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26 September 2024

Celebrating the 10-year Anniversary of our Graduate Development Scheme

We are proud to be celebrating ten years of our Graduate Development Scheme! Over 150 individuals have completed the programme to date, and it is fantastic to see the progression our apprentices and graduates have made.

This milestone also gives us the opportunity to celebrate everyone in the business who has participated in the scheme to date, including a number of the team who were part of the first year of the programme and have progressed to senior roles. They are now sharing the knowledge they gained with the next generation enrolled on our programme:

Alex Gilbert, Quantity Surveying

Brian Gough, Project Management

Fraser Rumble, Project Management

Glenn Edwards, Quantity Surveying

Hayleigh Wassell, Building Surveying

Kirstie Nagle, Quantity Surveying

“Looking back, one of the core drivers for setting up the Graduate Scheme was to build upon the diverse knowledge that our graduates learn at university on their various courses and help them with the transition into the professional world while embracing Stace’s approach.”

Mark Ashby BEng MSc MRICS, Partner (Project Management Division)

Our apprentices and graduates have always played a vital part in our organisation, and whilst we seek talented, highly motivated, individuals to shape the future of Stace, it is also our mission to empower the next generation of leaders from within.

We strive for our people to be the best they can, and the structure of our Graduate Development Scheme is designed to provide the support, guidance, and professional experience to help their career progression.

“Stace’s Graduate Development Scheme helped me reach the level that I am now and provided a solid base of knowledge on many different topics that have benefited me in my day-to-day role. The scheme also boosted my confidence and gave me the ability to navigate different situations, irrespective of the complexities surrounding them. It also gave me the opportunity to catch up with my peers and forge relationships and friendships that have benefitted me throughout my career.”

Fraser Rumble BSc MRICS, Project Director, Project Management team

Alongside considering the long-term career progression of our apprentices and graduates, we also want to ensure our in-house expertise continues to be shared; many of our 2014 participants have gone on to assist incoming apprentices and graduates, either in their day-to-day role, supporting them on projects, or with their chartership preparations.

“I support graduates and apprentices coming through the scheme today by giving them advice from my experience and also pointing them in the right direction. My advice to anybody starting out in the built environment would be to always ask that question. No question is ever stupid or silly.

The Graduate Development scheme helped me personally by providing me with a sound, solid foundation of soft and hard skills which I apply on a daily basis.”

Hayleigh Wassell BSc MRICS, Associate, Building Surveying Team

Over the past decade, we have consistently gathered feedback from students and participants to ensure our efforts are aligned with their needs and learning preferences.

“Over the two years I have been at Stace, we have been developing the Graduate Development Scheme by ensuring we are taking on board the participants feedback and ensuring the training we deliver reflects the needs of the individuals and industry, as well as the business.”

Rosie Evans, HR & Learning and Development Advisor

A huge thank you goes to Mark Ashby and Karen Cowey for spearheading the scheme, and also to Rosie Evans for advancing and ensuring our graduates are given the right foundation for learning both practically and technically.

Looking back, one of the core drivers for setting up the Graduate Scheme was to build upon the diverse knowledge that our graduates learn at university on their various courses and help them with the transition into the professional world while embracing Stace’s approach.
Mark Ashby, Partner
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