Continuing Education for Senior Leaders (CESL) LESSON 1: GENERATIONAL DIVERSITY

1. Continuing Education for Senior Leaders (CESL) LESSON 1: GENERATIONAL DIVERSITY

2. INTRODUCTION “From leadership 101 to studies in advanced leadership, we learn that a leader must be competent. One particular aspect of competence is awareness of the environments around us and those variables that may impact it. Leaders must know what is right and what is right for the situation if they are to convince followers to do the right thing. Peter Drucker said, “Leadership is lifting a person’s vision to high sights; the raising of a person’s performance to a higher standard; the building of a personality beyond its normal limitations. In order to be successful, leaders must understand their people and the way they interact in the workplace. Awareness of generational diversity and the implications of having three or four generations of followers working on the same team can prove beneficial to leaders interested in maximizing efficiency and effectiveness.” Dr Arthur McMahan,Ph.D. Generational Diversity: A Leadership Tool Click here to view the video: Introduction to Generational Diversity(this hyperlink not active) TheChallenge(click here for next page) Screen 1

3. THE CHALLENGE Today’s United States Army is multi-cultural and multi-generational force. The U.S. Army culture is based on the Army Values, service to the Nation and commitment to its people. The intergenerational diversity of the work force provides strength, creativity, knowledge and longevity. To leverage this diversity requires leaders to understand the unique perspectives, generational values, social integration, thinking process, expectations, technology and communication of each generation. The challenge for the leaders is to identify generational diversity, understand its implication and create effective leadership strategies and leverage generational diversity to sustain a strong U.S. Army culture and create a positive and effective work environment. Screen 2

4. SCOPE This lesson will provide an opportunity to explore generational diversity, its challenges, implications, impacts, and strategies for working with a intergenerational workforce. This exploration will occur through the reviews of scenarios based on themes and generation perspectives. Screen 3

5. LEARNING OUTCOMES: Leaders will increase their awareness and skills to integrate the Army’s increasing generational diverse workforce into effective work environment and positive culture. This will be accomplish by improving their skills and knowledge to: • Recognize generational diversity. • Recognize cultural impacts of generational diversity. • Gain awareness of strategies for intergenerational communication. • Develop strategies for integrating a generational diverse workforce. • Demonstrate strategies to leverage generational diversity to build effective and efficient workforce and positive work environment. Screen 4

6. THEME DEFINITON There are many reoccurring themes when examining the four generations. Four of these themes, use of technology, communication style, expectations, and mode of learning significantly impact the work place. Click on the individual teams below to review a foundational definition of the theme • Use of Technology • Communication Style • Expectations • Mode of learning Notes for EDIT 732: The themes will be integrated into the scenario and the perspective of each of the characters as appropriate. Eventually there might be individual theme links within each scenario to provide more depth to the theme as it relates to the context of the scenario. Screen 5

7. GENERATIONAL TRAITS Generation refers to a cohort of people born into and shaped by a particular span of time events, trends and developments. Notter defines generation as “a group of people defined by age boundaries– those who were born during certain eras. They share similar experiences growing up, and their values and attitudes (particularly about work-related topics) tend to be similar based on their shared experiences during their formative years. al traits are not concrete provide a context for understanding a generation Jamie Notter Generational Diversity in the Workplace: Hype Won’t Get You results • Traditionalist • Baby Boomer • Generation X • Millennials Screen 6

8. SCENARIOS INSTRUCTION There are four scenarios listed along the top menu bar, Selecting the Right Person for the Job, Dressing for the Office, Communicating, Building the Bench. Each of these scenarios are hypothetical composites of real cases. The scenarios are created to provide a venue to explore and examine generational challenges in the work place from the different perspectives. Each of the scenarios provides an opportunity to explore the perspective of the characters representing the different generations involved in the scenario. Scenario Instructions continued (this is only because of the powerpoint format of the prototype) Screen 6a

9. SCENARIOS INSTRUCTION (continued) • You are free to explore the scenarios in any order. Below are some suggested activities. These activities can be done in any order. • Read the scenarios • Think about how you see the situation/issues and possible resolutions. • Review the character perspective • Compare them to your thoughts. Did anything change? • Review commentary questions and strategies • Review the themes and generational traits • Revisit the scenarios and perspectives • SCENARIO • PERSPECTIVES • Geoffrey • Carol • Shelia • Willy • George (Manager) Once inside the scenario you will have the ability to explore the perspectives of the characters by clicking on their name in the Scenario Perspective box in the right side menu Screen 6a

10. END OF SCREEN MOCK UPS SECTIONS AFTER THIS SLIDE ARE THE STORAGE AREAS FOR THE HYPERLINKED CONTENT

11. THEME INFORMATION STORAGE AREA

12. THEME DEFINITON: Use of Technology The use of technology encompasses ... The two scenarios where the use of technology is a critical element are: Communicating (link not active) Building the Bench (link not active) Return to Theme page Notes for EDIT 732: this is just a frame of the scenario the material in lilacs are place markers descriptors for the content Screen 6a

13. THEME DEFINITON: Communication Style Expectations encompasses … Return to Theme page Notes for EDIT 732: this is just a frame of the scenario the material in lilacs are place markers descriptors for the content Screen 6b

14. THEME DEFINITON: Expectations Expectations encompasses (define what expectations and categories are) … The two scenarios where the use of technology is a critical element are: Communicating (link not active) Building the Bench (link not active) Dressing for the Office Selecting the Right Person for the the Job (link not active) Return to Theme page Notes for EDIT 732: this is just a frame of the scenario the material in lilacs are place markers descriptors for the content Screen 6c

15. THEME DEFINITON: Mode of Learning The model of learning encompasses … Return to Theme page Notes for EDIT 732: this is just a frame of the scenario the material in lilacs are place markers descriptors for the content Screen 6d

16. GENERATIONAL TRAITS STORAGE AREA

17. GENERATIONAL TRAITS - TRADITIONALIST The Traditionalistare the oldest generation and comprise 5% of the workforce BIRTH YEARS: Prior to 1945 DEFINING EVENTS AND TRENDS: Patriotism Families The Great Depression WWII & Atomic Bomb The New Deal Korea War Silver Screen Rise of labor unions Golden Age of Radio VISIBLE MEMBERS: Harry Belafonte George Bush Jimmy Carter Sidney Poitier Lee Iacocca Gloria Steinem John Glen Phil Donahue MUSIC OF THEIR EARLY YEARS Swing Big Band Duke Ellington Benny Goodman Bing Crosby Kate Smith Ella Fitzgerald Frank Sinatra DEFINING VALUES & KEY WORDS: Duty Loyalty Frugal Dedication Sacrifice Conformity • Ron Zemke, Claire Raines, Bob Filipezak - Generational at Work Return to Generational Traits page

18. GENERATIONAL TRAITS – BABY BOOMERS The Baby Boomers are currently the largest generation in the workforce at 43% of the workforce Birth years: 1945 to 1964 DEFINING EVENTS AND TRENDS: Prosperity Children in the spotlight Television Suburbia Civil Rights movement Assassinations Vietnam Cold war Women’s Liberation The Space Race VISIBLE MEMBERS: Bill Clinton Hilary Clinton Oprah Winfrey Jane Pauley Bill Gates Mick Jagger David Letterman Rush Limbaugh Elton John MUSIC OF THEIR EARLY YEARS Rock n’ Roll Acid Rock Elvis The Beatles Rolling Stones Grateful Dead Beach Boys Jim Hendrix Janis Joplin Bob Dylan Supremes Temptations DEFINING VALUES & KEY WORDS: Team orientation Optimism Personal Gratification Involvement • Ron Zemke, Claire Raines, Bob Filipezak - Generational at Work Return to Generational Traits page

19. GENERATIONAL TRAITS – GENERATION X BORN DEFINING EVENTS AND TRENDS VISIBLE MEMBERS MUSIC OF THEIR EARLY YEARS DEFINING VALUES Return to Generational Traits page Screen P3

20. GENERATIONAL TRAITS - Millennials BORN DEFINING EVENTS AND TRENDS VISIBLE MEMBERS MUSIC OF THEIR EARLY YEARS DEFINING VALUES Return to Generational Traits page Screen P4

21. Case Study Storage area INFORMATION STORAGE AREA

22. SCENARIO: Dressing for the Office ENVIRONMENT DESCRIPTION: Who: The Informational Technology and Management Office has two critical roles in the Support of the organization. They provide technical support to… They design and develop the information and knowledge management protocols for the organization … The office is made up of … SITUATION: It is not uncommon for office members to have to go into other areas of the building to provide customer support They frequently must past through the Organizational atrium and senior leader hallways… CHARACTERS: (Description of what they do in the office and perhaps how they dress) Geoffrey: Carol: Shelia: Willy: George: BEHAVIOR/ ACTIVITY/ATTITUDE: There has been increasing incidents and complaints of the attire of the IT&M members. Many of the members have start to dress…The organizations standard is... The latest incidents… CHALLENGE: Understand the situation to address the issue(s) • SCENARIO • PERSPECTIVES • Geoffrey • Carol • Shelia • Willy • George (Manager) Notes for EDIT 732: this is just a frame of the scenario the material in lilacs are place markers descriptors for the content. The scenario would be presented in a essay/story format without headers. Screen 6a

23. DRESSING FOR THE OFFICE SCENARIO PERSPECTIVE: Geoffrey (Traditionalist) Background: Geoffrey is XX years of age. He has a degree in ___________. He has been working for the government for XX years. Geoffrey believes …. He dresses… He wishes ….. He thinks management is … • SCENARIO • PERSPECTIVES • Geoffrey • Carol • Shelia • Willy • George (Manager) Notes for EDIT 732: this is just a frame of the perspective of one of the Characters. The material in lilacs are place markers descriptors for the content Return to Scenario Dressing for the Office page Return to Scenario Dressing for the Office page Screen C2P1 Screen C2P2

24. DRESSING FOR THE OFFICE SCENARIO PERSPECTIVE: Carol ( Baby Boomer) Background: Carol is XX years of age. She has a degree in ___________. She has been working for the government for XX years. Carol believes ... She dresses… She wishes ... She thinks management is … • SCENARIO • PERSPECTIVES • Geoffrey • Carol • Shelia • Willy • George (Manager) Notes for EDIT 732: this is just a frame of the perspective of one of the Characters. The material in lilacs are place markers descriptors for the content Return to Scenario Dressing for the Office page Screen C2P2

25. DRESSING FOR THE OFFICE SCENARIO PERSPECTIVE: Sheila (Generation X) Background: Sheila is XX years of age. She has a degree in ___________. She has been working for the government for XX years. Shelia believes …. She dresses… She wishes ….. She thinks management is … • SCENARIO • PERSPECTIVES • Geoffrey • Carol • Shelia • Willy • George (Manager) Notes for EDIT 732: this is just a frame of the perspective of one of the Characters. The material in lilacs are place markers descriptors for the content Return to Scenario Dressing for the Office page Return to Scenario Dressing for the Office page Screen C2P1 Screen C2P2

26. DRESSING FOR THE OFFICE SCENARIO PERSPECTIVE: Willy (Millennials) Background: Willy is XX years of age. He has a degree in ___________. He has been working for the government for XX years. Willy believes …. He dresses… He wishes ….. He thinks management is … • SCENARIO • PERSPECTIVES • Geoffrey • Carol • Shelia • Willy • George (Manager) Notes for EDIT 732: this is just a frame of the perspective of one of the Characters. The material in lilacs are place markers descriptors for the content Return to Scenario Dressing for the Office page Return to Scenario Dressing for the Office page Screen C2P1 Screen C2P2

27. DRESSING FOR THE OFFICE SCENARIO PERSPECTIVE: George (Manager) Background: George is XX years of age. He has a degree in ___________. He has been working for the government for XX years. He has been a manager for XX years. George believes … He dresses… He sees his role as ... He expects senior management to … • SCENARIO • PERSPECTIVES • Geoffrey • Carol • Shelia • Willy • George (Manager) Notes for EDIT 732: this is just a frame of the perspective of one of the Characters. The material in lilacs are place markers descriptors for the content Return to Scenario Dressing for the Office page Return to Scenario Dressing for the Office page Return to Scenario Dressing for the Office page

28. COMMENTARY INFORMATION STORAGE AREA

29. COMMENTARY • ASSESSING THE SITUATION • QUESTIONS TO ASK • COMMUNICATION STRATEGIES Return to Scenario Dressing for the Office page

30. COMMENTARY: ASSESSING THE SITUATION • Assessment Tools… Return to Commentary page

31. COMMENTARY: QUESTIONS TO ASK • Questions for Leaders to ask themselves: • How can I get older followers to sit down and discuss projects with the younger ones? • How can I get younger followers to listen to their older counterparts? • How can I unite these different groups to focus on our common goal, despite their individual preferences? • How do I mentor and nurture the younger followers so that they do not go off unsupervised and cause problems for the organization? • How do I account for the differences in dress, communication preferences, and workplace etiquette by the different generations? • Ron Zemke, Claire Raines, Bob Filipezak • Generational at Work Return to Commentary page

32. COMMENTARY - COMMUNICATION STRATEGIES Communication Strategies… Return to Commentary page

33. RESOURCES INFORMATION STORAGE AREA

34. RESOURCES • Books/articles • online websites • Government regulations directives, and resources Return to Scenario Dressing for the Office page

35. RESOURCES: Books and Articles • Books/articles Return to Resource page

36. RESOURCES - Online websites Online Resources and Websites Return to Resource page

37. RESOURCES - Government regulations directives, and resources • Government regulations directives, and resources • US Government Office of Personnel Management (OPM) • Department of Defense (DOD) • U.S. Army • Other Agencies Return to Resource page