Mixing 4 Generations in the Workplace

1. Mixing 4 Generations in the Workplace With Cam Marston

2. Learning Objectives • Define the four generations and their workplace characteristics • Identify the common drivers and value systems of each generation and how those drivers affect motivation and behavior in the workplace • Describe how each generation defines success and understand how the differences affect communication and relationships in the workplace • Determine how your approach may need to change when coaching, managing and leading employees of different generations • Appreciate and gain respect for what is important to each generation

3. The Four Generations

4. Matures • Born before 1945 • Influenced by the Military • 35 million people today

5. Boomers • 1945-1964 • Most influential people today • 80 million people

6. Gen Xers • 1964-1980 • Prove it to me • 45 million people

7. Millennials • Born after 1980 • Instant Gratification • 75 million people

8. How is communicating with someone from another generation different from communicating with someone from your own generation?

9. Defining Four Generations in the Workplace • How does the video define each of the four generations? • Who are the four generations and what are their characteristics? • Who are the heroes for each generation and what do the heroes say about their value systems?

10. Defining Four Generations,continued • What trends affect generational change? • What is the generational repetition model and how does it apply to the workplace?

11. Consider the following: “What happens when generations define success differently?” “How do the conflicting definitions of success affect how we motivate, coach and encourage in the workplace?”

12. How to Deal with Four Generations • What do we need to consider when working with each generation?

13. Determining Generational Bias • How do you prefer to communicate – email or phone? • What operating system are you running? • Who are your role models/heroes?

14. Coaching and Managing Matures DO: • Allow the employee to set the “rules of engagement” • Ask what has worked for them in the past and fit your approach to that experience • Let them define quality and fit your approach to that definition

15. Coaching and Managing Matures • Use testimonials from the nation’s institutions (government, business, or people) • Emphasize that you’ve seen a particular approach work in the past, don’t highlight uniqueness

16. Coaching and Managing Boomers DO: • Show them how you can help them use time wisely • Assess their comfort level with technology in advance • Demonstrate how important a strong team is • Customize your style to their unique needs

17. Coaching and Managing Boomers • Emphasize that working with you will be a good experience for them • Emphasize that their decision is a good one and a “victory” for them—they’re competitive and want to win • Follow up and check in and ask how the individual is doing on a regular basis

18. Coaching and Managing Xers DO: • Put all the options on the table • Be prepared to answer “why” • Present yourself as an information provider • Use their peers as testimonials when possible

19. Coaching and Managing Xers • Appear to enjoy your work – remember carpe diem • Follow up and meet your commitments. They’re eager to improve and expect you to follow through.

20. Coaching and Managing Millennials DO: • Offer customization—a plan specific to them • Offer peer-level examples • Spend time providing information and guidance • Be impressed with their decisions

21. A Quick Review • Generational context is not about age, but common experiences • Acknowledge your team’s expectations, not just your own • Different is neither right nor wrong, just different • Age-ism is the death of any coaching strategy

22. Quick Review • Generational understanding does not take the place of concern for the individual • Different generations care about different approaches to the same problem – highlight points accordingly • Technology is not universal – assess your team members’ affinity level before making communication assumptions