General Population Question
Mentoring the Millennial Generation:
Implications for Clinical Supervision
ASHA Convention ~ Nov. 16, 2007
Carol Koch, Interim Dept. Chair
Lynn Drazinski, Clinical Coordinator
Kimberly van den Enden, Graduate Student
(from Yahoo Answers)
Q: If I was born in the 80s
am I a different generation
than someone born in the
70s? What is a generation
and what is the range of a
generation?
Rockhurst University
Answers
What is a Generation?
(from Yahoo Answers)
A generation is a period of time about 33 years...
The new theory is:
generation is:
I think a generation is
Generation is a form or stage in life's cycle.
A society-wide peer group, born over a period
roughly the same length as the passage from
youth to adulthood (20-21 years), who
collectively possess a common persona.”
(RU clinical educators course, Nov. 7, 2006)
Generations
Birth Cohorts
20-22 Years
Silents or
Traditionalist
Generation
1925-1942
Baby Boomers
1943-1960
Generation X
1961-1981
Millennials
1982-Present
1
Silents/Traditionalists: At a Glance
This generation is known for it’s duty & sacrifice,
born between 1909-1942
How well do you know the
different generations?
An Overview:
Who are the Silents?
In the workplace
The Silents today
(www.marstoncomm.com/matures.html)
Boomers: At a Glance
Gen Xers: At a Glance
Boomers are known for Individuality, & the “me”
generation. Born between 1943- 1960
Xers are known as Skeptical & Reluctant,
Born between 1961-1981
Overview:
Giants of the workforce
The individual
The Boomer today
Overview:
Thought of as “slackers”
The attitude
In the Workplace
In the Marketplace
(www.marstoncomm.com/boomers.html)
(www.marstoncomm.com/Xers.html)
Millennials: At a Glance
Millennials are known as Coddled individuals, Born
between 1982-Present
Before we start, let’
let’s set a few
“ground rules”
rules”
Overview:
Children of the Boomers and the oldest Xers
Technology & Economy
In the Workplace
In the Marketplace
We are generalizing.
We are not judging.
It is possible to misuse
this information.
The focus is on US
students/demographics.
(www.marstoncomm.com/millennials.html)
2
Who are these Millennials?
“Millennials are smart, ambitious,
incredibly busy, very ethnically
diverse, and dominated by girls, to
this point. They make decisions
jointly with parents (“copurchasing” a college) and believe
in big brands (with “reputation”
counting for a lot). And they are
very numerous, very intent on
going to college, and have very
demanding parents.”
What has shaped their times?
Added emphasis on children and family
Scheduled, structured lives
Multiculturalism
Terrorism
Patriotism
Parent advocacy
Globalism
Howe & Strauss (2007)
Can you speak Millennial?
Flashy or glitzy
Hot rod
Sneakers
Hunk/Stud/Babe
Girlfriend/Boyfriend
Cool/Awesome
Thongs
Bling Bling
Ride or Hooptie
Shox
Hottie
Boo
Sweeeet!
Flip Flop
Growing Up “Messages”
Messages”
Be smart – you are special
Leave no one behind
Connect 24/7
Achieve now!
Serve your community – think of the
common good.
3
Myths about the Millennials
Are they another “lost” or “neglected”
generation?
No! They are optimists! Studies are revealing
that that are much more upbeat and positive
than previous generations.
Are they rule breakers?
Are they self-absorbed?
Myths about the Millennials
No! They are the most “watched over”
generation in recent years.
Are they pessimists?
Myths about the Millennials
“SPECIAL”
Absolutely not! Nearly 90% say they “trust” or
“feel close” to their parents.
The Core Traits of the Millennials
Millennials are. . .
Do they distrust authority?
Quite the opposite. They have totally disproved
the experts who predicted waves of youth crime
during the last decade.
Not really. . .they gravitate towards group
activity and community service much more than
GenXers.
Special
Sheltered
Confident
Team-Oriented
Conventional
Pressured
Achieving
Special – how did it get this way?
Birth coincided with a new focus on children
Generation of “wanted” children
Many “Boomer” parents delayed having
children until financially secure
Father attended the birth
Central to their parents’ sense of purpose
Baby-on-board signs
Dad is no longer the “distant disciplinarian”
Baby Gap/Nickelodeon/SI for Kids
Athletics and activities expand
4
What are the implications of
“special”
special”?
If it is my problem, then it is everyone’s
problem.
They are more trusting of government and
authority to do what is best.
Generational destiny – Millennials view
themselves as important and vital to solving
world problems.
Arrival of the “Helicopter Parent”
Applying what we know about
“special”
special”
Millennials are. . .
“SHELTERED”
Use of names is important.
Appreciate periodic progress reports.
Long for recognition of efforts.
Prepare for increased demands on
instructors and supervisors from students.
Sheltered – how did it get this way?
Unprecedented focus on safety and wellbeing
Elimination of the “independent” child
In
play
education
In travel to school
Even in work
In
Bike helmets, airbags, elbow pads, shin guards
curfews, internet screening programs
The “Columbine Generation” at school
The “Helicopter Parent”
What are the implications of
“sheltered”
sheltered”?
Bad decisions have not always led to
consequences or adverse results.
The “look the other way” syndrome
Increase of adult children living with parents
The “Helicopter Parent” trend continues,
and the kids want them to!
Huge POSITIVE trends:
Drinking, smoking, drugs, teen pregnancies,
abortions, crime, and suicides
Applying what we know about
“sheltered”
sheltered”
Students want instructors who “care”.
Smaller class size is desirable by parents and
students.
Don’t “swoop” in! Let them struggle a bit.
Expect more complaints about “unfair”
grades.
Expect more parental involvement – be
careful!
5
Millennials are. . .
“CONFIDENT”
Confident – how did it get this way?
What are the implications of
“confident”
confident”?
Millennials expect to “make a difference”,
not just “earn a living”.
Those who are struggling emotionally
recognize it more readily, resulting in a
higher percentage of those who seek
counseling.
Applying what we know about
“confident”
confident”
College choice related to realizing dreams.
May have to work harder to get students to
be creative.
Students want to know how the knowledge
or experience will help them make a
difference in the world.
TeamTeam-Oriented –
how did it get this way?
Millennials are. . .
“TEAM
ORIENTED”
This is a secondary effect of “special”.
Raised by parents who embraced the
importance of self-esteem.
Optimistic yet practical
Hopeful for the future
Enjoy strong connections with parents
Education and entertainment has focused
on inclusion and teamwork
Increased use of team
projects/presentations is elementary, junior,
and high school
Racial and ethnic harmony emphasized
Technology makes it easier to communicate
with large groups of friends
6
What are the implications of
“teamteam-oriented”
oriented”?
Increased desire to
attend college where
friends will also attend
Applying what we know about
“teamteam-oriented”
oriented”
Conventional –
how did it get this way?
Millennials are. . .
“CONVENTIONAL”
Applying what we know about
“conventional”
conventional”
Expect and appreciate
an orderly classroom
Overwhelmingly favor
teaching of values in
schools
Higher respect for
authority, BUT higher
expectations
High demand for group projects
Opportunities for students to “assist” with
teaching
Beware of “loners”
My Class = My Team
Increased parental/child interaction
Identify with parents’ values
Feel close to their parents
Fathers have taken on a new role with kids
“rule followers” (if we give them clear rules
they understand)
Accept authority
Columbine → “zero tolerance”
Millennials are. . .
“PRESSURED”
“Sometimes I feel more pressure than I should, because
I know there are so many people who want me to do
well.”
--Sarah Hughes, at age 16, remarking on her 2002 Olympic gold medal
victory.
7
What are the implications of
“pressured”
pressured”?
Pressured – how did it get this way?
Grew up in a more “urgent” world
Overscheduled childhoods with little down
time
Irregular/poor eating and sleeping habits
Increased assessments in elementary school
Pushed to study hard
Pushed to get good grades
Pushed to go to college
Choose careers that pay well
Applying what we know about
“pressured”
pressured”
Millennials are. . .
“ACHIEVING”
Resist the urge to inflate
grades/evaluations
“it’s okay!”
Commend “improvers”
not just “achievers”
Be honest and personal
about own failures
What are the implications of
“achieving”
achieving”?
Achieving – how did it get this way?
Long term success is determined
by what happens right now
Crave stability and “down time”
Accustomed to being
“hierarchy-ized”
Pressure to cheat is at an
all time high
Grade inflation
Era of school choice, including
homeschooling, and private school
More time spent on homework
More parental education
Higher percentage planning on going to
college
Average math SAT score in 2005 was at an
all-time high
Average Verbal SAT score in w005 at highest
level since 1977
Unprecedented accomplishments in
extracurricular and volunteer activities
8
Applying what we know about
“achieving”
achieving”
Technology is expected.
Colleges need to make sure
that students are not taking
a step down from high
school
Demand a challenge.
Prefer to set and meet
goals.
Other characteristics of Millennials:
Civic minded
Diverse
Health/safety
Family-oriented
Parental effect
Technology
Multitasking
The Millennial in College
Preferences of Millennials
Information must be individually tailored
Portability of information is critical
Content must be dynamically generated
“lag time” is a foreign concept – give
feedback promptly
Exposure/experimentation
with “grown up” activity
Exposure to vast
information, but less depth
Different patterns of social
connection and intimacy
Increasingly high levels of
stress and anxiety
Technological proficiency
Part-time employment
Ambitious but realistic
expectations
Well aware of campus and
community rules, regulations,
and political correctness.
However, see it as a challenge
to find a way around the
rules.
Average Retention for
Learning Activities
5%
Lecture
10% Reading
20% Audiovisual
30% Demonstration
50% Discussion Group
75% Practice by Doing
90% Teach Others/Immediate Use of Learning
9
How to Engage the
Millennial Learner?
Learning Styles
Visual
Visual
Auditory
Concept maps
Charts
Diagrams
Lectures
Debates
Discussions
Kinesthetic
Simulations
Field trips
Research projects
Auditory
Kinesthetic
Our Generational Differences:
Feedback
Teaching Tips
Collaborative learning
Peer-led learning
Supplemental instruction – individualized
attention
Problem-based learning
Case-based learning
Service-learning
Awareness
Patience
Technology planning
Regain control
Build in flexibility
Emphasis should be placed on:
Mobility
Stimulation
Uniqueness
Silent Generation: No news is good news.
Baby Boomers:
Feedback once a year
with lots of
documentation.
Gen Xers:
Sorry to interrupt, but
how am I doing?
Millennials:
Feedback whenever I
want at a push of a
button.
Interactivity
Our Generational Differences:
Training
Silent Generation: I learned the hard way,
you can too!
Baby Boomers:
Train ‘em too much
and they’ll leave.
Gen Xers:
They more they learn,
the more they stay.
Millennials:
Continuous learning is a
way of life.
Helping Students Modify
Inappropriate Behaviors
Specify appropriate behavior early and often.
Reward appropriate behavior.
Impose consequence for inappropriate
behavior.
Follow through with consequences.
Consistency
10
Application of GenerationalGenerationalAwareness to Supervision
Prompt feedback
Interactive learning
Dynamic teaching including hands on, trial
and error, modeling
Portable information and resources
Teamwork is valued – make them feel part
of the team
Set weekly goals so the student can
“measure” skills and progess
Application of GenerationalGenerationalAwareness to Supervision
Establish rules and abide by them
Be aware of technology – eliminate use of
cell phone, PDA, web surfing during the day
Use “down time” for teaching, research and
exploration – many students require
constant direction and stimulation
Provide group learning activities or peer
learning
Allow students to “educate” or inservice
staff
Application of GenerationalGenerationalAwareness to Supervision
Utilize ability to multi-task
Provide choices
Individualize teaching
Use informal experience to provide
formative feedback throughout clinical
experiences
Have students investigate evidence-based
practice
Model critical thinking
Application of GenerationalGenerationalAwareness to Supervision
Offer simple overviews before concentrating
on facts and details – give the “big picture”
Students may question or challenge
information and assumptions – embrace this
Be prepared for strong and often
emotionally charged opinions
Application of GenerationalGenerationalAwareness to Supervision
Students want to have some control over
their educational direction
Application of GenerationalGenerationalAwareness to Supervision
When possible involve student in decision
making and offer them real choices
Students may be stretched to physical and
mental limits by multitudes of activities they
are involved in
Be aware of length of time for assignments and
commitments of student; counsel student on
priorities
Anticipate challenges and offer questions that
re-direct or defuse the focus; refocus the efforts
of the student
Previous educational opportunities have
probably focused on accommodating the
students’ individual differences
Get to know student, culture, interests, heroes, and
concerns
Students may be easily bored and want
creativity or be challenged to look at situations
in new and difference ways
Be willing to negotiate alternative assignments,
particularly if they are initiated by the student
11
Bridging the Gap
Principles of Millennial Management
1.
2.
3.
4.
5.
6.
You be the leader.
Challenge me!
Let me work with my friends.
Let’s have fun!
Respect my ideas, even though I am
young.
Be flexible.
Increase knowledge of defining events and values
of other generations
Appreciation of strengths of each generation
Examine misunderstandings to determine
generational basis
Discussion of cohort characteristics
Awareness of stereotyping and caution in
overapplying
Use of respect and “carefronting”
McCready, V. (2007)
References
Augsburger, D. (1973). Caring enough to confront:
How to understand and express your deepest feelings
toward others. Glendale, CA: Regale Books.
Lancaster, L.C. & Stillman, D. (2007). When
generations collide at work quiz. Retrieved
September 17, 2007 from
http://humanresources.about.com/od/conflictr
esolution/a/generationquiz.htm
References
McCready, V. (2007). Generational differences: Do they
make a difference in supervisory and administrative
relationships? Perspective, 17(3), 6-9.
Oblinger, D. (2003). Boomers, Gen-Xers, &
Millennials: Understanding the new students. Educause
Review, (July/August), 37-47.
Raines, C. (2002). Managing Millennials. Retrieved April
3, 2007 from
www.generationsatwork.com/articles/millennials.htm
Strauss, W., & Howe, N. (2007). Millennials go to college:
Strategies for a new generation on campus. American
Association of Collegiate Registrars.
12