As the consultancy engineering industry continues to evolve, the ability to grow and invest in people remains a key driver of organisational success. In a field built on expertise, collaboration, and problem-solving, people are truly at the heart of the business operation. Among the most valuable investments a company can make is developing young professionals through meaningful, real-world project experience.
Real project exposure bridges the gap between academic learning and workplace realities. While classrooms provide important foundations, it is within real projects that young professionals face complexity, ambiguity and the need for both analytical and critical thinking. These experiences enhance problem solving abilities and build resilience in ways traditional training cannot.
Mentorship that transfers more than technical skills
Successful development starts with careful planning by leaders and mentors. Projects should align with the individual’s skill level while introducing new challenges to promote growth. Clear objectives, timelines and measurable outcomes help build accountability and ownership.
Mentorship plays a critical role in this process. Pairing young professionals with experienced mentors or involving them in shadowing opportunities exposes them to real decision making, communication styles and leadership dynamics. In my experience, informal learning through mentorship is one of the most impactful forms of development. Beyond technical skills, it transfers values, attitudes and professional behaviour, which are important aspects especially in consultancy engineering where we regularly collaborate with clients, contractors, suppliers and fellow consultants.
This can be seen in Geotechnical Engineer, Leng Yee Hui's journey over the past year. Since joining AIS, he has progressively taken on responsibility for two projects — one in Sabah for the Department of Education and another landfill project in Johor. Through step-by-step guidance from other senior engineers, he has deepened his understanding of engineering design, leachate management, and project management processes. The continuous support provided has strengthened both his technical competence and confidence in handling complex responsibilities.
Similarly, Geotechnical Engineer, Sean Wong’s first year at AIS has been marked by rapid learning across diverse infrastructure proposals, including flood mitigation works, water supply transfer tunnelling, and a port expansion project in Johor. While the breadth of exposure was initially overwhelming, structured mentorship, internal project management classes, and ongoing discussions with senior engineers enabled him to build a solid foundation. Today, he manages a project in Johor, Malaysia reflecting the trust placed in him and the growth that comes with meaningful responsibility.
For Ng Chee Xuan, Geotechnical Engineer, his exposure has extended beyond traditional geotechnical design work. Within a year, he has been involved in the Penang LRT project and supported major infrastructure proposals on both technical and commercial fronts. In addition, he has contributed to the development of in-house Robotic Process Automation systems for the Geotechnical Department, demonstrating how young professionals are encouraged to innovate beyond their core roles. Through ongoing team discussions and personal mentorship, he has developed not only greater professional confidence but also a genuine sense of belonging.
Reflection turns activity into learning
Reflection is also essential. Completing tasks alone does not ensure growth. Young professionals should be encouraged to reflect on what they have learned and identify areas for improvement. Whether through individual journaling or team debriefs, reflection deepens understanding and promotes ongoing development. This practice strengthens the ability to see the broader context instead of remaining confined to one’s own perspective, a skill that is especially valuable in project environments.
Responsibility builds confidence, ownership, and leadership
As they gain experience, young professionals should be trusted with increasing responsibility. Moving from support roles to leading aspects of a project builds initiative, leadership and confidence. Regular feedback both formal and informal should guide this progression.
The outcome: a culture where learning and performance grow together
In conclusion, developing young professionals through real project exposure is a long-term investment with significant returns. It combines hands on experience, mentorship, reflection and responsibility to cultivate capable and forward-thinking professionals.
At AIS we see this as essential to building a resilient and adaptable workforce. It encourages a culture where learning and performance grow together. From my experience, strong mentorship is central to this process. One generation passes on its knowledge and mindset to the next not only through skills but through the values that define lasting professional excellence. By creating the right environment, AIS give young professionals not only the chance to grow but the opportunity to thrive.
About the Author
Ir. Ts. Azam Syariff Zahar,
Technical Director
Azam brings over 25 years of experience in civil and geotechnical engineering, leading and delivering complex infrastructure and ground engineering solutions in Malaysia and internationally.
A senior technical and delivery leader, Azam is recognised for providing clear technical direction and aligning teams to deliver practical, buildable outcomes that safeguard schedule, cost, and safety. He brings a strong blend of client advisory and project management capability, with a proven ability to take projects from concept and design through construction and completion under demanding timelines.
Azam holds a Bachelor of Civil Engineering from Nagoya Institute of Technology in Japan and is registered as a Professional Engineer with the Board of Engineers Malaysia. He is also an ASEAN Chartered Professional Engineer and a registered Professional Technologist with the Malaysia Board of Technologists.
