By Sarah Lyman Kravits, LifeBound Director of Training and Certification | Nov 18, 2025

In social commentary as well as more objective reporting, Gen Z students and employees have been characterized as problematic — but, as New York Times opinion writer Jessica Grose notes in a recent article about challenges in the modern workplace, "The older generation always discounts the workplace complaints of the younger generation." Even as Gen Z employees have come under fire from employers for a lack of engagement, overuse of phones/social media, and lateness or missed deadlines, the real story is more complicated. Grose outlines a dehumanizing job application process (with outsized competition for individual jobs as well as genAI-reviewed resumes and bot-led interviews), a lack of mentorship and connection on the job, and the rise of extreme micromanaging such as "bossware" surveillance technologies that purport to measure productivity. In that climate, it's little wonder a new employee might struggle to engage and perform.

Writer Sheya Michaelides sheds light on the nuanced picture in this Allwork article from July, noting that "Young professionals are entering a complex, fast-paced labor market with minimal preparation and few guardrails. Perceived unprofessionalism may, in fact, stem from inadequate support. This does not mean graduates cannot take initiative." 

Academic coaches are in a position to help students prepare effectively for what lies ahead in the workplace. The disconnect to which Michaelides points, between what employees expect and what they encounter, is often mirrored in college: Students may encounter instructors who don't connect or mentor, work they don't find meaningful, minimally-structured courses, barriers to communication and more. When coaches facilitate critical thinking and accountability around these situations, they are contributing to the creation of employees who can better navigate the inevitable challenges.

Coaches, you can:

• Notice when students are frustrated with a disconnect between what they want or expect and what they are facing. 
• Invite them to brainstorm how they might take initiative. 
• Challenge them to communicate. 
• Encourage them to investigate assumptions about what an instructor intends or what a professor has to offer. 
• Question what effective habits they might build even when work seems meaningless. 

You are part of the solution for a better workplace for all.

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