A theme that has emerged in conversations with employers and educators is that many of our new graduates, from high school or college, may suffer from imposter syndrome as they enter the workforce. Imposter Syndrome is defined as the persistent self-doubt and fear of being exposed as a “fraud” despite evidence of competence (Clance & Imes, 1978). It has been estimated that as many as 70% of people experience it at some point (Sakulku & Alexander, 2011). Johnson and Smith (2019) note in the Harvard Business Review that it is especially common after accepting a new position or a promotion. Early career professionals are particularly vulnerable. However, there are strategies that new employees, their educators, and their employers can take to help ease the transition and develop new employees into flourishing members of the organization.

According to Johnson and Smith, people with imposter syndrome have “self-doubt, insecurity, and perpetual trepidation that their inadequacies will be discovered.” Ironically, success and accomplishment can trigger anxiety since there is fear that the success can’t be replicated. Women, ethnic minorities, and first generation college students have been found to have higher levels of imposter syndrome.

As a result, those with imposter have higher anxiety, lower job satisfaction, and are at risk for burnout. Feelings of being an imposter can also hinder innovation and collaboration with others.

The following are tips for students and new employees entering the workplace:

• Normalize the experience: Understand that self-doubt is common, especially in transitions. Be open in talking with your classmates and instructors about your feelings.
• Build a “success file”: Document achievements and positive feedback to review when doubting skills. Refer back to these accomplishments in order to build the confidence in your future performance.
• Seek mentors: Early connections provide encouragement and realistic feedback. Your instructors or mentors in the workplace can be a trusted source to affirm your value and worth and provide tips to overcome feelings of doubt.

Educators who are preparing those about to enter the workforce can stress the following:

• Teach a growth mindset: Emphasize learning over perfection and point out that lack of success can actually help students learn and grow for future experiences. Praise progress and effort. Avoid sending messages to students that may confirm their feelings of inadequacy.
• Share personal stories: Faculty vulnerability can model resilience. Developing relationships with students so that you can share these experiences will help them grow and develop as new professionals.
• Give students community and industry connections. Stoddard (2023) explains that students report feeling a greater connection to what they are studying when they are connected to external organizations. Feeling connected to something bigger will help students with imposter syndrome feel like they belong.

Employers should develop strategies to counter imposter syndrome, including the following:

• Onboard thoughtfully: Offer structured, affirming feedback in the early months. Johnson and Smith advise to affirm new employees as human beings, acknowledging their inherent worth, accepting them without condition, and as professionals, persistently calling out their achievements and celebrating them.
• Create safe spaces: Encourage asking questions and admitting knowledge gaps without penalty. Nurture employees experience challenge to learn from their experience and grow into their role.
• Train managers: Educate supervisors on signs of imposter syndrome and supportive coaching practices. Johnson and Smith outline a series of steps mentors can use in the workplace.

Overcoming imposter syndrome isn’t a solo project—it’s a community effort. With the right environment and support, new employees can shift from self-doubt to self-assurance.