Carolinas Healthcare Grand Rounds - Afternoon Session

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Generations in the Workforce

WHAT SETS THEM APART

What You Remember Reveals Your Age….

Do you remember when smoking wasn’t hazardous to your health?

The Veterans (oldest generation still working) How They Learn

    New is not necessarily better Not innovative with new ideas Like structure, schedules and procedures   Brain processes new ideas into old mental framework  Some refuse to work with technology (too overwhelming a learning curve, others jump in) Want clear expectations and guidelines Must memorize the basics

          

School Experiences for

Hard work

Veterans

Respected their elders Children were to be seen & not heard Felt an obligation to make the grade Performance based on individual ability Little feedback unless negative More intrinsic reward for good performance Learned from history (other’s experiences) Small class size, one curriculum for all No special ed (students no where in sight) Virtually never tested with standardized tests – less comparison to others

Did you ever use one of these???

The Veteran’s First Computer

Changes in the Workforce

 Veterans have experienced the most change in their lifetime. They have had to adapt to:  Computers  Communication channels changing  World getting smaller  Keeping up with rapid increases in information  Move from content to process

Marketing to Veterans

 Faith in the government and national institutions  Want quality but believe standard options are fine (not luxury)  Loyal customers that follow the rules

How Boomers Learn

    Want things to fit into the “big picture” Want recognition for how well they have done Team oriented, work well in groups Like to explore and analyze, look at different views   Follow instructions well Good with content

Boomer’s Educational Experiences

 Overwhelmed the school system starting in 1950, large class sizes  Ability grouped (red birds and blue birds)  Question authority but respect position  See life as an adventure (and school)  Emphasis on team work (cohort education)

Boomer’s Educational Experiences

 Need silence to concentrate   Want to feel valued  Were told “you are lucky to be here, others are standing in line to get in.” No special ed students in school but honors courses in a few subjects  Rarely tested and not for school performance (PSAT, SAT)

Remember these……

Boomer’s First Computer

Marketing to Boomers

     Are individualistic so they like “customized and custom-made products” Want to look successful (lots of stuff) Seek self-improvement Products/services that help them reach a balanced life (work/home) Like technology but see the problems that come with it

How Gen Xers Learn

 Task oriented – like to learn new skills  Speed is important  Self-paced learning, independent learning  Want to have fun while they learn  Informal learning environments are best  Hate group work  Want feedback from teacher/boss

Gen X Educational Experiences

 Learned to rely on self  Distrust authority  Seek challenging environment (career education emphasis)  Want feedback on progress  Want to do things their way – like no rules and freedom on assignments

Gen X Educational Experiences

 Had special education classrooms in school but separated  Had honors programs  Funding cut to education  Testing “mania” began with them  First daycare centers arose with them  Many latch-key kids

Remember these…..

Gen X’s First Computer

Was this your first video game?

Was this your first calculator and cell phone?

Marketing to Xers

 Can spot a phony  Peer to peer referral  Like technology  Like products and services with options

Millennial School

Experiences

Many private schools, charter schools, magnet schools – all to meet the needs of the individual child –many, many choices School uniforms, child safety, high performance standards, character education, cooperative learning and community service

Millennial School Experiences

   Goal oriented – outcome based education (what’s in it for me)  School is a means to an end – one must endure until the next level  Interactive, participatory and engaging – are consulted by adults Everything 24/7 and available electronically No “grunt work” - must do “meaningful work”, participate in decisions  International flavor, celebrate diversity, different is okay

Millennial School Experiences

 Motivated by working with bright, motivated and moral people  Student makes judgments about truth and believability of what is taught  Classroom mainstreamed – multiple levels based on ability and interest  Constantly tested and compared to peers (learned to take tests so now of little use for college admissions)  Feel pressure for high achievement

How Millennials Learn

   Try it their way – always looking for better, faster way of doing things Prefer graphics before text, reading of excerpts Like small and fast processing technology – best when networked  Want instant gratification and frequent rewards (spot)

How Millennials Learn

     Focus on skill development – not memorization of what they perceive they don’t need to know Productivity is key – not attendance – so make it worthwhile or they won’t come Have different critical thinking skills based on their high tech world not thought processing (need help here) Rely on teacher to facilitate learning Group think and interaction

This is what millennials grew up with?

Their Idea of Computer Technology

What Do Businesses and Colleges/ Universities Need to Know about Today’s College Students and Graduates Here Come the Girls

Boys Issues in K-12

For Every 100 Girls Who….

Enroll in Kindergarten Number of Boys 116 Enroll in Ninth Grade Enroll in Twelfth Grade Are Suspended from K-12 Are Expelled from K-12 101 98 250 335 Diagnosed with Learning Disability 276 Enroll in the gifted and talented program 94 The Boys Project. http://www.boysproject.net/statistics.html

Boys and Their Educational Choices For Every 100 Girls Who….

Graduate from High School Enroll in College Earn an Associates Degree Earn a Bachelors Degree Earn a Masters Degree Earn a Doctorate Number of Boys 96 77 67 73 62 92 The Boys Project. http://www.boysproject.net/statistics.html

First Time Freshman Enrollments by Gender – 50 Years (numbers in thousands)

1600 1400

) (54.8%

1200

(45.2%)

1000 800 600 400 200 0 19 55 19 60 19 65 19 70 19 75 19 80 Males Females 19 85 19 90 19 95 20 00 20 04

College Graduation Projections (numbers in thousands) (61% of degrees will go to women)

1050 950 850 750 650 550 450 350 250 20 05 -6 Assoc. Degree Male Assoc. Degree Female Bach. Degree Male Bach. Degree Female

(62.6%) (37.4%) (60%) (40%)

20 06 -7 20 07 -8 20 08 -9 20 09 -1 0 20 10 -1 1 20 11 -1 2 20 12 -1 3 20 13 -1 4

At Your Tables

Discuss:  When you were an undergraduate student and had a paper assigned in a class, what was your process for preparing for and writing the paper?

 Where did your reference material come from?

 How long did it take?

 Would it be done differently today?

 When you were in medical school, what was the process you were taught to diagnose and treat a condition?

 What reference materials did you have?

 How is it done now?

Ambitions

Source: Industry Week, March, 1998.

Most popular college majors:

• Medicine • Engineering • Education/teaching • Law and politics • Business and marketing • Computer science 

Most sought after qualities in careers:

• • Responsibility Independence • Idealistic and committed co workers • Creativity • • 

Most common job trends :

Multi-taskers • Seek security & benefits Stay with company that offers a challenge

Difference in Values

 They have witnessed their baby boomer parents coming home from stressed jobs, exhausted, falling asleep at the dinner table; and don’t want that for themselves.

 They are a generation who is interested in a life with value and meaning – they do not aspire to what the “boomers” aspire to – they want something different.

True Multi-taskers

   Millennials have lived programmed lives and are already quite capable of learning several jobs simultaneously and performing them admirably.

Millennials will change careers many times (retool/recycling skills).

To retain them, smart employers will encourage Millennials to try out different careers within the same company.

Salary Expectations of Millennials

 Realistically, what do you expect your starting salary will be when you begin working?

Millennials  $15-20K 7.7%  $21-30K 29.3%    $31-40K $41-50K $50K+ 27.0% 15.9% 7.0% Approximately 65% felt they would earn $40K or less  Not sure 12.5%

Future Odds

 How likely is it that someday you will: • Work for yourself/own business?

• Have lifestyle you grew up with?

% Indicating Somewhat or Very Likely

64.3% 93.4%  How important will a two-income household be in reaching your lifestyle goals?

• Somewhat to very Important • Not Important

%

77.4% 22.6%

Quality of Life?

• • • • • • •  Rank order of items that contribute to a good quality of life (% ranking item in top 3 on a scale of 1-8) Having a secure future for my family Time to enjoy family/children Having family/children Having a great job Having good friends Having plenty of money Having plenty of free time

%

70.2% 69.9% 65.0% 54.7% 50.7% 38.6% 38.1%

Your Generation in the Future

 Someday your generation will be raising kids, running corporations and occupying high political office. When that day comes, which areas of American life will be better, the same or worse than today because of your generation?

 3=better  2=same  1=worse

Will be better, the same or worse than today because of your generation?

3=better 2=same 1=worse • • • • • Technology Race Relations Economy Schools Arts/Culture

mean

2.90

2.47

2.23

2.09

2.21

Will be better, the same or worse than today because of your generation?

3=better 2=same 1=worse • • • • • Foreign Affairs Government Family Life Religion Crime/Public Order

mean

2.13

2.02

2.01

1.93

1.79

Importance of Career Components

 Millennials felt the following career elements would be very important:   

Respected on the Job Opportunity for Professional Development Ability to Have an Impact on the World

Importance of Career Components

Items thought to be somewhat important:            Access to Information and Expression of Personal Opinion Having High Job Prestige Working with Inspiring Colleagues Geographic Location of Job Receive Guidance and Direction from Supervisor Participating in Company Decisions Independence/Professional Autonomy Using Creativity on the Job Lots of Responsibility Flexible Work Hours Dress Code Appropriate to Work Environment

Importance of Job Benefits

  Benefits thought to be very important Health Insurance Salary Growth Plans like 401K Life Insurance Bonuses Employer-paid Retirement Benefits thought to be unimportant Stock Options Profit Sharing

Jobs in Lifetime

 How many jobs millennials thought they would hold in their lifetime?

 1-3  4-6  7-10 35.7% 41.5% 16.5%  Over 10 6.2%  64% expect to have 4 or more jobs

Reasons US Workers Change Jobs

In 2006, 21% of US workers made voluntary job changes for the following reasons:         Growth and earnings potential (30%) Time and flexibility (23%) Financial compensation (22%) Culture and work environment (22%) Benefits (12%) Supervisor relationship (10%) Travel and development (9%) Management climate (9%) Benefit News

Changing Workforce

     Workers are demanding the ability to balance their work and personal responsibilities.

Workers are not afraid of changing jobs.

The idea that the best way to grow financially and otherwise is to stay with one employer has been eroding to the point of extinction.

Younger workers and those earning $15,000 or less were the most likely to change jobs.

The cost of turnovers range from $7,000 for hourly employees to $30,000 for mid-level managers and $80,000 for technical or senior level management (Center for Workforce Learning).

Charlotte Biz, March 2007

What can managers do?

1. Mentor their employees • About how the organization runs, what makes people of different generations work well together. Teach people skills not just medical processes.

Great leaders can motivate all people by balancing processes and people’s needs for the good of the organization

Messages that Motivate

  Veterans  Your experience is respected here  What has and hasn’t worked in the past is relevant  Perseverance is valued Boomers  You are important to our success  Your contribution is unique and important  We need you

Messages that Motivate

  Gen Xers  Do it your way  There aren’t a lot of rules here  We’re not very corporate Millennials  You will work with other bright, creative people  You can help turn this organization around  You can be a hero here  We value independent workers  Your boss will help you succeed

2. Communicate with employees • Encourage them to develop trust with others and empower people to do their jobs. Ask for input rather than telling them what to do. Open communication reduces resistance.

3. Value their values • Want work-life balance. They value family and friends and want to work their eight hour day and go home. Older workers think long hours show your loyalty and productivity. Younger workers often get things done faster. They value efficiency and effectiveness and doing things faster.

4. Focus on Retention • People leave for several reasons: older workers retire but younger workers often leave feeling unvalued.

• Have strategies to retain both groups.

• Older generations like monetary rewards, younger generations like time off work.

Questions (if we have time)

  What are the greatest challenges you face with the multiple generations in your area?

What strengths do the younger generations have that you did not at their age?

 Has anyone discovered “a great truth” in working with the younger generations that you can share with us?

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