What are the issues? World impacts on the perspectives of Gen Ys

1. Succession to the Middle: Identifying and Nurturing Young Talent(Is there an App for that?)Dr Phil Lambert

2. What are the issues? • World impacts on the perspectives of Gen Ys • Characteristics of Gen Ys teachers • The Interactive Bit • Implications for Leaders and Mentors of Gen Ys in the Workforce

3. What are the issues? • Demographic Double-Whammy – baby boomer principals and middle executives retiring at the same time • “5 Career Changes” – well... guess what? • Baby Boomer Schooling “systems” < > Gen Ys • Experience Gap < > Ambition • Career Planning; Research: Succession Planning and Schools • Caveat: Generalising about Generations

4. World Impacts on the Perspectives of Gen Ys • Technologies - such as the internet; email; SMS; DVD; PlayStation; Xbox • World events - such as the Thredbo Disaster; the Columbine Shootings; the New Millennium; September 11; the Bali Bombing; and the Invasion of Iraq • Fashions - neon colours; grunge wear; sports clothing; body piercing • Health - such as HIV and DNA profiling

5. Characteristics ofGen Y Teachers Values Gen Ys tend to value: • fun and enjoyment • diversity • social awareness • friendship

6. Characteristics ofGen Y Teachers Attitudes Gen Ys tend to exhibit the following attitudes: • outcomes not processes • enjoy the now • organise work around life (not life around work) • respect is earned not given • why wait for career advancement – no need to work my way up

7. Characteristics ofGen Y Teachers Personality traits Gen Ys tend to be: • confident • cynical • assertive • sociable • demanding • optimistic • values driven

8. Characteristics ofGen Y Teachers Lifestyle Choices Gen Ys tend to favour: • short term pleasures over long term outcomes • enjoyment before commitment • living in the parental home longer than previous generations have • social life • friends

9. Here’s the Interactive Bit… • What current structures in your organisation (at either the local or systemic level) are likely to frustrate Gen Ys and limit their capacity to contribute or willingness to stay? • What new messages might be needed to draw Gen Ys to your workplace and keep them long enough for mutual benefit? • Which characteristics of Gen Ys are likely to be in conflict with some entrenched practices and behaviours of the profession? • Which characteristics of Gen Ys present the basis for re-invigorating the organisation?

10. What the Literature Says… • They see themselves as leaders, even in the early stages of their careers. They told us that when they become disheartened other professional roles – lawyers, journalists, artists, activists – whisper in their ears (Coggins et al, 2010) • Many people assume that teachers enter the profession primarily driven by a love for children or for their subject matter… (the Gen Ys) identified a commitment to social justice as their primary impetus to teach (Coggins et al, 2010) • The goal need not be to create a lifetime teacher – that doesn’t fit this generation – but rather to make a promising 2 year teacher into a 5 or 10 year one (Coggins et al, 2010)

11. The decision to teach often stems from the desire to use their knowledge and experience, at least for a portion of their diverse careers, to improve the world around them (Behrstock-Sherratt and Coggshall, 2010) • This is the “Baby on Board” generation who wore helmets and knee and arm pads, (and who have) been given awards and recognition just for participating (Walker, 2009) • This generation wants personal contact with and support from the principal…They want administrators to visit them in the classroom… they like to go into the administrator’s office, chat, and have personal connection with them (Walker, 2009)

12. They also want to know all about you and don’t mind revealing information about themselves (Coley, 2009) • School leaders must work differently than they have in the past to harness this potential, using what they know about Gen Y teacher characteristics to recruit and retain the highest performing among their ranks (Behrstock and Clifford, 2009) • A school’s attempts to accommodate Gen Ys may bother some veterans of the profession. Veteran teachers often do not understand Gen Ys’ need for constant feedback; they may view Gen Ys’ self confidence and motivation as arrogance (Behrstock-Sherratt & Coggshall, 2010)

13. Implications for Leaders and Mentors of Gen Ys in the Workforce • Motivators • Leadership qualities • Leadership actions/strategies • Organisational attributes

14. Motivators • Sheahan (2005) identifes motivators for Gen Y employees as: - culture - team - management style - flexibility - conditions - salary • McCrindle (2006) found that Gen Ys: - don’t seek a job as much as an opportunity - seek a workplace culture with variety, flexibility, fun, training and a preferred management style - don’t worry about the size of the organisation - don’t value salary alone as a drawcard - want a clear reason to join the organisation

15. Leadership Qualities • Behrstock and Clifford (2009) found the following leadership qualities association with retaining Gen Ys: - leaders who back up teachers when faced with student behaviour issues or parent complaints - leaders who demonstrate competence, trustworthiness and fairness and who genuinely respect teachers - leaders who are communicative and more democratic than authoritarian in style - leaders who distribute leadership and reach collective goals by empowering teachers based on their areas of expertise

16. Leadership Actions/Strategies • In developing Gen Ys for leadership roles leaders need to support them by: - providing feedback on individual performance - providing information about future opportunities in the school - being a resource or source of ideas for development options - supporting individuals who are examining career goals - acting as a sounding board - setting realistic expectations

17. Leadership Actions/Strategies • Strategies for shared leadership succession by Gen Ys (Albion and Gutke, 2010: General: - Empower all for leadership - Provide opportunities for collaboration - Support career development and planning Specific - Allow flexible work options - Celebrate achievements and value individuals

18. Organisational Attributes • The organisations that are likely to attract and retain Gen Ys for leadership positions will have the following attributes (Terjesen et al 2007): - invest heavily in training and development - variety in daily work is a feature - have a friendly, informal culture - merit determines career advancement - do not consume all hours of your day/night/weekend - enable you to use the skills you have - care about their employees as individuals - have clear options for long-term career progression - there is scope for creativity in your work - include an internationally diverse mix of colleagues - there is some freedom to work on your own initiatives - are dynamic and forward thinking

19. Organisational Attributes American Institutes for Research, 2011 Frequent Feedback on Effectiveness Collaboration and Shared Practice High Quality Evaluation Gen Y Support Practices Effective Instructional Technology Differentiated Support

20. Enough