Download Defining the Generations and more Study notes Technology in PDF only on Docsity!
N
ow that we have the background on the historic fact of having four gen-
erations at work together, let’s take a look at the characteristics of each.
First we have to ask, What is a generation?
Our best definition is that a generation is “an identifiable group that shares
birth years, age, location, and significant life events at critical developmental
stages” (Tolbize, 2008). Members of a generation share experiences that influ-
ence their thoughts, values, behaviors, and reactions. Individuals, of course,
bring their own personalities, influences, and particular backgrounds from
their race, class, gender, region, family, religion and more, but some broad gen-
eralizations are possible about those born in approximately the same years.
One important caveat in using a generational lens is that a precise defini-
tion of each generation does not exist. There is no single authority that says
that Baby Boomers were born in the years 1946 to 1964. In fact, for example,
some break the generation at 1960 and others even earlier, defining those born
in a span of late 1950s to early 1960s as the “Jones Generation,” with its own
unique set of characteristics.
Although sources vary the exact start and end years, and at times overlap a
few years to allow those on the cusp of a generation to decide for themselves
which they feel a greater affinity for, we have gone with a general consensus of
the time span for each generation and chosen not to overlap.
In general, we believe, each of us shares a history and common experiences
with members of a generation, and that collective consciousness creates our
worldview.
The four generations are outlined in the following sections.
TRADITIONALISTS 1922–
These elder statesmen and women who work in our schools have been with us
in the profession the longest. And given their inclination to stay with one profes-
sion, you might find them retiring with 35 or more years in the field—dedication
that might shock the Millennials. This generation has seen world wars, an eco-
nomic depression, and a slew of technological changes in their lifetime.
Defining the
Generations
Defining the generations 7
Traditionalists are:
Loyal
If you attend retirement parties and hear the number of years a Tradition-
alist has been with the same district or school, or has taught the same grade
level, you will likely hear decades. Given an upbringing that had the specter of
the Great Depression hanging over them, Traditionalists are content to stay put
and soldier through the hard times. They may have not had the economic
capacity or the will to move far from home, and they transfer that loyalty to
their workplace and profession.
Respectful of Authority
They came of age in an era of traditional authority, and they welcome the
recognition they feel they have earned; they may want to be called “Ma’am” or
“Sir.” They have always respected hierarchy and feel that, regardless of the
individual, position has its due. They honor the roles others play and acknowl-
edge them with formal language and gestures: handshakes and thank-you
notes, punctuality and salutations all have an important place in their view.
This emphasis on formal manners and traditions is not just generated by age.
Boomers, when they arrive at a later life stage, may not expect to be addressed
with a Mr. or Mrs. and be more open to being on a first-name basis with every-
one from the grocery clerk to the doctor.
Jennifer had a superintendent from this generation that had a very Traditionalist
way of handling issues that arose in meetings. When she noticed something
occurring on the other side of the room that she disliked, she would quietly move
to the individual and have a hushed moment of conversation rather than calling
attention to the problem from the front of the room. As a Gen Xer, Jennifer might
think nothing of just calling over, not uncomfortable in the least to speak up
more loudly and address the issue from another side of the room.
Expect Delayed Rewards
This group paid its dues, worked hard, understood what it meant to move
up on the salary schedule, sit in all the chairs before expecting a promotion, and
do what they call “The Right Thing.” This isn’t a group that imagined stepping
over rungs of the career ladder was possible, never mind jumping to the next
ladder. Experience matters to them. In their view, you wait your turn and you
are rewarded.
Uncomfortable With Conflict
Traditionalists deal with conflict behind closed doors. When someone asks
a pointed question of a Traditionalist in an open, town hall-style meeting, we
Defining the generations 9
Service-Oriented
Boomers are willing to go the extra mile—to supervise the group on a Sat-
urday, drive up to the state capital on a Sunday evening, go on the Washington
trip, or get soaked at the school car wash fundraiser. They staff the booth and
give directions in the parking lot. In addition to doing the job, they volunteer at
home in their communities and in national organizations like the International
Reading Association or the National Council of Teachers of English. They give
back. A quote that defined their day was, “Ask not what your country can do for
you. Ask what you can do for your country.”
All About Process and Relationship
Boomers are interested in preserving relationship and getting results. They
check in and network. They understand icebreakers, orientation meetings, get-
to-know-you parties, and coming-to-consensus protocols. Boomers value the
hallway hellos, celebrations of big events, and ceremonies honoring retirees.
They respect rituals and community-building work. They won’t jeopardize a
relationship just to get the job done. Boomers are aware of macro- and micro-
needs in a more foundational way.
GEN XERS 1965–
Born during the era of women’s rights, the introduction of the birth control
pill, and legalized abortion, they might be a smaller group compared with the
generational groups on either side of them, but they leave an impression.
Xers are:
Cynical
Many Xers started to experience life after Leave It to Beaver in their own
homes. Divorce became more common, drugs became more prevalent, and TV
began showing a less idyllic side of the world. MTV, now celebrating its 30th
anniversary, exposed Gen Xers to more skin and sex. Cable television began
showing views from all over the globe, both opening Xers’ minds to what could
be and graphically showing what is. Used to being on their own from their
latchkey days, Xers are ready to question authority.
Here’s what one Boomer said, seeing Gen-X teachers in his school making
demands he wouldn’t dream of and Millennials asking for promotions with
minimal experience: “We just trudge along following and enforcing the rules and
regulations. Our out-of-school lives are quite limited. We put in the extra hours
and give stability to the department. We’re the first to arrive and the last to
leave. We’re cynical, yet we’re the most loyal to the school” (Martin & Tulgan,
2006, p. 27).
10 THE MULTIGENERATIONAL WORKPLACE
Informal, Casual, Direct
Although Traditionalists had their work uniforms and suits, and female
Boomers adapted with matching skirts and blazers, Gen Xers left the pantyhose
behind. Their work wear introduced pantsuits and new protocols. They took
casual Friday to casual every day. Xers don’t rewrite the rules; they throw them
away. Xers are less intimidated by authority and less interested in trying to be a
part of it. Working groups became less hierarchical in response as communica-
tions flattened the traditional structure. Think of start-ups such as Google,
Yahoo, and eBay, where workers are more entrepreneurial.
One new Gen-X administrator caused some ripples among older generation
coworkers when she regularly took Fridays or Mondays off to travel with her
husband for his out-of-town bowling tournaments. In addition, she limited her
hours in the building so she could be available to her extended family members.
She worked hard while at work, but gave at least equal commitment to having
a life outside of work.
Self-Reliant
Many Gen Xers have been accustomed most of their lives to being self-reliant,
either through living with single parents or being latchkey kids with two parents
working. They have a strong sense of autonomy. Gen Xers are more likely to want
to work solo. They can be trusted to do what they said they’d do. They may not
wear the team sweatshirt or join the committee, but they will get the work done.
San Francisco writer Ethan Watters (2003) coined the phrase “urban tribe”
to describe Gen Xers’ close relationships, and writes: “These may be the people
you turn to to discuss the absurdities of the day, share confidences, help each
other define goals, fall in and out of love, and schlep couches and big-screen TVs
from one apartment to the next.” For many Xers, friends become like family—a
community and closest source of support.
Want Life/Work Balance
Gen Xers, perhaps a bit ungrateful to the Boomers who fought for union rights,
women’s rights, and civil rights, used their rights to create a better life-work bal-
ance. More than previous generations, Gen Xers want jobs, family, and friends—
and will figure out how to blend their lives without becoming workaholics.
For an idea of how you may compare with your youngest coworkers, try this quiz:
http://pewresearch.org/millennials/quiz/index.php.
MILLENNIALS 1982–
The Millennials are the teachers and administrators who are around the age of
30 or under. As students, they benefited from all the research in the education
12 THE MULTIGENERATIONAL WORKPLACE
Progressive, Globally Minded, and Open to Diverse Views
This generation has been exposed to more rapid social change and a chang-
ing demographic in the nation. They are accepting of others who are not like
them, shrugging off differences that caused riots in earlier generations. With
the globalized economy and instant communications that connect people
around the world, they view the world in the same way that Boomers once may
have viewed the nation—a bit large, but easily navigable.
Able to Multitask
No matter what more recent research has to say about human capacity to
multitask, this generation believes it can. They grew up watching television,
doing homework, and talking to friends at the same time. They believe they can
continue their own education, hold down a job, and have a social life—all at the
same time. They are completely at home with technology and able to adapt to
the latest innovations intuitively, without an instruction manual. Technology is
a background element of whatever task is at hand. They play their iPod while
instant chatting on Facebook as they answer texts on their cell while writing a
lesson plan based on tweets that lead them to others’ ideas on the Internet.
Less Prepared Than Other Generations to Handle Difficult Situations
Used to structure and authorities giving them instructions of what to do,
people in this generation may be challenged by new tasks that require indepen-
dence, resilience, and resourcefulness. Many in this generation have not been
allowed to fail before, and the possibility is frightening.
What makes your generation unique?
Here’s what the generations believe sets them apart.
Technology use (24%) Music/pop culture (11%) Liberal/tolerant (7%) Smarter (6%) Clothes (5%)
Technology use (12%) Work ethic (11%) Conserative/traditional (7%) Smarter (6%) Respectful (5%)
Millennials Gen Xers
Boomers Traditionalists
Defining the generations 13
ACTIONS
It’s time to identify the characteristics you relate to in your own generation, to
see whether you now can recognize characteristics of other generations, and to
process your learning. Use the activities in this chapter to make sense of what
you have read.
Technology use (24%) Music/pop culture (11%) Liberal/tolerant (7%) Smarter (6%) Clothes (5%)
Technology use (12%) Work ethic (11%) Conserative/traditional (7%) Smarter (6%) Respectful (5%)
WWII/Depression (14%) Smarter (13%) Honest (12%) Work ethic (10%) Values/morals (10%)
Boomers Traditionalists
Work ethic (17%) Respectful (14%) Values/morals (8%) We’re the “Baby Boomers” (6%) Smarter (5%)
Source: Adapted from Pew Research Center (2010).
Traditionalists (1922–1943) 52–62 million
Boomers (1944–1964) 80 million
Gen Xers (1965–1981) 50 million
Millennials (1982–2000) 70 million
General description (continued)
may struggle with diversity, having grown up in mostly homogenous groups. Life often revolved around family, school, and church.
are often viewed as workaholics.
they are highly independent and less committed to any organization than to gaining job skills that will take them to their next job.
t
hey are unimpressed
by titles and authority.
t
hey want
a life/work balance and are willing to sacrifice to attain it.
coddled and scheduled by parents.
t
hey are more inclusive
and accepting than prior generations as their world has been increasingly diverse.
t
hey
are overwhelmingly confident, public in sharing information, and optimistic.
t
hey are adaptable,
having grown up with constant change.
Defining events
g
reat Depression Pearl
h
arbor and World War
ii
gi
Bill Korean War
Cold War Civil
r
ights
a
ct
rock and roll assassinations of J.
f.K., M.L.K.
Woodstock Vietnam War Chappaquiddick Watergate energy crisis
Computers Challenger
space shuttle
fall of the Berlin Wall ai
D
s o
klahoma City o
.J.
s
impson
Chernobyl international
s
pace
s
tation
internet Diversity Columbine 9/11 Darfur
Technology
automobiles more common radio Magazines and newspapers Party telephone lines h
andwritten letters
Color
t
V
Car-sized computers in institutions typewriters Landline telephones
Cable
t
V
Video games M
tV
t
V channels
internet Cell phones instant networking with peers Digital information at their fingertips
(Continued)
Traditionalists (1922–1943) 52–62 million
Boomers (1944–1964) 80 million
Gen Xers (1965–1981) 50 million
Millennials (1982–2000) 70 million
Job prospects
o
ptions often were limited by race, gender, and family background. Women’s career options were severely limited, and few pursued higher education.
s
trong unions
supported skilled trades and provided good livings for the working class. Work often resulted in tangible goods, rather than services.
Many individuals were expected to follow their parents’ career paths. g
ood jobs could be had with a high school diploma and on-the- job training. Company loyalty could lead to lifetime employment. Midcareer, they found that retraining became necessary and layoffs were possible—and traumatic.
factory and labor jobs began to disappear, and this generation became more technologically savvy.
t
elecommunications
became a field, and technology gave rise to new industries.
Knowledge is power, and this generation knows it will need to develop its own expertise to compete economically. Work is less about producing goods than working with information.
Family life
More families had both father and stay-at-home mother. Mixed race families were rare. Divorce was difficult and uncommon.
More women joined the workforce rather than staying home to raise families.
increase in divorce led to more single-parent families.
typical families may be single parents, never-married biological parents, blended families, multiracial, multigenerational, or same-sex partner parents.
Organizational structures
a^
civic-minded generation that fought in World War
ii
.^
the
government has focused on them throughout their lives, from the
gi
bill through
s
ocial
s
ecurity and
Medicare, and they have a better attitude toward government as a result.
t
hey are hierarchical, with
slower communications through bureaucratic processes.
structures still surround the workplace, and technology begins to exert an influence. Machines begin to change the nature of work.
globalization and free trade start to force organizations to restructure.
a
flatter system
often results, and formal hierarchies are loosened. Many jobs, especially middle management, are outsourced overseas or eliminated.
instant communication allows for much different work relationships, with rapidly changing norms and more unpredictability.
Heroes
superman Joe DiMaggio Walter Cronkite John Wayne franklin Delano
r
oosevelt
John
g
lenn
Martin Luther King Jr.
someone they seek out.
Danica Patrick Jennifer
h
udson
Josh
g
roban
(Continued)
18 the^ MULtigenerationaL WorKPLaCe
Objective: To encourage participants to understand how different experiences in their upbringing can
help them identify with a particular generation and to identify that generation.
Time: 15 minutes.
Materials: Pens or pencils, a copy of the questionnaire for each group member.
Directions:
Circle the answer that most closely represents your formative years. The answers are meant to be
representative rather than comprehensive.
The technology I can’t remember living without:
a. Radio
b. Color televisions
c. Pocket calculators, phone answering machines, video arcade, Sony Walkman, ATM, personal
computer
d. Fax machine, IPod, e-mail, CD, GPS
The phrase that resonates the most with me is:
a. “And that’s the way it is.”
b. “What was your number?”
c. “Show me the money!”
d. “Tweet it.”
The comedian I most remember is:
a. George Burns
b. Carol Burnett
c. Jason Alexander
d. Adam Sandler
Your beverage of choice might be:
a. Strong coffee, black
b. Coke
c. Half decaf, vanilla, no foam, extra hot grande latte
d. 5-Hour Energy
One of the most famous athletes as I was growing up was:
a. Babe Ruth
b. Jackie Robinson
c. Pete Rose
d. Michael Jordan
ACTIVITY 1
My Generation
Defining the generations 19
The historical event that most deeply affected me is expressed by this phrase:
a. “A chicken in every pot.”—President Herbert Hoover
b. “The president is dead.”—Walter Cronkite
c. “Mr. Gorbachev, tear down this wall.”—President Ronald Reagan
d. “On nights like this one, we can say to those families who lost loved ones to al Qaeda’s terror: Jus-
tice has been done.”—President Barack Obama
When I was young, I played with:
a. Jacks, marbles
b. G.I. Joe, the Viewmaster
c. Pound Puppies, Rubik’s Cube, Teenage Mutant Ninja Turtles, Transformers
d. Tomagachi, Polly Pocket, Care Bears
Which songs were popular as you were growing up?
a. “Boogie Woogie Bugle Boy,” “Sentimental Journey”
b. “Homeward Bound,” “Blowing in the Wind”
c. “We’re Not Gonna Take It,” “Don’t You Forget About Me”
d. “Baby One More Time,” “I Kissed a Girl”
Which show was a favorite of the kids of your generation?
a. The Shadow
b. Captain Kangaroo
c. Sesame Street
d. SpongeBob SquarePants
Which TV shows/characters did you relate to?
a. The Honeymooners
b. Dennis the Menace, The Brady Bunch
c. Friends
d. Hannah Montana, Drake and Josh
Which of these candies stocked the shelves when you were young?
a. Black Cow, Slo-Poke, Chick-o-Sticks, LifeSavers, Mallo Cups, Red Hots, Zagnuts
b. Atomic Fireballs, Candy Necklace, Pez, Wax Bottles
c. World’s Largest Gummy Bear, Airheads, Banana Runts, Big League Chew, Nerds
d. Gobstoppers, Warheads, Hershey’s Cookies’n’ Creme
Add up the number of times you responded to each letter. If you have mostly As, you are a
Traditionalist; mostly Bs, a Boomer; mostly Cs, a Gen Xer; and mostly Ds, a Millennial.
(For a Canadian version of this quiz, please go to www.jenniferabrams.com.)
Defining the generations 21
Objective: To create deeper understanding of the differences among generations and what each can
contribute, and to help other generations become more aware of and understanding of differences.
Time: 30 to 45 minutes, depending on number of generations.
10 to 15 minutes for generational group work; 5 minutes for a gallery walk; 20 minutes for discussion.
Materials: Charting paper, markers, copies of the worksheet for each participant.
Directions:
1. Divide the group by generations. Allow individuals to select the generation with which they most
identify based on reading the chapter.
2. Ask each group to designate a note taker. Ask each note taker to write the generation’s name
at the top of the chart page and to create three columns headed Characteristics, Values, and
Contributions.
3. Ask each group to discuss and take notes in response to these questions:
- What are the characteristics of your generation?
- What do you value as a generation?
- What does your generation contribute to our school/district?
Groups may refer to the summary chart in the chapter as a starting point for discussion. For example,
Millennials might discuss characteristics in the chart and determine that they value opportunities to use
technology. Boomers might find that they value the ability to work together to solve problems. Xers might
discuss how their independence leads to innovations within the district.
4. Post the charts. Have participants do a gallery walk.
5. Give each participant a copy of the worksheet. Have generational groups discuss and take notes in
response to these questions:
- What are the characteristics of each generation?
- What does the generation value?
- What can you learn from the generation?
- What can you teach the generation?
6. As a whole group, ask participants to report out responses from their worksheets. Encourage mem-
bers to ask questions, share comments, and report on their own generation’s views.
7. Ask the group:
- What did you learn about another generation that was unexpected?
- What gave you greater insight into another generation?
- How might your response to a situation change based on what you now know or understand?
- How might we use this information to change or adapt the way we do things to better use the
skills and abilities of different generations?
ACTIVITY 3
Generational Characteristics
22 THE MULTIGENERATIONAL WORKPLACE
WORKSHEET
Characteristics Values Contributions
Traditionalists
Baby Boomers
Generation X
Millennials
24 THE MULTIGENERATIONAL WORKPLACE
19. They are past-oriented and history-absorbed.
20. They feel pressured and pushed.
21. They are self-reliant.
22. They are high-achieving.
23. They have pursued their own personal gratification, uncompromisingly, and often at a high price
to themselves and others.
24. They are seeking a sense of family.
25. They like things on a grander scale.
26. They think they are special.
27. They believe in logic, not magic.
28. They have always been cool.
29. They are attracted to the edge.
30. They think of themselves as stars of the show.
Discuss:
- Do you disagree with any of the statements about your own generation?
- How much do the statements about your generation reflect you individually?
Answers: 1. T; 2. M; 3. B; 4. T; 5. X; 6. X; 7. M; 8. T; 9. B; 10. M; 11. X; 12. M; 13. T; 14. T; 15. X; 16. B;
17. X; 18. B; 19. T; 20. M; 21. X; 22. M; 23. B; 24. X; 25. T; 26. M; 27. T; 28. B; 29. X; 30. B.
