Understanding and Motivating Different Generations: Our Students, Our Employees, Our Future

Terri Manning Bobbie Frye Cheryl Roberts

A Study Funded by the Workforce Development Board

It May Take a Village to Raise a Child, but it Takes a Society to Raise a Generation

Economic Conditions Societal Norms Political Events Major Crises

Each Generation

• Consists of approximately a 20-year span (not all demographers and generation researchers agree on the exact start/stop dates) • • • • • • Has a unique set of values Reacts to the generation before them Looks at their generation as the standard of comparison Looks at the next generation skeptically “these kids today…” Those born on the “cusp” may have a blended set of characteristics They are either idealistic, reactive, civic or adaptive

Business Today…

• • • Lives in a world created by generations who are (mostly, 95%) no longer working.

They were influenced by the military and created a workplace reflecting a hierarchy with a clear chain of command.

Employees worked hard to receive raises, bonuses and higher ranks. Higher rank (with the higher salary) was valued and envied by employees on their way up and held in high esteem by those at the top.

4,500,000 4,300,000 4,100,000 3,900,000 3,700,000 3,500,000 3,300,000 3,100,000 2,900,000 2,700,000 2,500,000

How Generational Births Will Impact Retirements

(Boomers)

births

(Xers) (Millennials)

1940 1952 1955 1958 1961 1964 1967 1970 1973 1976 1979 1983 1986 1989 1992 1995 1998 2001 2004

100.0% 80.0%

Changes in that Workforce

87.9% 85.0% White African American Other Minority Male Female 73.9% 60.0% 40.0% 20.0% 0.0% 11.6% 5.0% 1900 15.0% 9.8% 16.3% 2000 54.0% 46.0%

Who Is Working Today?

1,000 die per day Youngest are 5 years old

14% 10% 43% 33% Veterans Boomers Gen X Millennials

Half the size of the generations on either side of them 7,198 turned 60 every day in 2006

Change in American Workers

Let’s Look at the Generations - One at a Time

• • • • • • • •

The Veterans Childhood

Raised by the GI Generation (civic) Large families (3-5 children) Strong sense of extended family (same town or home) Grandparents in the home Average 10-year-old spent 4-6 hours daily with a significant adult role model Rural society Apprenticeship businesses and farming Perception of the world as “safe”

Core Values

Dedication Hard Work Conformity Law and Order Patience Delayed Reward Duty before Pleasure Adherence to Rules Honor

They remember when smoking wasn’t hazardous to your health?

Did you ever use one of these???

The Veteran’s First Computer

The Veterans

• • • Children of the Great Depression and WWII, this generation decided not to attack the institutions created by the generation before them, but instead, as global thinkers, they chose to focus on improving and refining them so that they could be good for everyone, not just a select few. The overall goal was not to change the system, but to work within it. While economically very successful, they were also the inventors of "the midlife crises" probably because they didn't get a chance to enjoy the freedoms of their youth.

The Veterans

• • • • • • •

Important Events

• Lindbergh Completes First Transatlantic Flight • Stock Market Crash Depression The New Deal Social Security Pearl Harbor The End of WWII FDR Dies Korean War

Cultural Memorabilia for the Veterans

• • • • • • • • • • Kewpie Dolls Mickey Mouse Flash Gordon Radio Wheaties Tarzan Jukeboxes Blondie The Lone Ranger The McCarthy Era

Veterans - How They Learn

• New is not necessarily better • Not innovative with new ideas • Like structure, schedules and procedures • Brain processes new ideas into old mental framework • Some refuse to work with technology (too overwhelming a learning curve, others jump in) • Want clear expectations and guidelines • Must memorize the basics

• • • • • • • • • • •

School Experiences for Veterans

Hard work Respected their elders Children were to be seen and not heard Felt an obligation to make the grade Performance based on individual ability Little feedback unless negative More intrinsic reward for good performance Learned from history (other’s experiences) Small class size, one curriculum for all No special ed (students no where in sight) Virtually never tested with standardized tests – less comparison to others

College Experiences

• • • • • • • • • • Lucky to be there – few able to attend until the GI Bill then campuses and centers opened all over the country Traditional teaching/learning environment Associate new learning with previous learning Sequencing of knowledge and skills Education is a process – must memorize the basics Seek to become content experts Faculty = “sage on a stage” Experience of mentors is relevant Take time to really understand material Taught by processing through formulas – have to understand why things work – not that they “just do”

Values of Faculty/Staff in this Age Group

• • • • • • • Loyal to employer (company man) and expect the same in return Believe they should be rewarded for tenure Work ethic = efficiency and hard work Stable, thorough and detail oriented Don’t buck the system but work within it Uncomfortable with conflict and disagreements Not change oriented

Changes in the Workforce

• Veterans have experienced the most change in their lifetime. They have had to adapt to: – – – – – Computers Communication channels changing World getting smaller Keeping up with rapid increases in information Move from content to process

Marketing to Veterans

• • • Faith in the government and national institutions Want quality but believe standard options are fine (not luxury) Loyal customers that follow the rules

The Baby Boomers 1943–1964 (the largest generation, idealist)

• • • • • • • • Divorce reached a low in 1960 of 9% Families moved due to GI Bill, GI housing and industrialization First generation to live miles from extended family Family size smaller (2-3 children) Few grandparents in the home Moms stayed home – no daycare Children spent significant time with adult role models (mostly mom) Perception of the world as “safe”

Core Values

Optimism Team Orientation Personal Gratification Health and Wellness Personal Growth Youth Work Involvement

Baby Boomers

Important Events

• Rosa Parks • • • • • • • • • • • • • First Nuclear Power Plant The Civil Rights Act Cuban Missile Crisis John Glen Orbits the Earth Martin Luther King Leads March on Washington, D.C.

President John F. Kennedy Assassination National Organization for Women Founded Martin Luther King Assassination Robert F. Kennedy Assassination Watergate Kent State Massacre Vietnam War Woodstock

Cultural Memorabilia for Baby Boomers • • • • • • • • • • • Television The Ed Sullivan Show Barbie Dolls Fallout Shelters Poodle Skirts Pop Beads Slinkies TV Dinners Hula Hoops The Peace Sign Laugh In

Remember these……

Boomer’s First Computer

Baby-boomer Results

• • • • • • Very idealistic - banned together and walked through life with their fists held high Generation gap occurred between them and their parents Captured phrases like “why be normal” and “question authority” They weren’t friendly toward authority figures Did not get along with their parents and swore they would not raise their kids like they were raised As adults - work an average of 55 hours per week

How Boomers Learn

• • • • • • Want things to fit into the “big picture” Want recognition for how well they have done Team oriented, work well in groups Like to explore and analyze, look at different views Follow instructions well Good with content

• • • • • • • • • •

Boomer’s Educational Experiences

Overwhelmed the school system, large class sizes Ability grouped (red birds and blue birds) Question authority but respect position See life as an adventure (and school) Emphasis on team work (cohort education) Need silence to concentrate Were told “you are lucky to be here, others are standing in line to get in.” Want to feel valued No special ed students in school but honors courses in a few subjects Rarely tested and not for school performance (PSAT, SAT)

• • • • • • • • •

College Experiences

Attending more common – boom in 60’s and 70’s College campuses a reflection of turbulent times – faculty often rebels – Kent State Massacre, etc.

Emphasis on self-exploration, mind expansion, lots of philosophizing in classes - content over-explained and over analyzed – deep thinkers (not necessarily critical thinkers) Aspire to intellectualism Some career emphasis but still heavy general education and classics-based Left home and never looked back Emphasis on memorization and skill built upon skill Taught by process and to be content experts No technology – print by mimeograph machines

• • • • • •

Boomer Faculty/Staff Values

• • Majority of faculty and significant number of students (age 45-66ish) Always share personal experience – “what has happened to me is relevant to you” Value stability and respect Like to see their successes Tend to “workaholism” and have difficulty balancing their lives, working 40 hours is “slack.” Are competitive See themselves as the standard of comparison Appreciate technology because of how easy it makes their work – still fear they might “break it” and may have a “back-up plan”

Boomers at Work

• Ethic = long hours show commitment • Team oriented and relationship builders (don’t like conflict – can’t we all just get along) • Not budget minded • Sensitive to feedback

Marketing to Boomers

• • • • • Are individualistic so they like “customized and custom-made products” Want to look successful (lots of stuff) Seek self-improvement Products/services that help them reach a balanced life (work/home) Like technology but see the problems that come with it

The Late Veterans and Early Boomers Gave Birth to the Next Generation

• • • • The Gen Xers 1965–1982 A Lost Generation… A Nomadic Generation…..

Half the Size of the Baby Boom (reactive) 41 Million

The Gen X Childhood

• • • • • • • • • Divorce reached an all-time high Single-parent families became the norm Latch-key kids were a major issue of the time Children not as valued – looked at as a hardship Families spread out (miles apart) Family size = 1.7 children (many only-children) Perception of the world as “unsafe” Average 10 year old spent 14 ½ minutes a day with a significant adult role model Parents looked around and said – we need to do this better

Core Values

Dedication Hard Work Conformity Law and Order Patience Delayed reward Duty before pleasure Adherence to rules Honor

• • • • • • • • • • •

Gen X

Important Events

• Women’s Liberation Protests • Watergate Scandal Energy Crisis begins Tandy and Apple Market PCs Mass Suicide in Jonestown Three Mile Island US Corporations begin Massive Layoffs Iran Hostage Crisis John Lennon Shot and Killed Ronald Reagan Inaugurated Challenger Disaster Exxon Valdez Oil Tanker Spill HIV

Cultural Memorabilia for Gen X

• • • • • • • • The Brady Bunch Pet Rocks Platform Shoes The Simpsons Evening Soaps (Dallas and Dynasty) ET Cabbage Patch Dolls Super-hero Cartoons on TV (He-man)

Remember these…..

Gen X’s First Computer

Was this your first video game?

Was this your first calculator and cell phone?

Generation X

• • • • This is the conscientious, extremely pragmatic, self-sufficient generation that has a ruthless focus on the bottom-line. Born and raised at a time when children were at the bottom of our social priorities, Gen Xers learned that they could only count on one thing - themselves. As a result, they are very "me" oriented. They are not active voters, nor are they deeply involved in politics in general.

Parents looked around and said “ we have to do this better.”

How Gen Xers Learn

• • • • • • • Task oriented – like to learn new skills Speed is important Self-paced learning, independent learning Want to have fun while they learn Informal learning environments are best Hate group work Want feedback from teacher

Educational Experiences

• • • • • • • • • • • Learned to rely on self (don’t like group work) Distrust authority Seek challenging environment (career education emphasis) Want feedback on progress Want to do things their way – like no rules and freedom on assignments Had special ed classrooms in school but separated Had honors programs Funding cut to education Testing “mania” began with them First daycare centers arose with them Many latch-key kids

College Experiences

• • • • • • • • • Numbers dropped from 60’s and 70’s More emphasis on career education Technology began to emerge (Eric Silver Platter, FAX machines, PCs [Apple and Tandy], calculators) More extracurricular activities Some self-paced learning Costs increased, more financial aid More structure and group activity Experiential exercises emerged Began “learning on my own” due to technology

• • • • • • • • • •

Gen Xers as Faculty/Staff

Significant number of faculty and significant number of students (age 28-44ish) Cynical, pessimistic and impatient with poorer people skills Want work-life balance Think globally and seek independence Like technology and want an informal work environment Don’t want the boomers’ work ethic Communication is important and talk to adults as friends/peers (not impressed with authority) Believe reward should be based on productivity not hours worked Want control of self, time and future Loyalty to people not a company

Generation Next (civic)

The Echo Boom/Millennials…

 The Millennials are almost as large as the baby boom larger -some say depending on how you measure them (approx. 81M).

 The Millennials are the children born between 1982 and 2002 (peaked in 1990), a cohort called by various names:

Millennials Generation Y Net Generation Echo Boom

Things Began to Change for This Generation • • • • • Abortion rates peaked in 1980 and began a slow decline.

Poverty rate for children peaked in 1983 and began a slow decline (Medicaid began).

US divorce rate peaked in 1981 and began a decline.

Homicide rate against children peaked in 1982 and began a decline.

They were born into a better world, a more optimistic world than the generation before them.

Millennials

• • • This generation is civic-minded, much like the previous GI Generation. They are collectively optimistic, long-term planners, high achievers with lower rates of violent crime, teen pregnancy, smoking and alcohol use than ever before. This generation believes that they have the potential to be great and they probably do. We are looking to them to provide us with a new definition of citizenship.

The Millennial Childhood

• • • • The most monumental financial boom in history.

Steady income growth through the 1990’s.

Still great disparity between races.

Saw their parents lose all their stocks and mutual funds (college funds) during the early 2000’s.

Demographic Trends

 The Baby Boomers chose to become older parents in the 1980s while Gen X moms reverted back to the earlier birth-age norm, which meant that two generations were having babies.

 In 1989, 29 percent of the 4.4 million live births were to women aged 30 and older.

 Millennials have older largely Baby Boomer parents: Average age of mothers at birth at an all time high of 27 in 1997.

Demographic Trends, cont.

 Smaller families: Only children will comprise about 10% of the population.

 More parental education: 1 in 4 has at least one parent with a college degree.

 Kids born in the late ‘90s are the first in American history whose mothers are better educated than their fathers by a small margin.

Demographic Trends – Changing Diversity

 Increase in Latino immigration Latino women tend to have a higher fertility rates than non Latino women.

 Nearly 35% of Millennials are nonwhite or Latino.

 Twenty percent of this generation has at least one parent who is an immigrant.

 Millennials have become the most racially and ethnically diverse generation in US History.

Safety Issues

The Safest Generation

• This generation was buckled up in car seats, wore bike helmets, elbow and knee pads when skating, and were the inspiration for “Baby on Board” signs.

The Well-Being of U.S. Teens

• Mortality Rate for US teens aged 15 – 19 declined from 1960 to 1997.

-Teens are having fewer accidents than Boomers

Millennial School Experiences

• • • • • • Many private schools, charter schools, magnet schools – all to meet the needs of the individual child –many, many choices School uniforms, child safety, high performance standards, character education, cooperative learning and community service Goal oriented – outcome based education (what’s in it for me) School is a means to an end – one must endure until the next level Interactive, participatory and engaging – are consulted by adults Everything 24/7 and available electronically

Millennial School Experiences

• • • • • • • No “grunt work” - must do “meaningful work”, participate in decisions International flavor, celebrate diversity, different is okay Motivated by working with bright, motivated and moral people Student makes judgments about truth and believability of what is taught Classroom mainstreamed – multiple levels based on ability and interest Constantly tested and compared to peers (learned to take tests so now of little use for college admissions) Feel pressure for high achievement

How Millennials Learn

• • • • Try it their way – always looking for better, faster way of doing things Prefer graphics before text, reading of excerpts Like small and fast processing technology – best when networked Want instant gratification and frequent rewards (spot)

How Millennials Learn

• • • • • Focus on skill development – not memorization of what they perceive they don’t need to know Productivity is key – not attendance – so make class worthwhile or they won’t come Have different critical thinking skills based on their high tech world not thought processing (need help here) Rely on teacher to facilitate learning Group think and interaction

Millennial College Experiences

• • • • • Multiple options – state, private, proprietary schools, community colleges, dual and concurrently enrolled, middle college, etc. (Where does one start and another begin?) make the choice by “what’s best for me.” Fast paced learning Group activities (learning communities, peer tutoring, service learning, supplemental instruction) More assumed responsibility from colleges for the social issues of students (before, faculty weren’t concerned) Don’t want or need silence to concentrate – freaks out the librarians

Millennial College Experiences

• • • • • • • All possible content is on the internet – need process and skills-based Get out as fast as you can Stay home as long as you can – are protected and mentored Get “do-overs” often Lots of technology, no tolerance for delays Are not hardy, drop out and quit easily Dislike ambiguity – “just tell us what we need to know”

At Your Tables

• Discuss: – When you were an undergraduate student and had a paper assigned in a class, what was your process for preparing for and writing the paper?

• Where did your reference material come from?

• • How long did it take?

Would it be done differently today?

Major Influencing Factors

1.

2.

3.

4.

5.

Their parents The self-esteem movement The customer service movement Gaming and technology Casual communication

Parenting Millennials

• • • • This generation is being parented by well educated, over-involved adults who participate in “deliberate parenting.” They have outcomes in mind.

Boomers were the first generation to be thrown out in to an unsafe world as adolescents.

The 60’s and 70’s were very scary and many of us felt unprepared for it.

We were naïve and didn’t have enough tools in our tool box to deal with it.

Baby Boomers as Parents

• • • • Boomers rebelled against the parenting practices of their parents.

Strict discipline was the order of the day for boomers.

They made conscious decisions not to say “because I told you so” or “because I’m the parent and you’re the child.” Boomers became more “friendly” with their children. They wanted to have open lines of communication and a relationship with them.

Baby Boomers as Parents

• • • • They explained things to their children, (actions, consequences, options, etc.) – they wanted them to learn to make informed decisions.

They allowed their children to have input into family decisions, educational options and discipline issues.

We told them “just because it is on television doesn’t mean it’s true” or “you can’t believe everything you read.” We wanted them to question authority.

The Result

• • • Millennials have become “a master set of negotiators” who are capable of rational thought and decision-making skills at young ages.

They will negotiate with anyone including their parents, teachers and school administrators.

Some call this “arguing.”

Helicopter Parents

• • •

Helicopter Parent (

or her children.

n)

A parent who hovers over his Or Snowplow parent: Parents who clear the way for their children ……these (echo) boomers are confident, achievement-oriented and used to hovering "helicopter" parents keeping tabs on their every move. (Anthony DeBarros, "New baby boom swamps colleges," 2, 2003) USA Today , January

Helicopter Parent go to College • A new generation of over-involved parents are flooding campus orientations, meddling in registration and interfering with students' dealings with professors, administrators and roommates, school officials say.

• Some of these hovering parents, whose numbers have been rising for several years, are unwittingly undermining their children's chances of success, campus administrators say. Now, universities and colleges are moving rapidly to build or expand programs aimed at helping parents strike a better balance.

Colleges Ward Off Overinvolved Parents By Sue Shellenbarger

From The Wall Street Journal Online

Baby Boomer Parents have been their Biggest Cheerleaders

• • • Millennials expect and need praise.

Will mistake silence for disapproval.

Millennials expect feedback.

Parental Care in the Millennial Era

• • • • • • Today’s typical family is spending more, not less, time with kids.

Smaller families mean more time with each child.

Fathers are spending more time with children.

Less housework is being done.

There is a strong connection between the social lives of parents and kids.

They get along with their parents and share their parents’ values.

Who are your heroes?

• An Associate Press/MTV poll asked millennials who they looked up to as heroes?

– – – – – – 50% said their parents (29% mom, 21% dad) 11% named a friend 10% said God 8% named a grandmother 7% a brother 5% a teacher or professor CNN 8/20/07

Focus on Self-esteem

• • • • This generation was the center of the “self-esteem” movement.

9,068 books were written about self-esteem and children during the 80s and 90s (there were 485 in the 70s).

The state of California spent millions studying the construct and published a document entitled “Toward a State of Self-esteem.” Yet they can’t escape the angst of adolescence – they still feel disconnected, question their existence, purpose and the meaning of life. They want to feel valued and cared about.

Focus on Customer Service

• • • • • • Expect access (24/7) Expect things to work like they are supposed to If they don’t “that is your problem” They want what they have paid for Everything comes with a toll-free number or web address Want “Gateway Go Back” in classes

Their Idea of Computer Technology

This is what millennials grew up with?

Add the Impact of Gaming

• Gaming has impacted children – The game endings changed based on the decisions children made (Role Playing Games [Legend of Zelda, Final Fantasy, Chronotrigger]) impacting locus of control.

– Involves a complex set of decision making skills.

– – Teaches them to take multiple pieces of data and make decisions quickly.

Learning more closely resembles Nintendo, a trial and error approach to solving problems.

We navigated our way through…..

They navigated their way through…..

Technology

• This generation has been plugged in since they were babies.

• • They grew up with educational software and computer games.

They think technology should be free.

• • • They want and expect services 24/7.

They do not live in an 8–5 world.

They function in an international world.

Millennials Want to Learn

With technology With each other Online In their time In their place Doing things that matter (most important)

Source: Achievement and the 21 st Century Learner.

Technology In School

• • • • Students are increasingly savvy when it comes to technology. In general, students expect faculty to incorporate technology into their teaching and be proficient at it.

At the very least, communication via e-mail, access to online resources, PowerPoint presentations, Internet activities, discussion boards and electronic classrooms are expected.

Faculty will need to balance the use of technology with their own philosophies of teaching.

Characteristics of Today’s Children

• • • • 76% want to learn more about the world.

28% of high school students access foreign news sources via the Internet.

90% percent of children between ages 5 and 17 use computers.

Teens spend more time online using the Internet than watching television.

From: A Nation on the Move, http://www.ed.gov

Characteristics of Today’s Children

• 24% have created their own web pages.

• • 16% of teens are shareholders in the stock market.

33% use “Facebook”, “Twitter”, IM, “Myspace” or other social networking contexts or formats daily.

• • Teens and college students combined spend nearly $400 billion a year.

The largest group of new users of the Internet from 2000-2002 were 2-5 year olds.34

From: A Nation on the Move, http://www.ed.gov

, and Just Kid Inc. KID Formation Series, July 2008, “Meet the Millennial Generation: An Explosive New Consumer Force.”

By age 21…..

• • It is estimated that the average child will have: – Spent 10,000 hours playing video games – – – – Sent 200,000 emails Spent 20,000 hours watching TV Spent 10,000 hours on their cell phone Spent under 5,000 hours reading But these are issues of income. Will a child who grows up in a low income household have these same experiences?

The “Information Age” Mindset

• • • • • Students have never known life without the computer. It is an assumed part of life.

The Internet is a source of research, interactivity, and socializing (they prefer it over TV).

Doing is more important than knowing.

There is zero tolerance for delays.

The infrastructure and the lecture tradition of colleges may not meet the expectations of students raised on the Internet and interactive games.

Cell Phone Technology

• • • • • They all have cell phones and expect to be in contact 24/7.

Not a phone – a lifestyle management tool Staying “connected” is essential.

Communication is a safety issue for parents.

Communication has become casual for students (IM, email and cell phones.

What About 1st Generation Students?

• • • • • • Not all students will be proficient; first-generation and students from low income or working class families may have less experience.

Their experience with technology has been in arcades and minimally in school (poorer districts.) They have not had the exposure to educational uses of technology.

We need another placement test – remedial keyboarding and technology.

Huge digital divide between the “haves” and the “have nots” based on income levels (class).

Digital divide is appearing in pre-K.

In School

• • They need to understand why they are doing what they are doing – objectives of classroom activities and projects.

They want to have input into their educational processes.

• • • They want to be involved in meaningful activities, not mundane work.

They think it is cool to be smart.

They will respond well to programs like “learning communities and service learning.”

Millennial Expectations

• • • • Clear expectations, explicit syllabi, and well structured assignments.

They expect detailed instructions and guidelines for completing assignments.

They have come from K-12 systems where students are actively involved in learning and classroom activities change often.

Teachers are helpers and facilitators of learning.

Satisfaction with Online Courses

70% 60% 50% 40% 63% 30% 20% 10% 0% Veterans

Source: Educause

55% Boomers 38% 26% Gen X Millennials

How are Millennials doing in school?

• • • • • Teachers report that students are doing better academically.

The largest gains have been in math and science for ages 9 and 13.

Verbal skills show less clear trends.

Millennials have corrected a late 80s decline in writing proficiency.

Reading scores show modest gains through the 90s.

SAT Scores – a Twenty Year Reversal

520 515 510 505 500 509 504 503 500 497 520 519 Verbal 514 Math 511 512 511 509 501 500 507 505 504 502 501 503 504 506 508 501 500 501 504 505505 505 505 516 506 505 514 507 504 518 508 500 499 500 500 499 495

Millennials Taking SAT

494 518 508 503 490 19 83 19 84 19 85 19 86 19 87 19 88 19 89 19 90 19 91 19 92 19 93 19 94 19 95 19 96 19 97 19 98 19 99 20 00 20 01 20 02 20 03 20 04 20 05 20 06

Highest SAT Scores in 35 Years

Ambitions



Most popular college majors:

• • • Medicine Education/teaching Business and marketing • • • Engineering Law and politics Computer science  • •

Most sought after qualities in careers:

Responsibility Independence • Idealistic and committed co-workers • Creativity 

Most common job trends :

• • Multi-taskers Change Careers • • Seek security & benefits Stay with company that offers a challenge

Source: Industry Week, March, 1998.

What Do Businesses and Colleges/ Universities Need to Know about Today’s College Students and Graduates Here Come the Girls

Boys Issues in K-12

For Every 100 Girls Who….

Enroll in Kindergarten Number of Boys 116 Enroll in Ninth Grade Enroll in Twelfth Grade Are Suspended from K-12 Are Expelled from K-12 101 98 250 335 Diagnosed with Learning Disability 276 Enroll in the gifted and talented program 94 The Boys Project. http://www.boysproject.net/statistics.html

Boys and Their Educational Choices

For Every 100 Girls Who….

Graduate from High School Enroll in College Earn an Associates Degree Earn a Bachelors Degree Earn a Masters Degree Earn a Doctorate Number of Boys 96 77 67 73 62 92 The Boys Project. http://www.boysproject.net/statistics.html

First Time Freshman Enrollments by Gender – 50 Years (numbers in thousands)

1600

(54.8%)

1400 1200

(45.2%)

1000 800 600 400 200 0 19 55 19 60 19 65 19 70 19 75 19 80 Males Females 19 85 19 90 19 95 20 00 20 04

College Graduation Projections (numbers in thousands) (61% of degrees will go to women)

1050

(62.6%)

950 850 750 Assoc. Degree Male Assoc. Degree Female Bach. Degree Male Bach. Degree Female

(37.4%)

650 550

(60%)

450 350

(40%)

250 20 05 -6 20 06 -7 20 07 -8 20 08 -9 20 09 -1 0 20 10 -1 1 20 11 -1 2 20 12 -1 3 20 13 -1 4

Difference in Values

• • They have witnessed their baby boomer parents coming home from stressed jobs, exhausted, falling asleep at the dinner table; and don’t want that for themselves.

They are a generation who is interested in a life with value and meaning – they do not aspire to what the “boomers” aspire to – they want something different.

• • • •

True Multi-taskers

Millennials have lived programmed lives and are already quite capable of learning several jobs simultaneously and performing them admirably.

Millennials will change careers many times. Retooling and recycling their skills and talents will become common. To retain them, smart employers will encourage Millennials to try out different careers within the same company.

Need for Services

• • It is estimated that 3 million Millennials have been diagnosed with ADHD and have been medicated (80% are boys).

Within student populations, the number with disabilities has jumped from 3% to 9%.

– Many have had individual education plans.

– – – Many need testing services (quiet, separate).

Need to self-advocate to teachers.

Major transition from high school to college.

2004 Research Study

• Central Piedmont Community College’s Center for Applied Research was contracted to do this study by the Workforce Development Board.

– Focus Groups were conducted.

– An Online Survey was administered.

– Data collected January University of NC at Charlotte, Central Piedmont Community College and Johnson C. Smith University.

– March 2004 from the

Characteristics They Look for in Teachers

• At least 50% said: – – – – – – Enthusiastic about the course/teaching Are fun to be around Provide intellectual challenges Have flexible class policies Are sensitive to your needs/feelings Emphasize preparing for future career

Working in Teams

• How do you feel about working in teams?

– – – I like it Have no feelings about it I don’t like it 44.7% 25.9% 29.4%

Working in Teams

•

In the classroom, do you do the following?

1 = never 2 = rarely 3 = sometimes 4 = often Mean (sd) Are given “team grades” on working with others Write papers/do projects with others Study/do research in teams 2.62 (.89) 2.41 (.79) 2.35 (.80)

What Will You Do After Graduating?

• • • • • Immediately get a job Continue my education Take some time off Marry/start a family Not sure 43% 34% 5% 6% 13%

Career Field

 How likely do you think it is that your first job out of college will be in your career field? – Somewhat Likely 37.4% – – Not Likely/Not Sure Very Likely 20.5% 39.4%

Salary Expectations

• Realistically, what do you expect your starting salary will be when you begin working?

Millennials – – – – – – $15-20K $21-30K $31-40K $41-50K $50K+ Not sure 7.7% 29.3% 27.0% 15.9% 7.0% 12.5% Approximately 65% felt they would earn $40K or less

Importance of Career Components

• Elements thought to be very important Respected on the Job Opportunity for Professional Development Ability to Have an Impact on the World

Importance of Career Components

•

Items thought to be somewhat important:

Access to Information and Expression of Personal Opinion Having High Job Prestige Working with Inspiring Colleagues Geographic Location of Job Receive Guidance and Direction from Supervisor

Importance of Career Components

• Items thought to be somewhat important: Participating in Company Decisions Independence/Professional Autonomy Using Creativity on the Job Lots of Responsibility Flexible Work Hours Dress Code Appropriate to Work Environment

Importance of Job Benefits

• • Benefits thought to be very important Health Insurance Salary Growth Plans like 401K Life Insurance Bonuses Employer-paid Retirement Benefits thought to be unimportant Stock Options Profit Sharing

Jobs in Lifetime

• How many jobs do you think you will hold in your lifetime?

– – 1-3 4-6 35.7% 41.5% – – 7-10 Over 10 16.5% 6.2% 64% expect to have 4 or more jobs

Future Odds

• The following % felt it was very likely that they would someday: Work for themselves/own business Have lifestyle they grew up with 21% 63% • 79% felt a two income household would be somewhat to very important in reaching their lifestyle goals?

Quality of Life?

– – – – – Rank order of items that contribute to a good quality of life (% ranking item in top 3 on a scale of 1-8) – – Having a secure future for my family Time to enjoy family/children 71.5% 68.7% Having family/children Having a great job Having good friends Having plenty of money Having plenty of free time 63.2% 60.4% 55.2% 45.5% 40.2%

Your Generation in the Future

• Someday, your generation will be raising kids, running corporations and occupying high political office. When that day comes, which areas of American life will be better, the same or worse than today because of your generation?

– 3 = better – – 2 = same 1 = worse

Areas they felt they would do better: Technology Race Relations Areas they felt they would do about the same: Economy Schools Arts/Culture Foreign Affairs Areas they felt they couldn’t improve on: Government Family Life Religion Crime/Public Order

Will We Have a Workforce Shortage?

• • • • • Will the Boomers retire in droves?

Could see a 4-10 million worker shortage by 2010.

We don’t have enough well-prepared young workers.

Greatest needs in fields with advanced education such as nursing and education.

Also industries with mostly older workers such as the oil and gas industry.

Older Generations Make Assumptions • • • • That younger generations will measure success just as we have.

Young worker must pay their dues and follow the same paths to success as previous generations.

The company ladder will remain intact.

Workers go where the jobs are.

Marston, Cam, Motivating the “What’s In It for Me” Workforce: Managing Across the Generational Divide and Increasing Profits, 2007

• • •

What Millennials Want

• Ability to work whenever and wherever they want.

• • Variation on the job Continual feedback from supervisors Opportunities to learn, retool and reinvent themselves Challenge, new problems to solve To be in charge of their lives and future Marston, Cam, Motivating the “What’s In It for Me” Workforce: Managing Across the Generational Divide and Increasing Profits, 2007

Millennials Were Asked….

•

What are the top five things that make you respect a company?

Top Five

1.

2.

3.

4.

5.

Give back to their community.

Have fair labor practices.

Have products and services that do what they promise to do.

Having products and services that truly help people in need.

Being “green” or “eco-friendly.” (Just Kid Inc. KID Formation Series, July 2008, “Meet the Millennial Generation: An Explosive New Consumer Force.”)

What They Are Not Interested In

• • • • • • Time-honored traditions Doing things the way they have always been done Paying their dues How their managers got to where they are (rank) A work ethic that requires a 10 hour day Unquestioning loyalty to a company Marston, Cam, Motivating the “What’s In It for Me” Workforce: Managing Across the Generational Divide and Increasing Profits, 2007

Change in Values

Two youngest generations: – Define success differently – – Their time is equal in value to money Will pursue other rewards for their work – – The company/corporate ladder has become irrelevant View their predecessor’s experience as a warning, not a road map – Don’t value the rules of management, motivation and reward Marston, Cam, Motivating the “What’s In It for Me” Workforce: Managing Across the Generational Divide and Increasing Profits, 2007

Skepticism

The two younger generations: – Have been given ample reason to question authority – Don’t believe their leaders tell the truth – – Question the motives and truthfulness of institutions across the board Invest their loyalty and trust in individuals and therefore, the right boss is critical (otherwise they change jobs, #1 reason they quit) Marston, Cam, Motivating the “What’s In It for Me” Workforce: Managing Across the Generational Divide and Increasing Profits, 2007

What Will It Take for All Generations to Work Well Together

• A new understanding of what employees want from their jobs, bosses and workplace experience • • A new understanding of loyalty and how to develop it (not through pay, promotions and benefits) A new definition of self – young employees define themselves by what they do outside the job, not what they do for a living Marston, Cam, Motivating the “What’s In It for Me” Workforce: Managing Across the Generational Divide and Increasing Profits, 2007

What Will It Take

• • New behavior from leaders who realize younger workers enter the workforce seeking self-fulfillment and aren’t interested in “paying their dues” for an unspecified amount of time for a vague reward Because young people are doing everything later – staying in school, living at home, getting married, having kids – this impacts their commitment to work Marston, Cam, Motivating the “What’s In It for Me” Workforce: Managing Across the Generational Divide and Increasing Profits, 2007

Reasons US Workers Change Jobs In 2006, 21% of US workers made voluntary job changes for the following reasons: • • • • • • • • Growth and earnings potential (30%) Time and flexibility (23%) Financial compensation (22%) Culture and work environment (22%) Benefits (12%) Supervisor relationship (10%) Travel and development (9%) Management climate (9%) Benefit News

Changing Workforce

• • • • • Workers are demanding the ability to balance their work and personal responsibilities.

Workers are not afraid of changing jobs.

The idea that the best way to grow financially and otherwise is to stay with one employer has been eroding to the point of extinction.

Younger workers and those earning $15,000 or less were the most likely to change jobs.

The cost of turnovers range from $7,000 for hourly employees to $30,000 for mid-level managers and $80,000 for technical or senior level management (Center for Workforce Learning).

Charlotte Biz, March 2007

Some are already in the workforce. What are they saying?

• • • • • • “The technology is too slow.” “Just because I’m young doesn’t mean I should be given low pay and a poor work schedule.” “I expect to be treated fairly.” “We are inheriting a mess in the workforce – who got us there?” “My dad worked 60 hours a week and then lost his pension – no way I’m doing that.” “I can get my work done in 40 hours – sorry if you can’t.”

Charlotte Observer, Sunday, March 5, 2006.

How They Will Push Us…

• • • • • • • More independence in the workforce Consumer-based fairness Better technology Enhanced professional development Get rid of “that’s the way we’ve always done it” Have more life balance Re-establish priorities

What We Know

• • • • Times are changing – in business and society So – leadership must change The younger generations are working in a different economy and business world They have different values and goals

THEY WILL NEVER BE LIKE US!

What can managers do?

1. Mentor their employees • About how the company runs, what makes people of different generations work well together. Teach people skills not just business processes.

• Great leaders can motivate all people by balancing processes and people’s needs for the good of the company

Messages that Motivate

• • Veterans – Your experience is respected here – – What has and hasn’t worked in the past is relevant Perseverance is valued Boomers – You are important to our success – – Your contribution is unique and important We need you

Messages that Motivate

• • Gen Xers – – – Do it your way There aren’t a lot of rules here We’re not very corporate Millennials – – You will work with other bright, creative people You can help turn this company around – – – You can be a hero here We value independent workers Your boss will help you succeed

2. Communicate with employees • Encourage them to develop trust with others and empower people to do their jobs. Ask for input rather than telling them what to do. Open communication reduces resistance.

3. Value their values • Want work-life balance. They value family and friends and want to work their eight hour day and go home. Older workers think long hours show your loyalty and productivity. Younger workers often get things done faster. They value efficiency and effectiveness and doing things faster.

4. Focus on Retention • People leave for several reasons: older workers retire but younger workers often leave feeling unvalued.

• Have strategies to retain both groups.

• Older generations like monetary rewards, younger generations like time off work.

So How Do We Work With Them?

• Because they have grown up in a different world, never assume that they know certain things like: – You don’t want to talk to their mother when they are having problems.

– You don’t get points for showing up or an A for effort.

– – – – – – The definition of plagiarism and cheating.

It’s not appropriate to call the professor at home after 9pm.

They can’t use IM language in papers.

It’s not okay to email the professor 10 times a day.

That when they email you at 3am, you’re not sitting on the other end waiting to respond to them.

The business office (and most others) close at 5pm.

• • • • •

Some Major Issues Worth Addressing

Some of them have been performing below grade level all their lives… and they may not know it (age of social promotion).

You may be the first strict grader they have encountered (will discourage them).

Many are not very “hardy.” Will quit or drop out because “it’s hard.” They are very good consumers and will figure out a way to stay “under the radar.” They are not good planners and will do everything late if allowed.

What Should Institutions Do (In the Classroom)?

• • • • Develop policies and practices around appropriate communication (by department).

Give them electronic access to as much as is philosophically possible.

Draw a line on negotiations.

Give them definitions, boundaries and rules.

What Should Institutions Do?

• • • • Stop existing in an 8-5 world.

Establish prerequisites for reading and writing intensive courses.

Force them to take developmental courses the first semester (don’t set them up to fail).

Stop letting them register late, hand in late work and procrastinate.

What Should Institutions Do?

• • Don’t let them take online courses if they are not tech savvy and don’t possess the motivation to complete.

Train all faculty to detect and work with low performing students (especially in gate keeper courses).

What Should Institutions Do?

• • • Look into what is known about learning.

Try to actively engage them.

Engage them in group-oriented activities – – – – Service learning Study groups Supplemental instruction Learning communities

What Should Institutions Do?

• Create alterative ways for the low-tech students to come up to speed.

– – – – Basic keyboarding skills.

Special workshops or lab sessions on the basics.

Help them master software that “will do work for them.” Get access to computers (refurbished, community projects, grants, etc.)

One Final Word

• In case you're worried about what's going to become of the younger generation, it's going to grow up and start worrying about the younger generation.

(Roger Allen)

In 2008 – In Schools Across America

• The first full class of a new generation will showed up for kindergarten.

Who Are They?

• • A new “Silent Generation” referred to as Generation Z, Generation Alpha or the Homeland Generation.

Starts mid-2000’s until about 2017-2020 and will be considered an artist generation: http://en.wikipedia.org/wiki/Strauss_and_Howe

• • • •

Generation Z

• Will be raised on technology, they will not be scared of anything, they will be open to new ideas.

• • They will be into truth and loyalty and they will not be not afraid to voice their opinion. They will be flexible and open to change. They will be fearless and fun.

They will be the ‘new’ hope for our own future.

Their great-grandparents belong mostly to the Silent Generation and the Baby boomers form the core of their grandparents. Their parents are seen as being roughly evenly divided between Generation X and Generation Y. http://www.generationzbaby.com/generation-z.html

For a copy of this presentation: http//www.cpcc.edu/millennial Click on: “workshops and presentations” Contact: [email protected]