FORMER GRADUATE AND NOW HEAD OF HYPERCAR PROGRAMMES
Why did you choose to apply for the Aston Martin Graduate Scheme?
From a young age watching Top Gear with my dad, the Aston Martin DB9 was always in the Supercool area of the wall and it became something I aspired to own one day. To work at such a prestigious company gives me great pride and pleasure whenever I'm asked about my employment.
What pathway have you taken since you started the scheme?
When I started my role as an engineer in Body Structures, I was allocated such a challenging and rewarding project to run that I decided to return to the area at the end of the scheme. I helped lead the launch of the DB11 Body Structures content and then went on to lead the project management of the Body Structures for Aston Martin's first SUV, the DBX from Concept through to Job 1. In between projects, I had the opportunity to experience some other departments to build up my contacts and base knowledge of how the business works, which has proven invaluable in my career. Since completing my work on the DBX, I have moved into an area I experienced and loved on my rotation, and have since been promoted to Head of Hypercar Programmes.
What is the most rewarding part of your role?
For me, seeing the delivery of the project I'm working on is what makes me most proud; my job in project management of the Underframe was ensuring all engineering content was captured and that I achieved the delivery of this on time and to budget. When the parts arrived on site for the first time, it gave me great pride knowing I was fundamental in achieving that. Now, I'm responsible for whole vehicle delivery, so a small step up from my previous role! Today, my most rewarding moments are collaborating with engineers to unlock issues within the Programme timing which will enable us to deliver as planned with reduced risks; it's all one big challenge to overcome and win!
How has the Graduate Scheme helped you to develop?
My skills in leadership came on leaps and bounds when I joined the Graduate Scheme. During the first year of the scheme, I was mentored and taught the fundamentals of the job. During the second year, this mantle was passed on to me to teach to the new first years. Having this steady increase of responsibility also enables you to learn the role more thoroughly to teach others well. I'm now leading a team of seven who directly rely on me to guide them, whilst also managing a programme with several hundred people feeding into it!