Corporate Training Christine Nivens 2147333139

1
Corporate TrainingChristine Nivens214-733-3139

• Generations at Work

2
Christine Nivens - Vitae

• CHRISTINE NIVENS is a graduate of the Dispute
  Resolutions at SMU and has fifteen years business
  expertise. She specializes in group training and
  one-on-one coaching on conflict resolution,
  management, negotiation, workplace disputes,
  parenting, and communication skills. She has
  completed a Masters degree in Clinical Psychology
  at SMU in Dallas and is currently gaining
  experience as an LPC intern while counseling
  children of all ages and adults. She currently
  has experience leading anger, conflict, and
  stress management groups in a mental health
  organization.

3
Introduction

• Workplace dynamics are changing at an incredible
  pace today. How do we cope with the changing
  styles of communication, attitudes about work,
  and management styles that collide in the
  hallways and board rooms of America? This course
  will provide some of the insights and solutions
  for understanding and embracing the Generations
  at Work.

4
Summary of Course

• The Workplace and Ability to Embrace Change
• About The Generations
• The Veterans
• The Baby Boomers
• The Generation Xers
• The Generation Nexters
• Managing the Generations

5
Who am I? Vetran, Boomer, Xer, or Nexter

• What generation is this instructor?
• Discussion for later

6
What Generation are You?

• The Veterans
• The Baby Boomers
• The Generation Xers
• The Generation Nexters
• The Generation Jones

7
GENERATIONS AT WORKRon Lemke, Claire Raines,
and Bob Filipczak

• Managing the Clash of Vetrans, Boomers, Xers, and
  Nexters in Your Workplace
• Introduction
• Today, as America is once again, if not the
  dominant global economic force, there is more
  cautions, worry and attitude in the halls of
  American commerce
• To paraphrase Charles Dickens, We are living,
  organizationally and individually, in a best of
  times and yet a worst of times.
• No job is safe
• Acquisition
• Consolidation
• Rapid directional change
• Game of musical chairs
• The fewer the better concept

8
Introduction

• In this environment there is a growing sense of
  individual and generational enmity
• US versus THEM and every man, woman and
  child for him/herself
• Todays workplace can be a positive, productive
  and compatible home for old, not so old and young
  workers alike
• Management must be aware and enlightened
• Management must be proactive
• Design systems directed towards prevention of
  generation issues

9
The Generations

• The Veterans
• Statistics
• How Generations Differ
• Events, People, Culture
• Values
• Personality
• Work Profile
• Management Style
• Key Principles
• Key Facts
• The Boomers
• Statistics
• How Generations Differ
• Events, People, Culture
• Values
• Personality
• Work Profile
• Management Style
• Key Principles

• The Xers
• Statistics
• How Generations Differ
• Events, People, Culture
• Values
• Personality
• Work Profile
• Management Style
• Key Principles
• Key Facts
• The Nexters
• Statistics
• How Generations Differ
• Events, People, Culture
• Values
• Personality
• Work Profile
• Management Style
• Key Principles

10
Generation Exercise

• My Generation is
• The Veterans
• The Baby Boomers
• The Generation Xers
• The Generation Nexters
• The Generation Jones
• Myths about
• The Veterans
• The Baby Boomers
• The Generation Xers
• The Generation Nexters

11
Add Outline Here
12
Who are YOU? Boomer, Jonser, or Xer

• As a kid, which show did you watch on Saturday
  mornings?
• Kukla, Fran and Ollie or Howdy Doody
• Jonny Quest or Archie
• Jabberjaws or the Great Grape Ape
• As a kid, which show did you watch at night?
• Quiz show or Jack Benny
• Family Affair, Gentle Ben, or Mary Tyler Moore
• The Waltons, Happy Days, or Moonlighting
• Which video game did you play?
• What video game?
• Pong and Space Invaders
• Donkey Kong
• As a kid, which TV duo did you watch?
• Ozzie and Harriet
• Sony and Cher
• Donny and Marie
• Which song do you identify with?
• Knockin on Heavens Door
• I Still Havent Found What Im Looking For

13
Generation Jones

• Age 35 to 44
• Bill Gates
• Born between 1954 and 1965
• Instead of dream-come-true, as their careers were
  starting
• Double digit inflation
• Lines at gas station
• Stock market crash
• Baby Boomers Forgotten Siblings
• I was fairly anti-boomer I did not relate to
  that at all. It started to gel with my own
  perception of who I was when I heard that
  description. David Daniel a psychologist 2000
• Big Bucks spend 1.4 trillion annually
• Shopping habits differ from Boomers and Xers
• 26 of the adult population in America
• Are Pragmatic not idealistic and dreamy like
  Boomers or cynical like the Xers
• Practical solutions to solvable problems
• More concerned about price and saving money
• No optimism about financial future
• Sick economy while in job market Boomers
  getting good jobs and buying homes
• Make their life easier juggling many
  responsibilities
• Give them the illusion of control

14
Different View Points

• Boomers view
• ME decade
• Inward focus
• Unfriendly economy
• Economic bust
• Drastic cultural changes
• Feminism
• Sexual freedom

• Xers View
• Rapid change
• Uncertainty
• Social atomization
• Latch key kids
• Constant flux
• Drugs, Aids, Pollution, National debt
• Society out of control
• Working for a living

15
Generation Management Exercise

• My Generation is _________
• Management that works for US
• Management that works with
• The Veterans
• The Baby Boomers
• The Generation Xers
• The Generation Nexters

16
Generation Motivation Exercise

• My Generation is _________
• Motivation that works for US
• What motivates
• The Veterans
• The Baby Boomers
• The Generation Xers
• The Generation Nexters

17
Generation Xer Profile

• Xers Perspective on Management in the Workplace
• Common Misconceptions
• Common Management Mistakes
• Xers Corporate Culture
• Management Styles That Work
• Motivation the Xer Way
• Bringing out the Best
• Recommendations

18
Managing Generation Xers

• Common Misconceptions
• Disloyal
• Xers know discontinuity
• Shocking pace of tech change
• Organization must reflect Xers values
• Xers want to make an impact
• Ability to adapt to change easily
• Are cynics
• Xers have a deeper loyalty to give
• Must be cultivated
• Think creatively and strategically
• Able to take risks and work collaboratively
• Have short attention spans
• Ability to mult-task and process information like
  a computer
• Ask a lot of questions
• Children of video games and computers
• Comfortable with E-mail, voice mail, fax, beepers
  and cell phones
• Must be challenged with new skills and
  information
• Xers are arrogant

19
Managing Generation Xers

• More Common Misconceptions
• Want to be Micro-managed
• Are slackers
• Want to have control
• Want to have fun working hard
• Make decisions that affect the bottom line
• Not want trust or involvement
• Let me figure out a way to solve the problem
• Bottom Line
• Tell me what to do
• Give me enough information to do my job
• Let me Create and Problem solve!!
• Allow xers the resources to find solutions to
  challenging problems, share information and
  methods of practice w/o dictating unnecessary
  rules allow xers the ability to learn by doing
  and inspire them to engage your innovative powers
  in the process then prepare to be impressed with
  the end-product!

20
Managing Generation Xers

• Mistakes Made ..
• Misuse of Xers time
• Xers work long and hard
• Are strong and ambitious
• False urgency because of Managers failure to
  plan or inefficiency
• Would like to produce a quality product but do
  not get the time to do it
• Bad Planning causes false urgency
• Would like to produce a quality product but do
  not get the time to do it
• Understaffed projects
• Controlling Xers time
• Allow Xers to manage own time
• Inadequate Instructions
• Waiting on necessary resources
• Misuse Xers time
• Despise working long unproductive hours
• Quantity versus Quality
• Working hours even though no work to do

21
Managing Generation Xers

• Mistakes Made ..
• Micro-managing Xers
• Want independence and creative freedom at work
• More responsibility and ability to learn new
  skills
• Provide goals not tasks
• Encourage ownership and ability to affect the
  end-product of the work
• Demotivate Xers
• Want immediate rewards
• Lack confirmation and positive feedback
• Want recognition for hard work
• Taking credit on projects
• Create anxiety through lack of feedback
  (positive) must be accurate, specific, and timely
• Lack of information
• Focus on politics not strengths and Weaknesses
• Unrecognized hard work

22
Managing Generation Xers

• Xers and Corporate Culture ..
• Xers expectations have been lowered
• Xers step cautiously in the world
• Xers will not invest their best in managers whom
  refuse to invest in them
• Some corporate cultures make Xers uncomfortable
• Xers look for institutional relationships which
  provide investment friendly environments
• Valuable teams to support them
• Recognition of hard work
• Ground to build themselves
• Feel valued and can make a difference
• Want to work as a team and commit to a mission
• Able to participate in setting the goals
• Leadership must be earned
• Must have input and adequate information to do
  their job well
• Xers are usually the ones staying later than
  others
• No set time schedules
• Mistreatment expendable resources
• BAD Management
• Building Diversity???

23
Managing Generation Xers

• Management styles that work
• Building Authority by learning the details of the
  Xers work responsibilities
• Been out in the field and provide valuable
  information and support
• Focus on fixing the problem
• Work was evenly divided and getting done
• Listens to input
• Implement Xers ideas and include their work in
  the final product
• Receiving credit Xers treated liked valued
  sources of skills and knowledge
• Go to bat for them
• Admit weaknesses and share strengths
• Work as a team
• Make team meetings fun
• Have team activities w/o work to develop a team
  spirit
• COMMON MISSION STAR X STAR X STAR X X
  TEAM SPIRIT

24
Motivation the Xer Way

• Have power and responsibility
• Go to bat for the individual
• Xer will feel safe going to bat for their manager
• Out on a limb to achieve creative results
• Raised in society which atomized the individual
  which few supports
• Must address their personal comfort needs
• Fun budgets, pizza or dessert parties, health
  club memberships, pats on the back, power
  meetings, office lunches
• Art galleries, hair salons, post office
• Invest in the Xer
• Must have access to information and allow their
  input in the process to add value

25
Motivation the Xer Way

• I will do better is I am able to do it my way
• Let the Xer seek you out
• Give the Xers space
• Set clear deadlines for expected results and
  provide the information and resources needed for
  the Xer to achieve results at their pace
• Xer manage own time and set own schedule so that
  Xer is more willing to devote more time at work
• A whole lot better working for yourself than
  working for someone else
• Manager trust in their competence Xers are not
  afraid of making a mistake
• Allow the Xer to define the problem

26
Bringing Out the Best in Xers

• Xers will dominate the workplace of the future
  and become the managers of tomorrow
• Adaptability to change and comfort level with
  technology will allow them to be perfectly suited
  to managing the workplace
• Xers produce a lot of what managers are selling
  today and add great value to the bottom line
• Building corporate cultures that value the Xers
  unique style of communication and learning
• Best managers are actively involved in building
  Xers careers and provide them with opportunities
  to lead and build self-worth
• When I am happy and feel valued, I work a lot
  harder
• Good management forsters long-term thinking
• Max Productivity Information Chance to Learn
• Trust, Trust, Trust your people

27
Recommendations to Managers

• Summary of recommendations
• Abandon the myths
• Recognize the Xers generation expectations
• Distinguish between arrogance and independence
• Support Xers quest for self-based career security
• Spend the time up front that allows you to
  delegate
• Build corporate cultures that value the
  individual
• Provide individuals with the opportunity to excel
• Give Xers the psychological space to thrive
• Focus on the Results not Process
• Give individuals responsibility for the
  end-result
• Set clear deadlines for tangible end-products or
  results
• Provide Xers with as much information as you can
• Keep open lines of communication and be available
• Treat individuals questions as opportunities to
  teach
• Outline and clearly define goals
• Let Xers manage as much of their time as possible
• Make work a proving ground for Xes creativity
• Build constant feedback loops

28
The Human Factor by Gerard M Blair

• When you are struggling with a deadline or
  dealing with delicate decisions, the last thing
  you want to deal with is "people". When the fight
  is really on and the battle is undecided, you
  want your team to act co-operatively, quickly,
  rationally you do not want a disgruntled
  employee bitching about life, you do not want a
  worker who avoids work, you do not want your key
  engineer being tired all day because the baby
  cries all night. But this is what happens, and as
  a manager you have to deal with it. Few "people
  problems" can be solved quickly, some are totally
  beyond your control and can only be contained
  but you do have influence over many factors which
  affect your people and so it is your
  responsibility to ensure that your influence is a
  positive one.
• You can only underestimate the impact which you
  personally have upon the habits and effectiveness
  of your group. As the leader of a team, you have
  the authority to sanction, encourage or restrict
  most aspects of their working day, and this
  places you in a position of power - and
  responsibility. This article looks briefly at
  your behavior and at what motivates people,
  because by understanding these you can adapt
  yourself and the work environment so that your
  team and the company are both enriched. Since
  human psychology is a vast and complex subject,
  we do not even pretend to explain it. Instead,
  the article then outlines a simple model of
  behavior and a systematic approach to analyzing
  how you can exert your influence to help your
  team to work.

29
The Human Factor by Gerard M Blair

• Behavior
• Consider your behavior. Consider the effect you
  would have if every morning after coffee you
  walked over to Jimmy's desk and told him what he
  was doing wrong. Would Jimmy feel pleased at your
  attention? Would he look forward to these little
  chats and prepare simple questions to clarify
  aspects of his work? Or would he develop a
  Pavlovian hatred for coffee and be busy elsewhere
  whenever you pass by? Of course you would never
  be so destructive - provided you thought about
  it. And you must for many seemingly simple
  habits can have a huge impact upon your rapport
  with your team.
• Take another example suppose (as a good
  supportive manager) you often give public praise
  for independence and initiative displayed by your
  team, and suppose (as a busy manager) you respond
  brusquely to questions and interruptions think
  about it, what will happen?
• Probably your team will leave you alone. They
  will not raise problems (you will be left in the
  dark), they will not question your instructions
  (ambiguities will remain), they will struggle on
  bravely (and feel unsupported). Your simple
  behavior may result in a quagmire of errors,
  miss-directed activity and utter frustration. So
  if you do want to hear about problems, tell the
  team so and react positively when you hear of
  problems in-time rather than too-late.
• Motivation
• When thinking about motivation it is important to
  take the long-term view. What you need is a
  sustainable approach to maintain enthusiasm and
  commitment from your team. This is not easy but
  it is essential to your effectiveness.
• Classic work on motivation was undertaken by F.
  Herzberg in the 1950's when he formulated the
  "Motivation-Hygiene" theory. Herzberg identified
  several factors, such as salary levels, working
  conditions and company policy, which demotivated
  (by being poor) rather that motivated (by being
  good). For example, once a fair level of pay is
  established, money ceases to be a significant
  motivator for long term performance. Herzberg
  called these the "Hygiene" factors to apply the
  analogy that if the washrooms are kept clean, no
  one cares if they are scrubbed even harder. The
  point is that you can not enhance your team's
  performance through these Hygiene factors - which
  is fortunate since few team leaders have creative
  control over company organization or remuneration
  packages. What you can influence is the local
  environment and particularly the way in which you
  interact with your team.
• The positive motivators identified by Herzberg
  are achievement, recognition, the work itself,
  responsibility, and advancement. These are what
  your team needs loads-o-money is nice but not
  nearly as good as being valued and trusted.

30
The Human Factor by Gerard M Blair

• Achievement
• As the manager, you set the targets - and in
  selecting these targets, you have a dramatic
  effect upon your team's sense of achievement. If
  you make them too hard, the team will feel
  failure if too easy, the team feels little.
  Ideally, you should provide a series of targets
  which are easily recognized as stages towards the
  ultimate completion of the task. Thus progress is
  punctuated and celebrated with small but marked
  achievements. If you stretch your staff, they
  know you know they can meet that challenge.
  Recognition
• Recognition
• is about feeling appreciated. It is knowing that
  what you do is seen and noted, and preferably by
  the whole team as well as by you, the manager. In
  opposite terms, if people do something well and
  then feel it is ignored - they will not bother to
  do it so well next time (because "no one cares").
  The feedback you give your team about their work
  is fundamental to their motivation. They should
  know what they do well (be positive), what needs
  improving (be constructive) and what is expected
  of them in the future (something to aim at). And
  while this is common sense, ask yourself how many
  on your team know these things, right now?
  Perhaps more importantly, for which of your team
  could you write these down now (try it)?
• Your staff need to know where they stand, and how
  they are performing against your (reasonable)
  expectations. You can achieve this through a
  structured review system, but such systems often
  become banal formalities with little or no
  communication. The best time to give feedback is
  when the event occurs. Since it can impact
  greatly, the feedback should be honest, simple,
  and always constructive. If in doubt, follow the
  simple formula of
• highlight something good
• point out what needs improving
• suggest how to improve
• You must always look for something positive to
  say, if only to offer some recognition of the
  effort which has been put into the work. When
  talking about improvements, be specific this is
  what is wrong, this is what I want/need, this is
  how you should work towards it. Never say
  anything as unhelpful or uninformative as "do
  better" or "shape up" - if you cannot be specific
  and say how, then keep quiet. While your team
  will soon realize that this IS a formula, they
  will still enjoy the benefits of the information
  (and training). You must not stint in praising
  good work. If you do not acknowledge it, it may
  not be repeated simply because no one knew you
  approved.

31
The Human Factor by Gerard M Blair

• The work itself
• The work itself should be interesting and
  challenging. Interesting because this makes your
  staff actually engage their attention
  challenging because this maintains the interest
  and provides a sense of personal achievement when
  the job is done. But few managers have only
  interesting, challenging work to distribute
  there is always the boring and mundane to be
  done. This is a management problem for you to
  solve. You must actually consider how interesting
  are the tasks you assign and how to deal with the
  boring ones. Here are two suggestions. Firstly,
  make sure that everyone (including yourself) has
  a share of the interesting and of the dull. This
  is helped by the fact that what is dull to some
  might be new and fascinating to others - so match
  tasks to people, and possibly share the worst
  tasks around. For instance, taking minutes in
  meetings is dull on a weekly basis but quite
  interesting/educational once every six weeks (and
  also heightens a sense of responsibility).
  Secondly, if the task is dull perhaps the method
  can be changed - by the person given the task.
  This turns dull into challenging, adds
  responsibility, and might even improve the
  efficiency of the team.
• Responsibility
• Of all of Herzberg's positive motivators,
  responsibility is the most lasting. One reason is
  that gaining responsibility is itself seen as an
  advancement which gives rise to a sense of
  achievement and can also improve the work itself
  a multiple motivation! Assigning responsibility
  is a difficult judgment since if the person is
  not confident and capable enough, you will be
  held responsible for the resulting failure.
  Indeed, delegating responsibility deserves
  another article in itself (see the article on
  Delegation). Advancement
• There are two types of advancement the long-term
  issues of promotion, salary rises, job prospects
  and the short-term issues (which you control) of
  increased responsibility, the acquisition of new
  skills, broader experience. Your team members
  will be looking for the former, you have to
  provide the latter and convince them that these
  are necessary (and possibly sufficient) steps for
  the eventual advancement they seek. As a manager,
  you must design the work assignment so that each
  member of the team feels "I'm learning, I'm
  getting on".

32
The Human Factor by Gerard M Blair

• The underlying philosophy of BM is that you
  should concentrate upon specific, tangible
  actions over which you have influence. For
  instance "Alex is lazy" should be transformed
  into "Alex is normally late with his weekly
  report and achieves less than Alice does in any
  one week". Thus we have a starting point and
  something which can be measured. No generalities
  only specific, observable behaviors.
• Before proceeding, it is worth checking that the
  problem is real - some "problems" are more
  appearance than substance, some are not worth you
  time and effort. So, stage 1 is to monitor the
  identified problem to check that it is real and
  to seek simple explanations. For instance Alex
  might still be helping someone with his old job.
• Stage 2 is often missed - ask Alex for his
  solution. This sort of interview can be quite
  difficult because you run the danger of making
  personal criticism. Now you may feel that Alex
  deserves criticism, but does it actually help?
  Your objective is to get Alex to work well, not
  to indulge in personal tyranny. If you make it
  personal, Alex will be defensive. He will either
  deny the problem, blame someone else, blame the
  weather, tell you that he knows best or some
  combination of the above. If, on the other hand,
  you present the situation in terms of the
  specific events, you can focus upon Alex's own
  view of the problem (why is this happening?) and
  Alex's own solution (what can Alex do about it -
  can you help?).
• Stage 2 will sometimes be sufficient. If Alex had
  not realized there was a problem, he might act
  quickly to solve it. If he had thought his
  behavior would pass unnoticed, he now knows
  differently. By giving Alex the responsibility
  for solving his own problem, you can actually
  motivate him beyond the specific problem he may
  suggest on improved reporting system, or a short
  training course to deal with a technical
  short-coming. Finally, the demonstration alone
  that you are interested in Alex's work may be
  enough to make him improve. Never assume that you
  know better, always ask first - then if no
  solution is forthcoming, proceed to ...
• Stage 3 is the analysis stage and is based upon a
  simple model of behavior every action is
  preceded by a trigger, and is followed by a
  consequence or payoff. Thus baby is hungry
  (trigger), baby wails (action), baby gets fed
  (payoff) or the report is due today (trigger),
  Alex goes for coffee break "to think about it"
  (action), Alex has a relaxing afternoon (payoff).
  
• Sometimes, good behavior is blocked by negative
  payoffs. For instance, if every time Clive
  informs his boss Diane about a schedule change
  (action), Diane vents her annoyance on Clive
  (payoff), then Clive will be less inclined to
  approach Diane with information in the future.
  One of the problems with communication in Ancient
  Greece was that the bearer of bad news was often
  executed.
• Once you have analyzed the problem, stage 4 is to
  find a solution. With most people-problems at
  work, you will find that the "bad" behavior is
  reinforced by a payoff which that person finds
  attractive. There are two solutions 1) modify
  the payoff either by blocking it, or by adding
  another consequence which is negative, or 2)
  create a positive payoff for the alternative,
  desired "good" behavior. In the long term, the
  latter is preferable since it is better for
  motivation to offer encouragement rather than
  reprimand optimally you should implement both.
• This is where you have to be creative. BM
  provides a manageable focus and a framework for
  analysis you, as manager, must provide the
  solution. It is best to work on one problem at a
  time because this simplifies the analysis.
  Further, by addressing one, other related
  problems are often affected also. Let us consider
  "late reporting". Firstly, add a negative
  consequence to Alex's current behavior. State
  explicitly that you need the report by 3.30 on
  Friday (so that you can prepare your weekly
  schedule update) - and, if this does not happen,
  summon Alex at four o'clock to demand the report
  before he leaves for the weekend. This will
  probably ruin his "hour before the weekend" and
  he will wish to avoid it. Secondly, if Alex does
  get the report in by 3.30 make a habit of
  responding to it on Monday morning if there is
  an issue raised, help Alex to solve it if there
  is a schedule change, talk it over - but make it
  clear (say it) that you are only able to do this
  because you had time on Friday to read over his
  report. Thus Alex learns that he will receive
  help and support IF he gets the report in on
  time.
• Stage 5 is necessary because such plans do not
  always work. You must continue to monitor the
  problem and after a trial period, review your
  progress. If the plan is working, continue if
  the plan has failed, devise a new one if the
  plan has worked, look for a new problem to solve.
  

33
Learning Styles of the Generations

• On-Line Learning Styles
• Prefer independent, self-paced instruction
• Prefer to choose from a menu of online cyber
  assignments based on interest and relevance
• Respond well to collaborative activities ONLY if
  sufficient structure and guidance are provided
• Driven more by intrinsic motives
• Learners want timely and detailed feedback
• Do better with increased instructor interaction
• Key Words
• Traditionalists LOYAL
• Baby Boomers OPTIMISTIC
• Generation X SKEPTICISM
• Millenials REALISTIC

34
Managing the Generations in the Workforce

• Mapping Career Paths
• Different destinations
• Different routes
• Different speeds
• Traditionalists build a legacy
• Baby Boomers build a stellar career
• Generation X build a portable career
• Millenials career as Rubiks cube

35
Managing the Generations

• Managing the Generations in the Workforce
  Sections
• Recruitment
• Orientation and Training
• Feedback
• Rewards
• Retention
• Retirement
• Recruitment
• Who searches the WEB for jobs?
• Traditionalists 30
• Baby Boomers 40
• Generation X 27 daily, 60 regularly
• United States Army
• Traditionalists Uncle Sam Wants You
• Baby Boomers Join the People Whove Joined the
  Army (1973)
• Generation X Be All That You Can Be (1981)
• Millenials The Power of One (2001) Shes Not
  Just My Daughter, Shes My Hero

36
Managing the Generations

• What do applicants want?
• Traditionalists want to be a part of the
  companys future
• Baby Boomers want to move up within the company
  (have huge personal and financial
  responsibilities)
• Generation X want to know exactly what theyll
  be doing, are they on the right career path
• Millenials help them see the future/what role
  they will play
• Issues applicants consider
• Work conditions
• Location
• Flexible hours
• Level of technology
• Family-friendly policies
• Give me 3 good reasons why I should join your
  staff instead of the one down the street.

37
Managing the Generations

• Orientation
• Traditionalists
• Tradition has meaning give history of company
• Discuss how their role will contribute to the
  larger picture
• Visuals should show this generation performing
  important tasks
• Baby Boomers
• Explain the companys mission
• Acknowledge their desire to roll up their sleeves
  and dive in
• Assimilate them ASAP
• Generation X
• It cant be boring! Use highly visual
  presentations
• Need to be convinced from the beginning that they
  made the right choice
• Talk straight about the negatives
• Have their peers present
• They make their decision whether to stay on
  long-term within the first six months
• Millenials
• Encourage them to look around for what they want
  to do next within the company
• Use hands-on and rapid-paced orientation with
  computer-based instruction
• Respects authority but not awed by it

38
Managing the Generations

• Training
• Traditionalists I learned it the hard way, you
  can, too
• Baby Booomers Teach em too much and theyll
  leave
• Generation X The more they learn the more they
  stay
• Millenials Continuous learning is a way of
  life
• Setting
• Lighting, environment, nutrition, furniture
• Design setting for lowest common denominator
• Style more action, less lecture
• Traditionalists dont like role playing, playing
  games, looking stupid
• Boomers dont want to look bad in front of the
  boss, may give safe answer rather than honest
  one
• Generation X Ban the overhead! Use potpourri of
  exercises, games, interactions and activities
• Millenials Make it fun, experiential, allow them
  to come up with their own solutions

39
Managing the Generations

• Substance
• Connect learning goals to career goals
• Train employees in skills they will need NEXT as
  well as those they will need now.
• Life enrichment courses appeal to all
  generations stress management, balance of work
  and
• family, financial planning, adoption support,
  heart-healthy living, etc.)
• Set ground rules early.
• Explain your credentials.
• Remember that age can be misleading.
• Feedback
• Traditionalists No news is good news
• Baby Boomers Feedback once a year, with lots of
  documentation
• Generation X Sorry to interrupt, but how am I
  doing?
• Millenials Feedback whenever I want it at the
  push of a button
• Needs to travel up the ladder as well as down
• Generation Xers can be very blunt
• Millenials have been asked their opinions their
  whole lives may mistake silence for disapproval
• Both Gen X and Millenials need training in how
  to give feedback that is polite, respectful,
  non-threatening and non-confrontational.
• Rewards

40
Managing the Generations

• Retention
• Traditionalists Job changing carries a stigma
• Baby Boomers Job changing puts you behind
• Generation X Job changing is necessary
• Millenials Job changing is part of my daily
  routine

41
What Motivates Them?

• What motivates them? What do they want?
• Traditionalists (Pre Boomers)
• Money
• Public recognition
• Desire to lead
• Organizational loyalty
• Responsibility
• Accomplishment
• Control
• Baby Boomers
• More money
• Public recognition
• Desire for subordinates
• Loyalty to self
• Promotion
• Peer recognition
• Control
• Generation X
• Born 1961-1969

42
Create A Generation Exercise

• Name of Generation
• Identifiable Characteristics
• Era
• Motivators
• Management Styles

43
Conflict Scenario

• Describe a Conflict Situation -
• What You Said -
• What the Other Person Said
• How would you approach it now.

44
More Motivation Tips

• Communicate with your employee. Find out what
  interests them and what doesnt. Speaking with an
  employee frequently shows that you care about
  them in more ways than simply wanting them to
  keep up with productivity. This will increase an
  employees motivation as well.
• POINTS TO REMEMBER
• Keep these points in mind and motivation will
  have a chance to soar
• Employee contribution important
• Recognition from an employer a must
• Retaining respect of peers and colleagues
• Keeping employee informed
• Stay flexible and make sure the employee can
  avoid as much red tape as possible
• Constant check-in with higher-ups only leads to
  micro managing and lack of motivation
• Make sure an employee has sufficient resources
  available to them
• Create a fun and stimulating work environment
• Make sure you communicate
• Keeping these methods of compensation in mind is
  what it takes to understand what it is that
  drives your employee to want to do a better job.
  They must WANT to do a better job or the work
  they do will never be as excellent as it could
  be. If you are ever in doubt as to what it is
  that drives your employee, simply ask, either in
  a group meeting or one-on-one. In fact, asking an
  employee what it is that motivates him or her is
  a good idea right from the start. Then, you can
  always be sure of what to provide.
• All in all, make sure that money isnt the only
  thing you can offer an employee to increase his
  or her motivation. If it is, then as soon as the
  money is better somewhere else, your employees
  motivation will definitely increaseworking for
  the other company.

45
Define Balance

• What does balance mean to the generations?
• Retirement
• Traditionalists
• Well-earned reward after a lifetime of service
• Make up 80 of luxury travel
• 30 are enrolled in school
• Started their families early so will not be
  supporting a lot of dependents
• 72 plan to continue working in some capacity
• Phased retirement, job-sharing, telecommuting
• Baby Boomers
• Refuses to believe it is getting older mention
  of retirement offends them
• AARP My Generation
• Intends to/has to work well into retirement
  years
• Re-tooling, consulting, home-based
• Offer training in how to prepare, both
  financially and emotionally
• Generation X
• Saving money at a younger age and faster pace
• Dont intend to wait until retirement to enjoy
  themselves
• Greatest gift of all is TIME

46
Where to get more information

• Generations At Work - Managing the Clash of
  Veterans, Boomers, Xers, and Nexters in Your
  Workplace
• Keeping Up With The Jonesers Article in American
  Way Magazine
• Managing Generation X