Article 5 – Self-Control Strategies for Long-Term Career Success in New Graduates and Young Professionals

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Self-Control is More Than Willpower— It’s a Learnable Skill

Written by Katie Boushall

Reviewed by Daniel Gonzalez

Distractions are everywhere. While they can offer quick relief from daily stress, they often pull us away from what really needs to get done. Overcoming distractions isn’t just about willpower—it’s a skill, and in today’s world, it’s more important than ever.

Students and young professionals can build this skill by developing self-control. Many people think of self-control as sheer willpower—the idea that resisting distractions is just a matter of trying harder. But in reality, self-control is a process that can be learned and strengthened over time.

Universities and employers can support students and young professionals by helping them develop self-control strategies that make it easier to stay focused and engaged. Read this article to learn more about how young professionals can overcome distractions and take meaningful steps forward.

Self-Control is a Skill

Self-control is a crucial skill for young professionals entering the workforce. It helps them stay focused on what matters, manage stress, and make decisions that align with their long-term growth. Universities and employers can support students and young professionals by helping them develop self-control, which not only benefits individuals but also contributes to broader organizational goals.

By strengthening self-control, students can resist distractions and stay engaged in their academic responsibilities. These skills become even more valuable as they transition into the workforce, where new challenges arise—such as taking on too many projects that don’t contribute to progress or feeling overwhelmed by personal obligations.

As young professionals navigate these obstacles, self-control allows them to prioritize their workload, maintain focus, and follow through on the tasks that will drive their career forward.

Benefits for Hiring Companies

Self-control training for young professionals helps companies build a culture where employees stay focused on what matters and contribute to meaningful progress. Self-control isn’t just about avoiding obvious distractions like social media—it also means recognizing less obvious ones, such as overcommitting or getting lost in busy work.

Instead of saying yes to everything or prioritizing tasks that don’t add real value, young professionals can learn to identify their core responsibilities and focus on what’s most important to themselves, their managers, and the organization. By directing their energy toward meaningful work, they become more effective employees and play a key role in helping their organizations achieve their goals.

Benefits for Universities

Students who develop self-control skills can prioritize their academic responsibilities and focus in professional environments. These skills provide a strong foundation for managing themselves as they transition from school to work. Students who practice self-control are better equipped to make decisions that help them establish solid footing in their careers after graduation.

Universities that emphasize career-readiness skills like self-control show a commitment to preparing students for life beyond the classroom. By focusing on practical, “real-world” skills, universities can attract students eager to start their careers right after graduation. Providing resources to help students build self-control gives them the tools to take actions aligned with their long-term priorities, allowing them to navigate the job market and grow over time.

Steps for Developing Self-Control

To help students and young professionals develop self-control and stay focused in the workplace, here’s a clear process they can follow:

Recognize the Need: The first step is to recognize when distractions or impulses are getting in the way of progress. Whether it’s procrastination or feeling overwhelmed by stress, acknowledging these obstacles is key to moving forward.
Choose a Strategy: Once they’ve identified the issue, students or young professionals can select a strategy to regain focus. This might involve setting clear boundaries to minimize interruptions or taking a brief break to reset and refocus.
Apply the Strategy: Next, it’s time to put the chosen strategy into action. For example, they might practice a grounding technique in a tense meeting or resist the temptation to check their phone while working on a project.
Observe the Results: After implementing the strategy, it’s important to assess the outcome. Did it help them stay on track or reduce stress? Reflecting on the effectiveness of the strategy helps them understand what works and what might need adjustment.
Refine Over Time: Finally, students or young professionals should refine their approach by consistently applying and fine-tuning strategies. Over time, this strengthens their self-control and helps them align their actions with their long-term priorities.

By following these steps, students and young professionals can build stronger self-control, helping them focus on what matters in their careers.

IndeKnow’s Solution: Building Self-Control for Success

IndeKnow’s courses offer students and new hires a framework based on Acceptance and Commitment Therapy (ACT) to build skills that help them take actions that add meaning to their lives. By focusing on becoming aware of existing habits and making value-oriented decisions, our course helps students and young professionals stay on track.

For universities and hiring companies, investing in self-control development prepares students and young professionals, giving them the tools they need to continually advance in their careers.

Sources

Oda, M., & Yoshioka, S.-I. (2021, January 15). Factors influencing psychological independence in adolescents and their relationship to coaching-based support from significant others. National Library of Medicine.

Werner, K. M., & Ford, B. Q. (2023). Self-control: An integrative framework. Social and Personality Psychology Compass, 17(5), e12738.