Intergenerational Issues in the Workplace
Carson‐Newman College
School of Education
Jefferson City, TN
[email protected]
Assumptions about the Workplace
We work with people
Good relationships and communication increase productivity
Understanding people is a basic skill for work
Developmental Understandings
 People think differently at different ages
 There are different tasks to be accomplished at each age
 Although every person is unique, there are patterns of development
 Development is a lifelong process—womb to tomb
Erikson’s Pattern of Understanding
 Trust vs Mistrust (0‐18 months)
 Autonomy vs Shame/Doubt (18 months to 3 years)
 Initiative vs Guilt (3 years to 6 years)
 Industry vs Inferiority (6 years to 12 years)
Erikson Continued
 Identity vs Role Confusion (Adolescence)
 Intimacy vs Isolation (Young Adulthood)
 Generativity vs Stagnation (Midlife)
 Integrity vs Despair (Adulthood)
 BASIC NOTION ABOUT ERIKSON—Successful resolution of crises at one level facilitates resolution of the next . . . Influences of Culture/Time
Ecological Theory
 Microsytem—immediate environment (home)
 Exosystem—community/neighborhood
 Macrosystem—larger culture
 Chronosystem—time: Chronological/Individual Age
Generations and Their
Characteristics
 Traditionalists, Veterans, Silent—1922‐1945
 Baby Boomers—1946‐1964
 Generation X, Gen X, Xers—1965‐1980
 Generation Y, Millennials, Echo Boomers—1981‐2000
 CAVEAT: Some people disagree about time frames! And whether or not this holds water . . .
How Do We Differ and What Does it Matter?
 Significant Events
 Values and Families
 Political Views/Civic Participation
 Work Place Expectations
 Four Generations in Interaction
Traditionalists—1922‐1945
 Significant Events
 Values
 Work Expectations
Significant Events—1922‐1945
 WW I and WW II; Pearl Harbor
 Great Depression
 The New Deal
 Automobiles Values of Traditionalists
 Respect for Authority
 Conformity and Discipline
 Education as a Dream for Getting Ahead
 Saving for the Future
Working with Traditionalists
 Value of Hard Work
 Chain of Command
 Satisfaction in a Job Well Done
 Loyalty to Company
 Experience is Respected
Baby Boomers
 Significant Events
 Values
 Work Expectations
Significant Events—1946‐1964
 Television!
 Vietnam War and the Draft
 Assassination of JFK/MLK/RFK
 Space Race/Sputnik
 Birth Control
 Women’s Rights
Values of Boomers
 Optimism
 Education as a Birthright
 Work as Fulfillment
 Crusading for Causes
 Questioning of Authority
 Need to Feel Needed/Valued
 Buy Now, Pay Later
Working with Baby Boomers
 Workaholics
 Emphasis upon Quality
 Team Player
 Likes Meetings
 Money is Motivating
 Like Personal Attention/Recognition
Gen Xers—1965‐1980
 Significant Events
 Values
 Work Expectations
Significant Events—1965‐1980
 Little Awareness of Impact of Vietnam
 End of Cold War—Berlin Wall
 Growing up in Post‐Watergate Era
 Challenger Explosion
 Living with Technology and .com
Values of Gen Xers
 Latchkey Kids—Now Want Work/Family Balance
 Less Likely to be Loyal to Company than Boomers
 Education as a Way to Make $$$, but Expect to Be Less Well Off Than Parents
 Save, Save, Save
 Conservative and Unengaged Politically
Working with Gen Xers
 Prefers Instant Gratification
 Desire Freedom and Ability to Do Things Their Way
 Entrepreneurial
 Work is a Challenge
 Desire Balance in Work/Family Life
Generation Y/Millennials
 Significant Events
 Values
 Work Expectations
Significant Events—1981‐2000
 9/11 and Terrorism
 Iraq and Afghanistan
 USSR Has No Meaning
 Bill Clinton and Monica Lewinsky
 Technology and Social Networking
Values of Millennials
 Multi‐taskers
 Used to Stimulation of Technology/Rapid Change
 Accustomed to Diversity
 Work as Fulfillment
 May be Next Great Generation (Similar to Traditionals)
Working with Millennials
 Brainstorm with Them for Ideas
 Specific, Clear Directions
 Need and Desire to be Mentored
 Multiple Projects at Once in Small Segments
 Graphic Organizers
 Clear Expectations/Consequences
 Texting/Tweets/Facebook
So What Does All of This Mean?
 Some people think it’s all stereotyping
 People are people and not that different
 http://www.christmastree.org/geny.pdf
Challenges for Supervisors
 Economic Challenges—Work is More Demanding
 Greater Productivity Required of All
 Employer‐Employee Relationships are Less 


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Hierarchical and More Transactional
Fewer Long‐Term Relationships at Work
Employees Have Higher Expectations for Short‐Term Rewards
Immediate Supervisors are Most Important People
Supervision Requires More Time/Skill
Interactions with Multiple Generations
 Understanding Differences
 Understanding Similarities
 Team Building Activities
 Common Goals/Roles
Selection Criteria and Interviewing
 Interview by Walking Around
 Observe Nonverbal Behavior  Immerse in Work Space
 Cell Phone Call During Interview?
 Walk Interviewee to Entrance/Car
Creating a Positive Work Environment
 Maximize Each Individual’s Potential
 Assess Strengths/Match to Work
 Recognize and Celebrate Differences
 Hit it Head On . . .
Listening Skills . . .
 Reflect
 Clarify
 Interpret
 Summarize
Problem Solving Models
 Identify problem
 Brainstorm alternatives/consequences
 Select the alternative and implement
 Evaluate
STRIDE Model
 S—What is the SITUATION?
 T—What is the TARGET (goal)?
 R—What are the RESISTANCES (internal/external)?
 I—What IDEAS do we have for solutions?
 D—What is the DESIGN (a plan)
 E—How will we EVALUATE whether or not our design worked? What will be the measures of success?
Freire Model of Reflection
 What do I do?
 What does this mean?
 How did I come to be this way?
 What might I do differently?
Some Situations for Practice . . .
And A Resource
 The Center For Generational Studies
 http://www.gentrends.com/
Presenter Information:
 Sharon T. Teets, Dean
 School of Education
 Carson‐Newman College
 865‐471‐3462
 [email protected]