The model was employed as a measure of growth stages to identify differences in the first-year growth trajectories of new graduate hires, particularly distinguishing between those who grow quickly and those who progress more slowly. Table 1 summarizes the five-level model, and since Level 5 is rarely achieved within the first year, this research focuses on Levels 1 to 4.

Table 1.

Five Levels of New Employees’ Growth (Goda & Sudo, 2022).

Level	Apprenticeship level	Work type	Description
5	End of apprenticeship	Patterned work	S/he is aware of the goals and objectives of the team and follows up and supports the work of both the person in charge and his or her coworkers. If his or her team members have the necessary information, s/he is willing to share or act in a contributing manner. S/he is aware of the team’s results and aims to independently raise the level of the results of both priority and non-priority tasks.
4	Advanced apprenticeship		Routine work is carried out competently on one’s own, and other work is completed in cooperation with coworkers, taking into account how this work may impact priority tasks. To expand the scope of his/her capacity, s/he is willing to take on new work, increase work knowledge, and imitate the ways in which his or her colleagues and seniors’ complete tasks.
3	Intermediate apprenticeship	Manualized work	S/he grasps tips and advice for skillfully carrying out routine work, proceeds with a certain expected business outlook, and is willing to take on challenging new tasks on his/her own. S/he still requires guidance and support from leaders during certain tasks. However, s/he is capable of self-management and reports and communicates in a timely manner when his/her work is disrupted.
2	Elementary apprenticeship		S/he understands the instructions for routine work and works according to the determined procedure. Although s/he is aware of deadlines and attempts not to inconvenience the other staff, s/he may delay his/her reports to senior staff members until right before a task is due.
1	Beginning apprenticeship		When trying to understand and implement instructions for routine work, the work may not go as planned or follow the established procedure. S/he only partially understands the given instructions and relies on his/her own interpretation to follow a procedure. There are scenarios in which errors in recognition lead to mistakes and delays.

Methodology

This research employed a mixture of quantitative and qualitative approaches to analyze the development of newly graduated employees. Monthly reports on employee reflections were collected from July 2019 to March 2020 to gather data on the progression of skills and attitudes. These reports, which served both as a tool for self-reflection and as a basis for consultations with trainers, allowed for a comprehensive view of each employee’s growth trajectory.

The study’s methodology is grounded in the theoretical frameworks of Kolb’s (1984) experiential learning theory, Matsuo’s (2015) experiential learning facilitation framework, and the competency-based model by Goda and Sudo (2022). Kolb’s learning theory, with its cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation, informed the creation of survey items that assess hands-on experiences, task reflection, and the application of newly acquired knowledge. This alignment enabled us to measure how employees processed and internalized workplace experiences in real-time.

Matsuo’s framework, which emphasizes goal setting, effective feedback, and enjoyment, was utilized to capture the motivational and reflective aspects of employee development. Items assessing responses to challenges, feedback reception, and engagement in work were included to gauge how intrinsic motivation and reflective practices contribute to employee growth.

Finally, the competency-based model by Goda and Sudo (2022) provided the criteria for assessing growth across distinct competency levels. Structured benchmarks for procedural skills, task management, and interpersonal competencies allowed us to systematically track each employee’s development, distinguishing between rapid and gradual growth.

By integrating these theoretical frameworks into the data collection and analysis process, this study ensures a robust, empirically grounded approach to understanding the factors influencing early career growth in new employees.

Participants Selection

Participants in this study were selected from a specific cohort of newly graduated employees in the travel industry who had recently joined a leading company and were engaged in a standardized onboarding and training program. The selection criteria focused on employees in their first year, undergoing structured development in foundational business skills, such as workplace procedures, customer service, and communication with supervisors. This cohort was chosen to align with the study’s objective of examining early career growth processes rather than industry-specific skills. Consequently, a formal random sampling method was not applied. Instead, purposive sampling was adopted to allow for close longitudinal tracking of a specific cohort undergoing the same standardized onboarding and training program. This approach ensured consistency in developmental conditions across participants and enabled detailed analysis of growth trajectories. However, because the sample was not randomly selected, the findings may not fully represent the broader population of newly graduated employees, and caution should be exercised when generalizing the results.

Participants

A total of 123 new employees who graduated from college or university in March 2019 and were working at a leading travel company in Japan participated. The gender distribution was 57 males (46%) and 66 females (54%). The age range was 22 to 25 years. Although these participants were employees of a travel company, they were in the early stages of their professional careers, primarily engaged in tasks that focused on learning the basics of workplace operations rather than travel industry-specific roles. Their responsibilities included understanding workplace procedures, learning effective customer service techniques, and practicing professional communication with supervisors and colleagues. This period of employment provided them with foundational skills necessary for functioning as members of a business organization. The reports collected during this period were used to assess each employee’s development in work knowledge and skills. For the data analyses, the monthly reports of 47 and 42 employees who had achieved Levels 2 or 3 in March, respectively, were utilized.

Instruments

The monthly report for the new employees included 25 questions; answers were required for all but one, which was optional (see Appendix 1). The questions were designed to examine employees’ growth and to allow the assignment of a level from 1 to 4 (see Table 1). These levels express the salient characteristics that employees experience while they develop their business knowledge and skills. Level 1 refers to a beginning apprenticeship in which an employee uses trial and error to handle the assigned routine work. Level 4 pertains to an advanced apprenticeship where routine tasks are performed competently and independently, while other tasks are completed collaboratively with coworkers, considering how the work might affect priority assignments.

The levels and criteria were developed based on a comprehensive review of the related literature, the data in monthly reports from employees who had been new in previous years, and iterative advice from several experts in human resource development. To ensure content validity, we collaborated with human resource development professionals, including corporate training managers and personnel development specialists, who reviewed and provided feedback on the criteria throughout the development process. In addition, the design and refinement of the questionnaire followed established guidelines for scale development (Boateng et al., 2018; DeVellis, 2016), ensuring that the process was systematic and consistent with best practices in psychometric research. This collaborative validation ensured that each level accurately reflects the intended developmental characteristics and competencies. As a result, the criteria for each level were refined and validated with expert insights, thereby aligning the scale with real-world applicability (Goda & Sudo, 2022). To ensure consistent level classification across participants, the criteria used to determine each employee's overall developmental level based on their responses are summarized in Table 2.

Table 2.

Conditions for Overall Level.

Overall level	Conditions (of all 6 items)
Lev.1	5 or 6 at Lev.1.
Lev.1	4 at Lev.1.
Lev.1	3 at Lev.1.
Lev.2	2 at Lev.1.
Lev.2	1 at Lev.1 and 5 at Lev.2. Or, 1 at Lev.1, 4 at Lev.2, and 1 at Lev.3 or higher. Or, 1 at Lev.1, 3 at Lev.2, and 2 at Lev.3 or higher. Or,1 at Lev.1, 2 at Lev.2, and 3 at Lev.3 or higher.
Lev.2	6 at Lev.2. Or 3 at Lev.2 and 3 at Lev.3 or higher. Or 4 at Lev.2 and 2 at Lev.3 or higher. Or 5 at Lev.2 and 1 at Lev.3 or higher.
Lev.3	5 at Lev.3 or higher and 1 at Lev.1. Or 4 at Lev.3 or higher, 1 at Lev.1 and 1 at Lev.2.
Lev.3	4 at Lev.3 or higher and 2 at Lev.2.
Lev.3	6 at Lev.3. Or 5 at Lev.3 or higher and 1 at Lev.2.
Lev.4	4 or 5 at Lev.3 and the remaining items at Lev.4.

In addition, the design of the questionnaire items was guided by Kolb’s (1984) experiential learning theory and Matsuo’s (2014, 2015) facilitation framework. Items were included to capture key stages of Kolb’s cycle, such as describing specific work experiences (concrete experience), reflecting on successes or failures (reflective observation), linking lessons learned to general principles (abstract conceptualization), and applying them to new tasks (active experimentation). Likewise, items were developed to assess Matsuo’s dimensions of stretching (goal-setting and challenge), reflection, and enjoyment in workplace learning. These theoretical perspectives directly informed the wording of the items and provided the conceptual basis for interpreting changes in employees’ developmental trajectories.

An employee’s level in each month was determined based on their response to Items 21 to 25, given in Appendix 1. For example, Question 21 asked, “Are you able to proceed with your work without making mistakes?” Employees answered in the first person, describing their own experiences. For instance, if an employee responded, “I sometimes make mistakes that could have been avoided by self-checking,” or “I still make simple mistakes when I am busy, although the number of mistakes is decreasing,” they were classified at Level 1. In contrast, if an employee reported, “I have developed a habit of self-checking, and I rarely make mistakes,” they were classified at Level 2.

Procedures

The employees were told about the monthly reports by their trainers in June. Every month, the employees received an email reminding them to complete the monthly report and providing them with a link to the form. The employees would then respond to the 25 questions on the form. The reports were used in a meeting with their trainer, where, after reviewing the report, they discussed the current issues in the employee’s self-development and planned the next month. This process was repeated from July to March. The business content of the research period is shown in Table 3. October and November were part of the busy season, while January was in the off-season. The difficulty of the work gradually increased, and in December, more challenging work was assigned to newly graduated employees. While having OJT, off-the-job training was also offered on the work process, logical thinking, presentation skills, and problem solving.

Table 3.

Business Content from July to March.

Business volume	Regular	Regular	Regular	Busy/High season		Regular	Low season	Regular	Regular
Month	Jul	Aug	Sep	Oct	Nov	Dec	Jan	Feb	Mar
Routine work	Telephone support		Sending invitations		All arrangements for travel
Atypical business		Tour guide (Site)	Irregular corres-pondence			Difficult work	New work
Off the job training	How to proceed with work			Logical thinking, presentation skills		Problem solving

Research Results

In order to compare the newly graduated employees’ growth, the data were analyzed after making two groups based on employees’ level in March: those who had reached Level 2 by March were referred to as belonging to Level 2 (Group A), and those who had achieved Level 3 or higher by March were referred to as belonging to Level 3 (Group B). There were 47 employees in Group A and 42 in Group B. Those in Group A were compared with those in Group B. For quantitate analyses, the responses to the 18 questions that did not involve reflection (Appendix 1) were utilized.

Level Transition Over 9 Months

Figure 1 shows the level transition of the new employees from Group A, along with a bar chart and the percentages of the employees at each level. The average level shows stagnation to be around 1.7 or 1.8 until the last month, March. In Group A, stagnation ended in the last month. The bar chart shows 8 months—July to February—with approximately 10% of employees at Level 3, even those from Group A. In and right after the busy season (October and November), the percentage of employees at Level 3 slightly increases. On the other hand, the employees from Group B reached Level 2 in September and stayed there for 6 months before reaching Level 3 (see Figure 2). The level average reached Level 3 in March, but the percentage of Level 3 consistently increased over the 9 months. Some employees reached Level 4 from September to January.

Figure 1.

Level transition of new employees from group A (N = 47).

Figure 2.

Level transition of new employees from group B (N = 42).

Changes in Growth

To compare the changes in growth for Group A and Group B, the transition of scores for the questions in the monthly reports are summarized and presented in Tables 4 and 5, respectively. First, the overall growth for the 9 months was compared. For Group A, Q18 relating to procedures (Are you able to carry out the instructed work and/or the assigned work by taking appropriate procedures?), Q22 relating to estimation (Can you estimate how long it will take (man-hours) for your work?), and Q24 relating to delivery date (Are you able to complete the work within the deadline?) show relatively higher increases of 0.3 and up. The questions for stretch, growth support, strategy, and enjoyment scored lower. In Group B, Questions 18, 22, and 24 scored greater than 0.6 in change over the 9 months. In Group B, Q17, which relates to familiarity; Q21, which relates to mistakes; and Q25, which relates to reporting, scored more than 0.3. Both groups increased in knowledge and skills related to procedures, estimation, and delivery dates, but the degrees of change were different. Group B also showed changes in familiarity, mistakes, and reporting.

Table 4.

Transition of Scores for Each Question Item of Employees From Group A (N = 47).

Note. Gray >0.1, Yellow >0.3, Orange >0.6, Green: Level 2.

Table 5.

Transition of Scores for Each Question Item of Employees From Group B (N = 42).

Note. Gray >0.1, Yellow >0.3, Orange >0.6, Green: Level 2, Blue: Level 3.

The monthly changes in Group A show that the estimation increased in August immediately after OJT began. Goal setting and delivery date increased in October, as well as affinity and approval. Before shifting to Level 2, in addition to goal setting and delivery date, explanation, timely support, and effective feedback scores were higher than they were in the previous month. In March, the responses to all questions for level judgment increased. In Group B, delivery date increased in August, along with positive change in challenge and effective feedback, right before changing to Level 2. Right after the level promotion to 2 in September, procedure, estimation, and familiarity scores were higher than in the previous month. Before the promotion to Level 3 in January, most items scored higher. The items that indicate high overall growth (i.e., procedures, estimation, and delivery date) show constant growth for the 9 months.

Discussion and Future Research

The purpose of this research was to investigate the differences between newly graduated employees who experience rapid growth and those who progress more gradually in their professional development. By analyzing monthly reports, we compared employees who had achieved Level 2 by March with those who reached Level 3 or higher within the same timeframe. The results indicate that key factors in growth transitions include proficiency in procedures, estimation accuracy, and adherence to delivery deadlines. These foundational business skills proved essential in moving from Level 1 to Level 2, and from Level 2 to Level 3, aligning with Kolb’s (1984) experiential learning theory. Kolb’s four-phase model—concrete experience, reflective observation, abstract conceptualization, and active experimentation—provides a useful framework for understanding the gradual, hands-on skill acquisition observed in both groups, especially as employees developed procedural skills and learned from workplace experiences.

Matsuo’s (2014, 2015) experiential learning facilitation framework further contextualizes the observed results by emphasizing the importance of stretching (setting challenging goals), critical reflection, and enjoyment in workplace learning. Employees in Group B, who achieved more rapid growth, demonstrated greater consistency in these areas, showing incremental improvements in challenge and enjoyment levels over time. In contrast, Group A’s slower progression, especially in aspects related to challenge and enjoyment, suggests the potential benefit of enhanced support through structured feedback and reflection opportunities, aligning with Matsuo’s findings on effective training strategies.

In terms of the relationship between theoretical frameworks and empirical findings, effective support, as seen through timely feedback and constructive interactions, also emerged as a significant factor in employee growth. The 1 to 2 months prior to each level increase were marked by employees’ perceptions of receiving sufficient explanation and prompt support from supervisors, aligning with research by Dennis et al. (2018) and Hewett et al. (2019) on the importance of interpersonal interactions in fostering engagement and emotional well-being in the workplace. These interactions serve not only to reinforce technical skills but also to create a psychologically supportive environment that fosters motivation and self-confidence among employees, which are critical for sustained development.

Furthermore, the competency-based developmental framework proposed by Goda and Sudo (2022) underpins the structured approach used in this study to assess employees’ growth across levels. The framework’s emphasis on defined competencies at each level facilitated a clear pathway for tracking skill progression and provided trainers with the tools necessary to assess and support each employee’s growth. This structured pathway aligns with McCarthy and Ford’s (2020) recommendations for evidence-based interventions that support early career development through systematic tracking of self-reflection and skill acquisition.

In terms of practical implications, the findings of this study offer actionable insights for organizations looking to support the professional development of newly graduated employees. First, based on Matsuo’s framework, it is recommended that organizations incorporate structured goal-setting sessions, regular feedback cycles, and opportunities for critical reflection into their onboarding and training programs. Specifically, implementing these strategies in the first few months of employment may help employees transition smoothly and foster the intrinsic motivation necessary for long-term development. Additionally, for organizations in Japan and other countries with similar cultural contexts, this research highlights the value of providing guidance tailored to the unique needs of new graduates—such as learning to navigate hierarchical relationships and balancing teamwork with individual responsibilities.

For global applicability, organizations could adapt these findings by incorporating culturally relevant feedback mechanisms. For instance, in collectivist cultures like Japan’s, team-based feedback sessions could help employees feel more connected to their team, reinforcing collective responsibility and support. In more individualistic contexts, organizations might emphasize personal achievement and individualized feedback to align with cultural expectations. This flexibility in application can help organizations use these insights to create more inclusive, adaptable training programs that are effective across different cultural settings.

Beyond cultural contexts, industry-specific adaptations should also be considered. In fast-paced sectors such as information technology or healthcare, rapid feedback cycles and digital performance dashboards may be more effective, whereas in manufacturing or service industries, structured mentoring and on-the-job coaching could be prioritized. Exploring how these practices align with the growth trajectories identified in this study can expand the relevance of our findings across diverse organizational environments.

To further enhance practical applications, organizations are encouraged to leverage digital tools and virtual platforms, particularly in the age of hybrid work. By integrating e-learning modules, digital mentorship programs, and feedback tracking systems, organizations can provide consistent and accessible growth support that complements traditional, in-person interactions. These digital tools can also assist in tailoring support to the specific growth rates and developmental needs of individual employees. In hybrid or remote work environments, for example, digital mentorship sessions, collaborative online reflection logs, and AI-assisted feedback systems can replicate some of the interpersonal interactions that are otherwise lost in face-to-face settings. These approaches can help sustain employee engagement and ensure that rapid and gradual growth trajectories are effectively supported, regardless of work location.

Overall, the growth path identified in this study—(a) acquisition of basic business skills, (b) continuous skill improvement, (c) effective support through feedback, and (d) increased challenge and enjoyment—suggests that the transition from foundational skills to higher levels of autonomy is mediated by both experiential learning and competency-based support frameworks. The critical turning point for distinguishing between rapid and slower growth appears to be approximately 2 months after assignment to a department, when foundational skills such as procedures, estimation, and delivery are first established. These findings align with prior research and underscore the importance of structured growth support, including timely feedback and challenge, to help employees navigate periods of potential stagnation and achieve higher levels of performance and engagement.

Limitations

One limitation of this research is that it was conducted at a travel company in Japan, which may restrict the generalizability of the findings. Prior studies (Venter, 2003) highlight how training approaches for new recruits differ across cultural and industrial settings, reinforcing the need for future research in diverse contexts. The sample was not randomly selected and represents only a specific cohort of employees within a single company. Therefore, the findings cannot be assumed to represent the entire population of newly graduated employees in Japan or in other cultural and industrial contexts. However, it is important to note that the participants were newly graduated employees in their first year of employment, primarily engaged in learning fundamental workplace skills applicable across industries, such as workplace procedures, customer interactions, and communication with supervisors. Their roles focused on acquiring essential business competencies rather than specialized tasks unique to the travel industry. Thus, we believe that the findings reflect general early career development processes rather than travel industry-specific skills.

Another important limitation is that we did not conduct statistical analyses to establish the reliability of the instrument, such as internal consistency (e.g., Cronbach’s alpha) or factor analysis. While content validity was ensured through expert review, the absence of reliability evidence means that the consistency of the instrument over time cannot be fully guaranteed.

Future Research

To strengthen the generalizability of the results, future research should include new employees from other industries with different job requirements. Expanding the sample to include diverse organizational contexts will allow for a more stringent examination of the model’s applicability and generalizability across various professional settings. In addition, cross-cultural studies will be particularly valuable for identifying how cultural norms and organizational practices shape the growth trajectories of new employees. For example, comparative studies across collectivist contexts (e.g., Japan, Korea, China) and individualist contexts (e.g., the United States, parts of Europe) could highlight differences in how feedback, mentoring, and autonomy are perceived and utilized. Similarly, replicating this study in industries such as information technology, healthcare, or manufacturing would help clarify the extent to which the developmental pathways observed here are unique to the travel industry or reflect broader patterns of early career growth. In parallel, ongoing validation of the leveling criteria is essential, despite the rigorous procedures followed in their development, to further ensure their reliability and relevance in diverse employment contexts.

Future studies should also incorporate statistical validation of the measurement instrument, including reliability coefficients and factor analyses, to confirm its consistency across time—particularly in longitudinal research designs. Combining self-reported data with objective measures, such as trainers’ evaluations or video-recorded behaviors, would further enhance the robustness of findings.

The role of technology and digital tools in supporting new employees’ growth trajectories warrants further exploration. With the increasing digitalization of workplace learning, understanding how virtual platforms, e-learning modules, and digital mentorship programs contribute to the accelerated development of newly graduated employees could provide valuable insights into modern onboarding and continuous professional development strategies. Longitudinal studies could also offer deeper insights into the long-term impacts of rapid versus slow growth in the initial stages of one’s career, examining outcomes such as job satisfaction, career advancement, and professional identity formation. Finally, the psychological and emotional dimensions of adapting to new work environments remain a fruitful area for investigation, including the interplay of resilience, workplace culture, and emotional intelligence.

As mentioned earlier, the ultimate goal of this research project was to find ways to provide effective support to employees. To develop the professional growth of newly graduated employees, we believe that support should be provided that promotes self-development, and the investigation of an employee’s growth path allows the employee to check their status and identify what is needed for their own growth. This research is positioned as fundamental research for the development of growth support methods and tools. By focusing on practical applications and culturally adaptable strategies, these findings contribute to enhancing workplace practices for new employee development and provide a foundation for creating more effective growth-support strategies in diverse professional contexts. We believe that these research results can add significant evidence to the body of related literature about employees’ growth, especially that of newly graduated employees.

Conclusion

The study’s findings illuminate the complex fabric of early career development, accentuating the essential interplay among various pivotal elements that shape the professional journey of newly graduated employees. The progression from foundational skill acquisition to the nuanced development of advanced competencies emerges as a cornerstone of workplace growth. This trajectory is not merely about accumulating knowledge but also about integrating these skills effectively within the workplace’s dynamic environment. The importance of a supportive framework cannot be overstated, as it significantly influences the rate and quality of employees’ developmental paths. Effective support, be it through mentorship, feedback, or organizational resources, acts as a catalyst, enabling employees to navigate challenges, leverage opportunities, and translate learning into performance.

Furthermore, the motivational landscape plays a critical role in propelling employees toward higher levels of achievement and satisfaction in their roles. The drive to advance, spurred by a combination of intrinsic motivation and extrinsic encouragement, fosters a sense of commitment and purpose among employees. The appreciation for challenges and the enjoyment derived from overcoming them are vital in sustaining engagement and promoting a continuous growth mindset. These elements collectively create a rich tapestry of experiences that contribute to a fulfilling and productive early career phase, emphasizing the need for organizations to adopt a holistic approach to employee development that recognizes and nurtures these diverse facets.

In conclusion, extending the research to include diverse industries, cultural contexts, and methodological approaches can enrich our understanding of new graduate employees’ developmental journeys. By doing so, stakeholders can design more effective, personalized, and adaptive support systems that cater to the varied needs of emerging professionals in the rapidly evolving world of work.