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

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

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

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

8. 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

9. 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

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

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

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

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

14. 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?”

15. 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.”

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

17. TRAIN WRECK!

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

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

20. Context  Context is based on points of reference  Circumstances  People  Relationships Lack of experience contributes to lack of context

21. 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

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

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

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

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

26. Parents –  Helicopters and Parachutes  Gen Y values their relationship with their parents more than previous generations.  Very comfortable with adults and expect to be heard (can seem disrespectful)  Distressed at work/school? Their parents will know all about it – and will offer advice  Dysfunctional when parents try to fix the world instead of teaching accountability and responsibility.

27. Parents -  Key is to help parents give their students parachutes.  Good policies in place – i.e. FERPA  Don’t treat parents as the enemy – establish good relationships with them outside normal encounters.  Identify boundaries – respect theirs /expect them to respect yours.  Explain bigger picture if needed  Mentor and train students to problem solve.

28. What’s Next  Gen Y and a slow economy  Work habits  Entitlement  Parental support –  Definiti0n of success  Global economy ?  Adulthood Delayed: What Has the Recession Done to Millenials.

29. References

30. Reference

31. 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.  Thompson, Derek. 2012. Adulthood Delayed: What Has the Recession Done to Millennials? http://www.theatlantic.com/business/archive/20 12/02/adulthood-delayed-what-has-the- recession-done-to-millennials/252913/.