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Debbie Waite Academic Advisor, NDFS February 16, 2012.

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1 Debbie Waite Academic Advisor, NDFS February 16, 2012

2 Quick Generational Review  Born 1922-1943  Silent Generation or Schwarzkopf Generation  Born 1946-1964  Baby Boomers

3 Generational Review  Generation X – 1965-1980  Millennials or Generation Y  Born 1980-2000

4 Generations…….  Two other historical issues  Birth control pill  Child development research – 1970 - 1990

5 Self-Esteem Curriculum  Feeling good about yourself  Advice centers on self  Don’t correct children’s mistakes  Instead of “failed” they have “deferred success”  Competition is bad for self-esteem  Pizza parties for all who pass

6 Consequences of Self-Esteem Curriculum  Respect for others has declined  Grade inflation  Children don’t need to learn  Kids who can’t take criticism (thin-skinned)  Self-esteem not linked to good grades  More likely to be violent and to cheat  Self-esteem without basis encourages laziness rather than hard work

7 The Incredibles  Everybody's Super Everybody's Super

8 Strengths of Gen Y  Can be very loyal – but not blind loyalty  Will work for credit  The information generation

9 More strengths  Will hit the ground running  Want impact  Want to learn  Want flexibility

10 Managers must provide:  Record of their successes.  Details of how to do their job very well.  Understanding of career path  Salary and benefits plus……  Respect is a 2 way street

11 Managers understand:  Learn best from a combination of technology and the human element –  Gen Y can be a long-term employee, one day at a time

12 Focus on Self  Authority questioned routinely –  Customize anything and everything  Instantaneous responses and constant change

13 Transactional authority  Focuses on the basic management process of controlling, organizing, and short-term planning.

14 Gen Y - Transactional Authority  Leader utilizes followers self-interest for leader’s goals and purposes  Gen Y flips it

15 Customize  Gen Yers want to customize their very minds, bodies, and spirits.  ==========

16 Customize a degree?  “I want a degree that covers organic gardening and nutrition because the whole system is wrong – we are sick because we don’t grow our food right…. I want it online and accessible to my rural location and I can’t understand why USU doesn’t provide it?”

17 Change  “Constant change means you can’t count on anything to stay the same. But this doesn’t make Gen Yers feel nostalgic. Rather, it makes them feel liberated to abandon what bores them, embrace new things wholeheartedly, and reinvent themselves constantly.”

18 Academia – SLOW CHANGE  We have a problem:  What happens when academia meets Generation Y?


20 There is Hope!  Gen Y can be managed. Here are some tips:  Use transactional authority to your advantage.

21 More Tips  Clear expectations and clear rewards  It may not be money.  Example:  Daniel has multiple jobs.  Research experience medical school

22 The importance of context  Factors that are beyond their control  Natural disasters, etc. that limit their potential role.  Where they fit in the larger picture  Customer versus employee/student

23 Motivation  External – constant external rewards  Internal – motivated for personal reasons

24 Carol Dweck on Praise  Person praise  Process praise  Setbacks –  Learned helplessness

25 Across the desk  Ice cream sandwich  Praise the process  Checklists with clear expectations  Look for the transaction –  Find the underlying interest

26  Negotiate where you can.  Stand strong and clear where you can’t.  Train them to do their own work

27 What’s Next  Gen Y and a slow economy  Work habits  Entitlement  Parental support –  Definiti0n of success  Global economy ?

28 References

29 Reference

30 Reference: Journal Article  Kamins, M. L. and Dweck, C. S. 1999. Person versus process praise and criticism: implications for contingent self-worth and coping. Developmental Psychology, 35:3, pp. 835-847.

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