Collision or Collaboration Addressing the Generational Mix in Academia and the Workplace - PowerPoint PPT Presentation

1 / 34
About This Presentation

Collision or Collaboration Addressing the Generational Mix in Academia and the Workplace


Collision or Collaboration? Addressing the Generational Mix in ... How does a fifty-something relate to a twenty-or thirty-something in class or workplace? ... – PowerPoint PPT presentation

Number of Views:67
Avg rating:3.0/5.0
Slides: 35
Provided by: cherylf154


Transcript and Presenter's Notes

Title: Collision or Collaboration Addressing the Generational Mix in Academia and the Workplace

Collision or Collaboration? Addressing the
Generational Mix in Academia and the Workplace
  • Midwest Scholars Conference
  • February 24, 2006
  • Cheryl Torok Fleming, B.A., M.S., Ph.D.
  • Patrick Okorodudu, LL.B., B.L., LL.M

Generational Signposts

The differences a few years make1975 to 2005
  • 1975
  • Long hair
  • KEG
  • Acid rock
  • Moving to California because it's cool
  • Trying to look like Marlon Brando or Liz Taylor
  • Seeds and stems
  • Hoping for a BMW
  • The Grateful Dead
  • Going to a new, hip joint
  • 2005
  • Longing for hair
  • EKG
  • Acid Reflux
  • Moving to California because it's warm
  • Trying NOT to look like Marlon Brando or Liz
  • Roughage
  • Hoping for a BM
  • Dr. Kevorkian
  • Receiving a new hip joint

Feeling older?
  • Just in case you weren't feeling older today,
    these facts will certainly change things
  • The people who started college this fall across
    the nation were born in 1986.
  • They are too young to remember the space shuttle
    blowing up.
  • Their lifetime has always included AIDS.
  • Bottle caps have always been screw off and
  • The CD was introduced the year they were born.
  • They have always had an answering machine, cable,
    and a remote.
  • Jay Leno has always been on the Tonight Show.

And moreover. . .
  • Popcorn has always been cooked in the microwave.
  • They never took a swim and thought about Jaws.
  • They can't imagine what hard contact lenses are.
  • They don't know who Mork was or where he came
  • They never heard "Where's the Beef?", "I'd walk
    a mile for a Camel", or De plane, Boss, de
  • They do not know who J.R. is, let alone care who
    shot him.
  • McDonald's food never came in Styrofoam
  • They don't have a clue how to use a typewriter.

What is a generation?
  • The average interval of time between the birth of
    parents and the birth of their offspring
  • A group of individuals born and living about the
    same time.
  • A group of generally contemporaneous individuals
    regarded as having common cultural or social
    characteristics and attitudes They're the
    television generation (Roger Enrico).
  • A stage or period of sequential technological
    development and innovation

Voices of Three Generations
Sounds of Conflicts among Generations
He asks me, Do you have an email address?I
felt like telling him Since you were in
diapers, buddy.
If I hear We tried that in 87 one more time,
Ill create a worm and crash your website.
I need to get some information on health care. I
better Google it.
They have no work ethics, just a bunch of
Understanding the Generations
  • Greatest Generation
  • ?Individuals born between 1923 and 1945
  • ? 52 million people
  • ? Earliest memories and influence associated
    with WWII
  • Baby Boomers
  • ? Individuals born between 1946 and 1960/64
  • ? 73.2 million people
  • ? Raised in an era of extreme optimism,
    opportunity, and progress

Understanding the Generations
  • ?Generation X
  • ? Individuals born between 1960/64 and 1980
  • ? 70.1 million people
  • ? An age deep in the shadow of the Baby Boomers

Understanding the Generations
  • ?Millenials
  • ? Individuals born between 1980 and 2000
  • ? 69.7 million people
  • ? 25 of the worlds population
  • ? Living in a high-tech, neo-optimistic time.
  • ? So global, so diverse

Attributes of an Information-Age Mindset
  • ? Highly accustomed to multi-media environment.
  • ? Perceive the Web as their information universe.
  • ? Like communal learning.
  • ? Learn through sieving answers, synthesizing
    rather than
  • looking at a single, validated piece of
  • ? Like to co-design and personalize their
    learning experiences.
  • ? Prefer active learning based on experience with
  • opportunities for reflection.
  • ? Zero tolerance for delay.

Some Questions
  • How does a Boomer Faculty teach, supervise, or
    motivate a Millennial Student?
  • How on earth can we reach those students coming
    into class with orange hair, sagging pants,
    headphones and latest tech gizmos?
  • While you are still thinking about that. . .How
    does a fifty-something relate to a twenty-or
    thirty-something in class or workplace?

Case Study 1
  • Boomer Comment on Millenials/Gen X-ers
  • The University experience was good overall. I
    worked hard, as did everyone in the classes. We
    all had the same goal in mind and that was to
    better ourselves and be successful and advance in
    our career and in life. While taking classes on
    campus, the University changed the age of
    students who could attend. The University
    changed the age requirements to 20 years of age.
    I do not know if this was a trial period for one
    location, but this was a deterrent for me to not
    want to come to my weekly class. The individuals
    were a disruption to the class. They were
    anywhere from 3-5 minutes late. Cell phones and
    text messaging were on the individuals priority
    and they dressed like high school adolescents and
    not as a professional adult. I would recommend
    that University of change their enrollment age
    policy to 24 years of age.

Questions for Case Study 1
  • What conflicts can you identify?
  • What do you think is the chief complaint?
  • Would a member of the same generational cohort as
    this speaker make the same comment?
  • When you were under 20, would this have been a
    correct depiction of you?
  • If so how would you have wanted others to respond
    to you?
  • Why should they dress like professional adults?
  • Traditional college age students are seeking new
    status as adults but non-traditional students
    i.e. the real adults, are hindering the
    initiation to adulthood, by asking them to fit
    into a mold.
  • How do we tear down this barrier to
    co-generational learning?

Case Study 2

Your writing class of 30 is filled with a
selection of people from four generations,
ranging in age from 18 to 80 years. The Matures
and the Boomers want to discuss and tell stories.
The X-ers want to "get on with it," and the
18-year-olds seem content to just sit there and
watch what happens. What should you do?

Case Study 3
As a member of University/College faculty, you
are now in the middle of a war. The students
and younger faculty members are pushing for a
modernized curriculum, which includes PowerPoint
presentations, computer-based training,
Microsoft games and simulations, and an emphasis
on Internet research for completion of papers
and projects. The long-time veterans have been
resistant from the start. "Book learning has to
be mastered, they maintain, before students
can take on "all these distractions." The Dean
has asked you for curriculum recommendationsand
the group members are miles apart. What should
you do?

Case Study 4
  • Your company services copy machines. Four of the
    long-time employees meet daily at the office to
    dole out the assignments for the day. Two
    younger technicians complain about this, wanting
    to know why they cant just work from their
    homes. You find it difficult to keep track of
    them using their system. Yet, skilled technicians
    are hard to find. . .
  • What should you do?

What is going on?
Why do Generations differ?
  • Based on values
  • Affected by events occurring in each generation
  • Values developed in youth become adult values
  • Conflicts arise as a result of values

Value formation
  • Values formed at age 10
  • Based on
  • Family
  • Formal education
  • Influence of friends, neighbors, pastors
  • Religion
  • Media
  • Income
  • Geographic location

Value development at age 10 A Basic Theoretical
  • Basic beliefs begin to solidify
  • Piagetconcrete operational
  • Kohlbergconventional stage
  • Eriksonmastery of skills

Sources of conflict
  • Religious beliefs
  • Morality issues
  • Finances/Money
  • Work ethic
  • Government/Authority
  • Recreation
  • Fashions
  • Food

Trends in Academia
  • Increased enrollment in higher ed in the last 30
  • Enrollment growth in two-year institutions
    exceeded growth in four-year institutions
  • More students attend college part-time
  • Higher proportion of students are women
  • More students are over age 25

Trends in Academia
  • Three-quarters of all undergraduates are
  • Delayed enrollment
  • Attend school part-time
  • Work full-time
  • Financially independent
  • Have dependents
  • Are single parents
  • Lack a high-school diploma
  • Need to re-tool due to corporate down-sizing
  • Need job skills/degree to advance

Issues in Academia
  • Multi-tasking
  • Technology use
  • Ethics
  • Working the system
  • Rely on parents to rescue them
  • Busy schedules/responsibilities/work

Implications for Academia
  • Eliminate delays in processes such as financial
    aid and admissions
  • Focus on customer service
  • Incorporate experiential, interactive, authentic
    learning games, sims, online labs/courses, group
  • Stay connected through technology email, online,
    wireless access

How to Teach and MotivateStudents Across
  • Know the cultures-likes, dislikes, interests,
  • Be very clear with your expectations
  • Stress personal responsibility Be consistent in
    your responses
  • Mind how you handle inquiries from parents/family
  • Take extra time to discuss problem-solving
  • Give students some independence in
    problem-solving and decision-making
  • Help students access their critical thinking
  • Understand how they feel about working in teams
  • Have fun
  • Lead with caution guide, not boss
  • Listen-be attentive

Workplace Style
  • Builders Teamwork, work until the job is done
  • Boomers Personal fulfillment in work
  • X-ers Unwilling to sacrifice family or personal
    time in order to work, less willing to spend long
    hours at work
  • Net-Gen High-tech, networked, respect competency
    not position, work quickly and creatively

Workplace Issues
  • Punctuality
  • Work schedule
  • Job Performance
  • Supervision
  • Dress
  • Etiquette
  • Payroll

Conflict Resolution
  • Awareness of/ understanding the differences
  • Accepting the differences
  • Forgiving others when clashes occur
  • Resolving conflicts
  • Encouraging positive values
  • Living/ modeling values
  • Communicating openly

  • Hicks, R., Hicks, K. (1999). Boomers, X-ers,
    and other strangers Understanding the
    generational differences that divide us. Wheaton,
    Illinois Tyndale.
  • Oblinger, D. (2003). Boomers, Gen-Xers, and
    Millennials Understanding the new students.
    EDUCAUSE Review 38(4), 37-47.

  • Chester, E. (2002) Employing generation why.
    Lakewood,CO Chess Press
  • Howe, N. Strauss, W. (2000). Millennials
    rising The next great generation. New York
  • With Thanks to. . .
  • Megan Palmer, Terri Tarr, IUPUI--Office of
    Professional Development
  • Jerry Pattengale, Indiana Wesleyan University
Write a Comment
User Comments (0)