It's Never Too Soon For Coaching: Reflections From a Graduate Student Program

The "executive" part of leadership and executive coaching can often lead people to think that coaching is only for seasoned C-suite leaders. In this personal reflection, KGKAssociates founder Kathryn Kempton Amaral discusses the decision to offer coaching to a group of graduate students, and the impact that it has had on these young leaders.

One of the proudest accomplishments of my time at the Brown University School of Public Health was the creation and launch of the Health Equity Scholars Program. The program provides tuition support, leadership development, mentorship, and coaching to a select group of emerging public health leaders who earn a Master of Public Health degree.

When my colleague and I were designing the program, we discussed the different elements and how each would support the students. We were very thoughtful about the leadership development program, which always included a shared meal, as a way to build community among the cohort. The bi-weekly leadership development sessions were customized to the needs and priorities of young leaders. We wanted to give them skills they could use immediately, while recognizing they may not have official "authority" until later in their careers. The sessions focused on working in teams, exercising influence, having difficult conversations, addressing conflict, and effective communication.

The mentorship component of the program was clear from the beginning, and over time we put more structure around the recruiting and onboarding process. We clarified roles and expectations for both parties, and we provided some ice-breaker questions for the (sometimes awkward) initial meetings! These efforts made the mentor-mentee relationships more effective and more meaningful, and we've been rewarded by having many mentors volunteer to take on a new student when their mentee graduates.

We received the greatest number of questions about the coaching benefit of the HES program. When we told people that the cohort of early 20-something students would have (paid, professional) coaches, we were met with one of two responses:

"Why on earth would you give an executive coach to a 22 year old?!!?"

and

"Wow...if I had a coach when I was 22...that would have been a game-changer!"

The people who made that second statement understood what we were doing, and what the impact would be on the students. The program is now in its fifth year, and we continue to expand the team of coaches. All of the students report feeling incredibly supported by their coaches, and challenged by them, as well. The coaches help them navigate their adjustment to graduate school and the expectations and pressures they may feel. The coaches also provide a space for students to explore their values and priorities as they think about their careers and futures. And importantly, the coaches serve as an accountability partner, gently (but firmly!) helping the students achieve their personal and professional goals.

Exposing students to coaching early in their lives helps to imbue a culture of coaching within them. They can model coach-like behaviors in their relationships and in their work. And when they do rise to leadership positions, they will know the value of coaching and prioritize it for themselves and for others.