Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
1
973-596-3208
February 20, 2014
Bridging the Generation & Leadership Gap
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Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
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Richard Sweeney
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MILLENNIAL PANELS
 over 60 Millennial panels
 8 to 14 Millennials each
 Canada, Egypt, Guatemala
 Over 24 US States: Arizona, California, Colorado,
Connecticut, Florida, Georgia, Kansas, Louisiana,
Massachusetts, Michigan, Minnesota, Missouri, Nebraska,
Nevada, New Jersey, New Mexico, New York, Ohio,
Pennsylvania, Rhode Island, Tennessee, Texas, Washington
D.C, and Wisconsin.
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
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Richard Sweeney
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Agenda
1:00 – 1:50pm Research about Millennials &
iGen. No students present.
1:50 - 2:40pm Live focus group of Millennials
2:41 - 3:00pm Q & A from library leaders
3:00pm
Adjournment
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
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Richard Sweeney
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Our Questions Today
1. What are the behaviors and characteristics of
Millennials and iGeners?
2. What will today’s leaders have to do to better
engage the Millennial or iGen generations?
3. What will Millennial or iGen leaders need to do
to better engage today’s older generations?
Copyright 2013 Richard Sweeney
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“The manic commercialization of Internet content
arguably began with the initial public offering of
Netscape in August 1995.” p. 1379
Mowery, David C. and Timothy Simcoe. “Is the Internet a US invention?—
an economic and technological history of computer networking?”.
Research Policy. 31:8-9 (2002) p1369-1387.
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
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Richard Sweeney
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“The manic commercialization of Internet content
arguably began with the initial public offering of
Netscape in August 1995.” p. 1379
Today’s typical college freshman was
born in 1995 when the Internet began.
Mowery, David C. and Timothy Simcoe. “Is the Internet a US invention?—
an economic and technological history of computer networking?”.
Research Policy. 31:8-9 (2002) p1369-1387.
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
Copyright 2013 Richard Sweeney
973-596-3208
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Each Column represents
number of US births in a
particular year from 1909
to 2009.
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
GI Gen
Silent
Richard Sweeney
Boomers
Gen X
Copyright 2013 Richard Sweeney
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Millennials
iGen?
Bridging the Generation & Leadership Gap
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10
Richard Sweeney
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# Generation
Birth Years
Ages in 2014
Generations
Birth
Years
GI Generation
1901 - 1924
23
91 - 114
Silent Generation
1925 – 1942
17
73 – 90
Baby Boomers
1943 – 1960
17
55 – 72
Generation X
1961 – 1981*
20
34 – 54
Millennials
1982*- 2004*
22
11 - 33
iGen? Gen Z?
Gen Wii? Etc.
*2005 –
Present*?
10 (So far)
0 – 10
*From Howe-and-Strauss (Experts differ on start & end date of Millennial & iGen generation)
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
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Richard Sweeney
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“They’re variously called the Internet Generation,
Echo Boomers, the Boomlet, Nexters, Generation
Y, the Nintendo Generation, the Digital Generation,
and, in Canada, the Sunshine Generation. But
several thousand of them sent suggestions about
what they want to be called to Peter Jennings at
abcnews.com, and “Millennials” was the clear
winner.”
http://www.generationsatwork.com/articles/millenials.htm Claire
Raines Associates Managing Millennials 2002
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
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Richard Sweeney
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New names for the next generation?
iGen?
Gen Z?
Gen Wii?
Multi Gen?
Homeland Gen?
Gen Me?
Post Gen?
Horovitz, Bruce. “Generation Whatchamacallit; The naming game
about tomorrow's youth.” USA Today May 7, 2012.
http://www.lexisnexis.com.libdb.njit.edu:8888/hottopics/lnacademic/?
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Workforce 2014
1947
1991
GI Gen
Silent
Assumption:
Boomers
entry age: 23
Gen X
Millennials
retirement age: 67
Copyright 2013 Richard Sweeney
iGen?
Bridging the Generation & Leadership Gap
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Richard Sweeney
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Workforce 2024
1957
2001
GI Gen
Silent
Assumption:
Boomers
entry age: 23
Gen X
Millennials
retirement age: 67
Copyright 2013 Richard Sweeney
iGen?
College
Board
Millennials
In
Millennials
Not
15In
Bridging the Generation
& Leadership
Gap
Data from Web 15
Workforce
Richard Sweeney
Born
1979U.S. Births in
Thousands
1985 Static
sweeney@njit.edu
Boomers
High
Growth
Generation X
1965
14 Years
1978
1979
16 Years
1977
2000
1982
Avg. 3,993
1994
1994
2014
Avg. 3,832
3,415
Avg. 3,415 3,415
3,500
Births
3,415
3,000
Workforce 2008
2,500
Years
Huge Generation
Copyright 2013 Richard Sweeney
19
94
19
92
19
90
19
88
19
86
19
84
19
82
19
80
19
78
19
76
19
74
19
72
19
70
19
68
19
66
19
64
19
62
19
60
19
58
19
56
19
54
19
52
19
50
19
48
2,000
19
46
Births in 1,000s
4,000
1964
19 Years
4,500
Under 23 yrs old
Millennials
23 yrs & older
5,000
1946
Workforce
973-596-3208
Born 1986-1994
Number
of High School
Graduates, Gap
Bridging
the Generation
& Leadership
NewSweeney
Jersey
sweeney@njit.edu1992-2022:
Richard
973-596-3208
Static
120,000
High Growth
100,000
80,000
2014
60,000
40,000
20,000
0
92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22
American Indian/ Alaska Native
Asian/Pacific Islander
Black non- Hispanic
Hispanic
Copyright 2013 Richard Sweeney
White non- Hispanic
Non-Public Total
Source: WICHE/The College Board
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“Using descriptors from the 16PF subscales, we found that
Millennial students are more warm and outgoing (Warmth),
more abstract than concrete (Reasoning), more adaptive and
mature (Emotional Stability), more dutiful (Rule
Consciousness), more socially bold and adventuresome
(Social Boldness), more sensitive and sentimental
(Sensitivity), more self-doubting and worried (Apprehension),
more open to change and experimenting (Openness to
Change), and more organized and self disciplined
(Perfectionism) compared to Generation X medical students.”
p. 574
Nichole J Borges et al. “Comparing Millennial and Generation X
Medical Students at One Medical School. Academic Medicine; 81.6
(2006): 571-576
Personality Test
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
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“Furthermore, we found Millennial medical students to be
less solitary and individualistic (Self Reliance) than their
Generation X counterparts.” 574
Note: this study looked only at medical schools students:
Generation X
“Cuspars”
Millennials
born 1965 - 1980
born 1975 – 1980 (Gen X Subset)
born 1981 - 1989
Nichole J Borges et al. “Comparing Millennial and Generation X
Medical Students at One Medical School. Academic Medicine; 81.6
(2006): 571-576
Personality Test
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
“Millennial students scored higher than Generation X
students on the needs for Achievement and Affiliation.
Thus, our study findings may substantiate the
contentions of population theorists that, compared
with previous generations, Millennials have greater
needs to belong to social groups and to share with
others, stronger team instincts and tighter peer
bonds, and greater needs to achieve and succeed.” p. 574
Nichole J Borges et al. “Differences in motives between Millennial
and Generation X medical students.” Medical Education; (2010) 44:
570-576
Personality Test
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“In our attempt to make sense of why our hypothesis was not
supported, we revisited some of the differences between
Millennials and Generation X-ers posited by population
theorists. Our review led us to entertain the idea that perhaps
Generation X-ers scored higher on the need for Power
because some of their personal characteristics (i.e.
resourcefulness and independence) contribute to their selfsufficiency and self-assertion, which can be considered
hallmark behaviours associated with individual power.1,26.”
p. 574
Nichole J Borges et al. “Differences in motives between Millennial
and Generation X medical students.” Medical Education; (2010) 44:
570-576
Personality Test
Copyright 2013 Richard Sweeney
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Richard Sweeney
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“These three analyses show remarkably similar yearly
increases in college students’ narcissistic traits, with
students in more recent years scoring higher than
their predecessors.
The results clearly support the generational differences
model. The larger cultural changes in parenting, education
family life, and the media toward greater individualism have
apparently affected the personality traits of individuals.” p.
103
Twenge, Jean M and Joshua D. Foster. “Birth Cohort Increases in Narcissistic Personality
Traits Among American College Students, 1982-2009”. Social Psychological and Personality
Science January 2010 vol. 1 96-106. accessed
http://www.psychologytoday.com/files/attachments/4330/npitimeupdatespps.pdf
88/15/2013
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
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“It is possible, however, that some of the same cultural
influences that have increased self-esteem have also
increased narcissism (e.g., school programs with themes
such as ‘‘I am special’’).” p. 104
Sense of entitlement?
Twenge, Jean M and Joshua D. Foster. “Birth Cohort Increases in Narcissistic Personality
Traits Among American College Students, 1982-2009”. Social Psychological and Personality
Science January 2010 vol. 1 96-106. accessed
http://www.psychologytoday.com/files/attachments/4330/npitimeupdatespps.pdf
88/15/2013
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
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“When it come to leadership age doesn’t matter –
competency does. History is full of examples of leaders who
have succeeded and failed at every age..” p. 24
Do you believe this to be true?
Myatt, Mike. “Leadership & Age”. N2growth. accessed 02/7/2014
http://www.n2growth.com/blog/do-you-know-what-you-dont-know/
p://
Copyright 2013 Richard Sweeney
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“Participants were asked which 8 of 16 leadership practices
they considered most important for success in their
organizations and participants were rated by their boss on
their skill level for all 16 practices. Differences among
generations in the endorsement of 10 of the 16 leadership
practices existed, but an examination of their effect sizes
showed small practical significance. The magnitude of the
gaps between importance and skill ratings were similar
among the generations, with the biggest gaps in leading
employees, change management, and building and mending
relationships.”
Gentry, William A et al. “A comparison of generational differences in endorsement of
leadership practices with actual leadership skill level”. Consulting Psychology Journal.
March 2011; 63:1 pp 39-49
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
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“In summary, managers from different generations are more
similar than they are different with regard to leadership
practices they think are important, and how skilled they are at
those leadership practices.” p. 24
Gentry, William A et al. “A comparison of generational differences in endorsement of
leadership practices with actual leadership skill level”. Consulting Psychology Journal.
March 2011; 63:1 pp 39-49
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
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Descriptions of Leadership Practices Under Investigation
Leadership practice Description
1. Leading employees (14) Broadening direct reports; delegating to
direct reports; being patient and fair; setting clear performance
expectations.
2. Balancing personal life and work (4) Balancing work priorities
with personal life so that neither is
neglected.
3. Participative management (10) Using listening skills and
communication to involve others, building consensus.
4. Resourcefulness (10) Being a flexible problem solver;
understanding and working effectively with higher management;
being a strategic thinker.
Gentry, William A et al. “A comparison of generational differences in endorsement of
leadership practices with actual leadership skill level”. Consulting Psychology Journal.
March 2011; 63:1 pp 39-49
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Descriptions of Leadership Practices Under Investigation
Leadership practice Description
5. Change management (9) Using effective strategies to facilitate
change; overcoming resistance to change.
6. Compassion and sensitivity (7) Caring about the hopes and
dreams of others; providing wise counsel; being sensitive to signs
of overwork in others.
7. Self-awareness (4) Recognizing strengths and weaknesses;
seeking corrective feedback.
8. Being a quick study (4) Quickly mastering new technical
knowledge and skills; learning the business quickly.
9. Confronting problem employees (6) Moving quickly; not
waffling; basing decisions on performance.
Gentry, William A et al. “A comparison of generational differences in endorsement of
leadership practices with actual leadership skill level”. Consulting Psychology Journal.
March 2011; 63:1 pp 39-49
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
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Descriptions of Leadership Practices Under Investigation
Leadership practice Description
10. Doing whatever it takes (9) Persevering through adversity;
taking full responsibility.
11. Putting people at ease (4) Having personal warmth and a good
sense of humor.
12. Building and mending relationships (11) Working hard to
understand others; getting the cooperation of peers, clients;
negotiating well; not alienating others.
13. Straightforwardness and composure (4) Not blaming or
abusing others; relying on substance and straightforwardness; not
being arrogant, cynical, or moody; coping with situations beyond
one’s control.
Gentry, William A et al. “A comparison of generational differences in endorsement of
leadership practices with actual leadership skill level”. Consulting Psychology Journal.
March 2011; 63:1 pp 39-49
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Descriptions of Leadership Practices Under Investigation
Leadership practice Description
14. Differences matter (6) Respecting varying backgrounds and
perspectives.
15. Career management (9) Using professional relationships and
networks to manage own career.
16. Decisiveness (4) Displaying a bias for action and calculated
risks; being quick and approximate when necessary.
Gentry, William A et al. “A comparison of generational differences in endorsement of
leadership practices with actual leadership skill level”. Consulting Psychology Journal.
March 2011; 63:1 pp 39-49
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
Boomer
Gen X
973-596-3208
Millennial
Building and mending relationships
Change management
Leading employees
Participative management
Resourcefulness
Straightforwardness and composure
Gentry, William A et al. “A comparison of generational differences in endorsement of
leadership practices with actual leadership skill level”. Consulting Psychology Journal.
March 2011; 63:1 pp 39-49
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
Boomer
973-596-3208
Gen X
Millennial
Building and mending relationships
5
3
4
Change management
4
6
6
Leading employees
1
1
2
Participative management
3
7
8
Resourcefulness
2
2
1
Straightforwardness and composure
6
4
3
Gentry, William A et al. “A comparison of generational differences in endorsement of
leadership practices with actual leadership skill level”. Consulting Psychology Journal.
March 2011; 63:1 pp 39-49
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Gentry, William A et al. “A comparison of generational differences in endorsement of
leadership practices with actual leadership skill level”. Consulting Psychology Journal.
March 2011; 63:1 pp 39-49
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
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Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
1. Most Millennials’ favorite music is Hip Hop / Rap.
True or False
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Millennial True – False Question Quiz
Raise your hand if true.
1. Most Millennials’ favorite music is Hip Hop / Rap.
False
Millennials don’t have a generational music.
Only 22% say rap is their favorite.
PowerPoint at: http://library1.njit.edu/staff-folders/sweeney/
Please note that this document is copyrighted and licensed under the
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Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
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Richard Sweeney
973-596-3208
Source:
National Endowment for the Arts. 2008 Survey of Public Participation in the Arts
13.4% or Greater
Millennials
Mill/GenX
GenX
Boomers
Boomers
Silent
Silent plus
18-24
25-34
35-44
45-54
55-64
65-74
75 and over
Classical/Chamber
3.1%
3.4%
4.6%
8.0%
11.6%
18.8%
16.4%
Opera
0.0%
0.3%
0.5%
0.3%
0.2%
2.4%
4.1%
Broadway/ Musicals
0.6%
2.6%
0.3%
0.6%
3.7%
5.7%
14.3%
Jazz
3.0%
3.6%
6.7%
6.5%
8.0%
10.0%
4.3%
Classic Rock/Oldies
16.6%
15.4%
33.4%
38.8%
31.6%
20.4%
16.7%
Contemporary rock
18.6%
19.5%
12.4%
8.0%
1.9%
2.6%
1.0%
Rap/hip hop
22.1%
10.5%
3.0%
1.6%
0.0%
0.0%
0.0%
Blues / R&B
4.4%
4.8%
4.4%
5.5%
5.7%
2.1%
1.6%
Latin
5.0%
6.8%
3.3%
2.5%
3.2%
1.5%
0.0%
16.5%
16.9%
16.0%
15.8%
17.3%
20.6%
21.4%
Bluegrass
0.5%
1.2%
1.0%
0.6%
1.2%
1.0%
2.5%
Folk
0.0%
1.3%
1.1%
0.7%
2.2%
2.1%
0.0%
Hymns/Gospel
4.8%
8.8%
6.9%
7.3%
11.2%
9.8%
13.4%
Other
4.7%
5.1%Copyright6.3%
3.8%
2013 Richard Sweeney
2.1%
3.0%
4.3%
Country
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Millennial True – False Question Quiz
Raise your hand if true.
2. In the 2008 presidential election, Millennials were the
only age group that grew as a percentage of the total
electorate.
True or False
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Millennial True – False Question Quiz
Raise your hand if true.
2. In the 2008 presidential election, Millennials were the
only age group that grew as a percentage of the total
electorate.
True
More 18-29 year olds voted and fewer 60+ voted.
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Changes in Turnout of Electorate Voting
2000
18-29 years
old
30-44 years
old
45-64 years
old
65 and older
2004
2008
2012
BUSH
17%
17%
18%
19%
29%
29%
29%
27%
30%
30%
30%
38%
24%
24%
23% 16%
Data Source: CNN
http://observationalism.com/2008/11/09/selected-exitpoll-comparisons-2000-2004-2008/
http://www.cnn.com/ELECTION/2008/results/president/
http://www.ropercenter.uconn.edu/elections/how_groups_voted/voted_12.ht
ml
Politically Engaged
Copyright 2013 Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
3. Millennials strongly prefer experiential, “hands-on”
learning.
True or False
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Please note that this document is copyrighted and licensed under the
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Millennial True – False Question Quiz
Raise your hand if true.
3. Millennials strongly prefer experiential, “hands-on”
learning.
True
Millennials definitely prefer “hands-on” activities such
as role playing, lab work, simulations, case studies,
gaming, kinesthetic studios, interactive work, etc.
PowerPoint at: http://library1.njit.edu/staff-folders/sweeney/
Please note that this document is copyrighted and licensed under the
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Bridging the Generation & Leadership Gap
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Richard Sweeney
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Dahlstrom, Eden. ECAR Study of Undergraduate Students and
XXXXXXXXXXXXXXXXXXXXXXXXXXX
Information
Technology, 2012 (Research Report). Louisville, CO;
http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf.
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“Of the students that preferred a single mode of
information presentation, more than two thirds, 68%,
preferred kinesthetic methods, 17% preferred the
read/write approach, 11% preferred visual, while only 4% of
students preferred the aural or lecturing presentation
mode. Of the students that preferred multiple modes of
information presentation, 84% included kinesthetic modes.
Of the students that preferred two types of information
presentation or bimodal learners, 26% preferred
both read/write and kinesthetic, 23% preferred visual
and kinesthetic, 4% preferred visual and read/
write, while 12% preferred aural and kinesthetic.” p.27
Meehan-Andrews, Terri A. . “Teaching mode efficiency and learning preferences
of first year nursing students”. Nurse Education Today. 29:1 (2009) 24-32
Experiential / Interactive
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“In interpreting the results, the recognition of
interactivity clearly influences satisfaction positively.
Thus the skillful application of interactive functionality
in instructional context can have a positive effect
on student attitudes toward lesson content, which in
turn could lead to decreased resistance and increased
attention to lessons and online assignments. p. 143
Gleason, James and Laura Beth Daws. “Chapter 8: Interactivity and It’s Effect on
Student Learning Outcomes”. p129-149, Teaching, Learning and the Net
Generation: Concepts and Tools for Reaching Digital Learners. Ed. Sharmila Pixy
Ferris. Hershey, PA: Information Science Reference. 2012,
Experiential / Interactive
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“[SUNY Fredonia Psychology] Students in the podcast
condition had an average score of 71.24% (SD =
16.50%), whereas students in the lecture condition
had an average score of 62.47% (SD = 17.03%). This
result was surprising given the assumption that
students who attend class and take notes normally
score best on exams.”
p. 621
McKinney, Dani; Jennifer L. Dyck, Elise S. Luber. “iTunes University and
the classroom: Can podcasts replace Professors?. Computers &
Education. 52:3 (2009) p617-623.
Media Consumers
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“Students who took additional notes scored
significantly higher, 76.23% (SD = 13.61%) than
students who merely listened to the podcast but did
not take additional notes, 62.08% ( SD = 17.93%).
The mean of the students who merely listened to the
podcast but did not take additional notes, was not
significantly different than the in-class lecture
students, t(42) = .06 p>.05.” p. 621
McKinney, Dani; Jennifer L. Dyck, Elise S. Luber. “iTunes University and
the classroom: Can podcasts replace Professors?. Computers &
Education. 52:3 (2009) p617-623.
Media Consumers
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Richard Sweeney
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“The results of this study are in no way an indication
that audio copies of lectures could or should replace
actual professors, or even regular class attendance.
The advantage the students in our study received was
only when the student took notes as they would do
during a lecture, and when they listened to a lecture
more than once.” p. 622
McKinney, Dani; Jennifer L. Dyck, Elise S. Luber. “iTunes University and
the classroom: Can podcasts replace Professors?. Computers &
Education. 52:3 (2009) p617-623.
Media Consumers
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“Results Past video game play in excess of 3 h/wk correlated with 37%
fewer errors (P<.02) and 27% faster completion (P<.03). Overall Top Gun
score (time and errors) was 33% better (P<.005) for video game players and
42% better (P<.01) if they played more than 3 h/wk. Current video game players
made 32% fewer errors (P=.04), performed 24% faster (P<.04), and scored 26%
better overall (time and errors) (P<.005) than their nonplaying colleagues. When
comparing demonstrated video gaming skills, those in the top tertile made 47%
fewer errors, performed 39% faster, and scored 41% better (P<.001 for all) on
the overall Top Gun score. Regression analysis also indicated that video
game skill and past video game experience are significant predictors of
demonstrated laparoscopic skills.
James C. Rosser Jr, MD; Paul J. Lynch, MD; Laurie Cuddihy, MD; Douglas A.
Gentile, PhD; Jonathan Klonsky, MD; Ronald Merrell, MD “The Impact of Video
Games on Training Surgeons in the 21st Century” Arch Surg. 2007;142(2):181186.
Gamers
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
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Richard Sweeney
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“Overall, students say their instructors use
presentation devices effectively—but devices that
inspire participation or interactivity, not so much..
p. 24
Every student has preferred modalities of interacting.
p. 31
Dahlstrom, E., de Boor, T., et al. ECAR National Study of Undergraduate Students and
Information Technology, 2011 Boulder, Colorado: EDUCAUSE Center for Applied
Research, 2007
(www.educause.edu/ecar)
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
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Dahlstrom, E., de Boor, T., et al. ECAR National Study of Undergraduate Students and
Information Technology, 2011 Boulder, Colorado: EDUCAUSE Center for Applied
Research, 2007
(www.educause.edu/ecar)
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Richard Sweeney
51
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“Integrating virtual pedagogies (Internet and
interactive simulations) to support the venerable faceto-face classroom not only helps to tailor our teaching
styles to our students’ learning styles, it also
broadens the boundaries of our “teaching space”
Brower (2003) and Simonson, Schlosser and Hanson
(1999) suggest that we can enhance the learning
experience if we can produce a “touch effect” with
technology— creating the sense of personal
involvement and interaction via technology. p. 75
Proserpio, Luigi; Gioia, Dennis A. “Teaching the Virtual Generation”. Academy of
Management Learning & Education, 6:1 (2007), p69-80,
Experiential / Interactive
Copyright 2013 Richard Sweeney
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Richard Sweeney
54
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Millennial True – False Question Quiz
Raise your hand if true.
4. Millennials invest more time with user-generated
content (Blogs, wikis, YouTube, etc.) than companygenerated content.
True or False
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Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
4. Millennials invest more time with user-generated
content (Blogs, wikis, YouTube, etc.) than companygenerated content.
True
User generated content is more important than
corporate content but only with Millennials.
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Richard Sweeney
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“According to the survey, Millennials invested 51
percent of their Internet time with user-generated
content and only 49 percent on company-generated
content. The survey average was 34 percent of time to
user-generated content and 66 percent to companygenerated content. Millennials, therefore, invest 50
percent more time with user-generated content than the
average user.” p. 68
Dominiak, Mark. “'Millennials' Defying the Old Models. Find More Like
This”. Television Week; 5/7/2007, Vol. 26 Issue 19, p68-68, 1p, 1c
Millennial Characteristics
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Richard Sweeney
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“Millennials, however, do not view the online space in
any way, shape or form as a conventional media
channel. 68
Dominiak, Mark. “'Millennials' Defying the Old Models. Find More Like
This”. Television Week; 5/7/2007, Vol. 26 Issue 19, p68-68, 1p,
Millennial Characteristics
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
5. Millennials rely primarily on the internet for their
news.
True or False
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Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
5. Millennials rely primarily on the internet for their
news.
True
Millennials are much more likely than Boomers to get
their news from the internet than from either TV or
newspapers.
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Richard Sweeney
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“Media influences: Baby Boomers rely
on traditional media such as television (50
percent Boomers, 27 percent Generation Y)
and newspapers (19 percent versus 6 percent),
while Generation Y business owners
rely on the Internet for news (31 percent
versus 9 percent of Boomers). p. 15
“Boomers vs. Gen Y”. Community Banker; Sep2007, Vol. 16 Issue 9, p15
Media Consumers
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Richard Sweeney
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“In short, the future of the U.S. News industry is
seriously threatened by the seemingly
irrevocable move by young people away from
traditional sources of news.”
Merrril Brown, “Abandoning the News.” Carnegie Reporter 3.2 (Spring
2005)
Reading
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
6. Less than 60% of Millennials voted for Obama.
True or False
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Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
6. Less than 60% of Millennials voted for Obama.
False
65% of Millennials voted for Obama in 2008
60% of Millennials voted for Obama in 2012
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Candidate Voting by Age Groups
2004
Kerry
18-29 years old
54%
BUSH
Bush
45%
2008
Obama
2012
McCain
Obama
Romney
66%
32%
60%
37%
30-44 years old
46%
53%
52%
46%
52%
45%
45-64 years old
48%
51%
50%
49%
47%
51%
65 and older
46%
54%
44%
53%
44%
56%
“Election Results 2012; President Exit Polls Table”. New York Times.
5 Nov 2008
http://elections.nytimes.com/2012/results/president/exit-polls
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Millennial True – False Question Quiz
Raise your hand if true.
7. The vast majority of Millennials socialize with
someone of another racial /ethnic group.
True
An overwhelming 93% socialize with someone of
another racial / ethnic group.
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Pryor, John H. et al. “CIPA Freshmen Survey Report” UCLA The Higher
Education Research Institute (HERI). http://heri.ucla.edu/cirpoverview.php
Copyright 2013 Richard Sweeney
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Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
8. Millennials text message 7 times more than 50-yearolds.
True or False
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Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
8. Millennials text message 7 times more than 50-yearolds.
True
PowerPoint at: http://library1.njit.edu/staff-folders/sweeney/
Please note that this document is copyrighted and licensed under the
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Bridging the Generation & Leadership Gap
sweeney@njit.edu
“Young adults are much
more likely avid texters
by a wide margin.” p 2
Richard Sweeney
Ages
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Mean
Texts
Daily
18-29
87.7
30-49
27.0
50-64
11.4
65+
4.7
Aaron Smith. “Americans and text messaging.” The Pew Research Center’s
Internet & American Life Project. 9/19/2011
http://pewinternet.org/Reports/2011/Cell-Phone-Texting-2011.aspx
Nomadic
Nomadic/ /Mobile
Mobile
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Millennial True – False Question Quiz
Raise your hand if true.
9. Millennials make more voice calls than 40 year-olds.
True or False
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Richard Sweeney
71
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Millennial True – False Question Quiz
9. Millennials make more voice calls than 40 year-olds.
True
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Please note that this document is copyrighted and licensed under the
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Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
Ages
Millennial Avg. Voice Calls
40 Year-Old Avg. Voice Calls
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Mean
Calls
Daily
18-29
17.1
30-49
14.5
50-64
8.8
65+
3.8
Aaron Smith. “Americans and text messaging.” The Pew Research Center’s
Internet & American Life Project. 9/19/2011
http://pewinternet.org/Reports/2011/Cell-Phone-Texting-2011.aspx
Nomadic
Nomadic/ /Mobile
Mobile
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Ages
“Calling and texting are highly
correlated with cell owners who text
often also making a large number of
voice calls.” p 6
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Mean Mean
Calls Texts
Daily Daily
18-29
17.1
87.7
30-49
14.5
27.0
50-64
8.8
11.4
65+
3.8
4.7
Aaron Smith. “Americans and text messaging.” The Pew Research Center’s
Internet & American Life Project. 9/19/2011
http://pewinternet.org/Reports/2011/Cell-Phone-Texting-2011.aspx
Nomadic
Nomadic/ /Mobile
Mobile
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Who Owns Tablet Computers Ages 18-29 from +4% to +14% (24%)
Ages 30-49 from +8% to +13% (27%)
Rainie, Lee. “Tablet and E-Book Reader Ownership Nearly Double Over
XXXXXXXXXXXXXXXXXXXXXXXXXXX
the
Holiday Gift-Giving Period”. Pew Internet & American Life Project
1/23/2012
Accessed at http://pewresearch.org/pubs/2176/tablet-computers-ebook-readers 2/13/2011
Nomadic / Mobile
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Millennial True – False Question Quiz
Raise your hand if true.
10. Most Millennials Twitter (Tweet) every day.
True or False
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Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
10. Most Millennials Twitter (Tweet) every day.
False
30% of Millennials tweeted at all in 2013.
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Richard Sweeney
Copyright 2013 Richard Sweeney
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Briding
the Generaiton
Gap: A Millennial
Focus Gap
Group
Bridging
the Generation
& Leadership
sweeney@njit.edu
Richard
Sweeney
973-596-3208
sweeney@njit.edu
Richard
Sweeney
973-596-3208
“Only 16 percent of U.S. adults use Twitter, and only half of
them get news via the short-message social network,
according to a new survey by Pew Research Center. That’s
far fewer than Facebook, where 30 percent of American
adults get their news.”
Mitchell, Amy and Dana Page. Twitter News Consumers Young, Mobile and
Educated. Pew Internet & American Life Project, November, 2013.
http://www.journalism.org/files/2013/11/Twitter-IPO-release-with-cover-page-new2.pdf, accessed on
February 10, 2014.
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Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
11. Millennials show the smallest gap with the values of
their parent’s generation compared to the past
generations.
True or False
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Richard Sweeney
83
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Millennial True – False Question Quiz
Raise your hand if true.
11. Millennials show the smallest gap with the values of
their parent’s generation compared to the past
generations.
True
Generally they are closer to their parents than past
generations by a lot of measures.
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Richard Sweeney
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“The Millennial Generation, who turned 18 around
the year 2000, show the smallest gap with the
values of older generations than any teens have
shown since the history of polling.” p.B8
Kleinfeld, Judith. “Millennials: our next great generation,” Anchorage
Daily News (Alaska), January 30, 2004 Friday, FINAL EDITION, ALASKA;
Pg. B8, 712 words,
Values / Parents
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“About one in four Gen Y workers polled consults his
or her parents first when making employment
decisions.” p. 2
Robert
XXXXXXXXXXXXXXXXXXXXXXXXXXX
Half Joel.
International.
“What Millennials
Want: How
to Attract and
Foreman,
“Next-Generation
Educational
Technology
Retain
Employees.” Yahoo hotjobs. November 2008.
VersusGen
theYLecture.”
http://www.hotjobsresources.com/pdfs/MillennialWorkers.pdf
Values / Parents
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Richard Sweeney
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“Millennials:
…identify with parent’s values and feel close to
their parents”;
Oblinger, Diana. “Understanding the New Student.” Educause Review,
38.3 (2003): 36-42.
Values
Copyright 2013 Richard Sweeney
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Richard Sweeney
87
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Millennial True – False Question Quiz
Raise your hand if true.
12. Millennials are more likely to give up Facebook for a
week than e-mail for a week.
True or False
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Richard Sweeney
88
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Millennial True – False Question Quiz
Raise your hand if true.
12. Millennials are more likely to give up Facebook for a
week than e-mail for a week.
True
Millennials use of technology is not always what we
might expect.
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89
Bridging
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Gap: A Live
Millennial Focus
Bridging
the Generation
& Leadership
GapGroup
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Richard
Sweeney
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sweeney@njit.edu
Richard
Sweeney
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Least Likely to Give Up for Week
Ages Calls Texts
<12
137
Ratio
425
3.1
13-17 231
1742
7.5
18-24 265
E-Mail 2.9
790
25-34 239
331
1.4
35-44 223
236
1.0
45-54 193
128
.7
14
.1
55-64 145
65-
99
Texting
Social
38
.3
Networking
eMarketer Inc. “Gen Y Holds Tight to E-Mail and Texting November 4, 2009
http://www.emarketer.com/Article.aspx?R=1007361
Nomadic
Nomadic/ /Mobile
Mobile
Copyright 2013 Richard Sweeney
Bridging
the Generation
Gap: A Millennial
Focus Group
Bridging
the Generation
& Leadership
Gap 90
sweeney@njit.edu
Sweeney
973-596-3208
sweeney@njit.edu Richard Richard
Sweeney
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Lee Rainie, Amanda Lenhart, Aaron Smith. “The tone of life on social
networking sites ”. Pew Research Center’s Internet & American Life
Project ; Feb 9, 2012 http://www.pewinternet.org/Reports/2012/Social-networking-climate.aspx
Collaborative / Social Networking
Copyright 2013 Richard Sweeney
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Richard Sweeney
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Millennial True – False Question Quiz
Raise your hand if true.
13. In the last few years, Millennials rate of reading of
literature has increased by 9%.
True or False
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Richard Sweeney
92
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Millennial True – False Question Quiz
Raise your hand if true.
13. In the last few years, Millennials rate of reading of
literature has increased by 9%.
True
This reversed a 20 year trend.
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Richard Sweeney
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“For the first time in the history of the survey - conducted
five times since 1982 - the overall rate at which adults read
literature (novels and short stories, plays, or poems) rose
by seven percent.”
Young adults show the most rapid increases in literary
reading. Since 2002, 18-24 year olds have seen the biggest
increase (nine percent) in literary reading, and the most
rapid rate of increase (21 percent). This jump reversed a 20
percent rate of decline in the 2002 survey, the steepest rate
of decline since the NEA survey began.”
XXXXXXXXXXXXXXXXXXXXXXXXXXX
Foreman,
Joel. “Next-Generation
Technology
National
Endowment
for the Arts. 2008Educational
Survey of Public
Participation in
the
Arts:the
Research
Report #49 (November, 2009)
Versus
Lecture.”
http://www.nea.gov/research/2008-SPPA.pdf
Reading
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Richard Sweeney
94
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“Over the past 20 years, young adults (18-34) have
declined from being those most likely to read
literature to those least likely (with the exception
of those 65 and older. The rate of decline for the
youngest adults, aged 18 to 24 was 55 percent
greater than the total adult population.”
Hill,
XXXXXXXXXXXXXXXXXXXXXXXXXXX
Kelly. “Reading
at Risk; A Survey of Literary
Reading
in America”
Foreman,
Joel. “Next-Generation
Educational
Technology
National
for the Arts Research Division Report, 46 (June 2004)
Versus Endowment
the Lecture.”
Reading
Copyright 2013 Richard Sweeney
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Richard Sweeney
95
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Millennial True – False Question Quiz
Raise your hand if true.
14.
34 percent of Millennials (34 percent) reported
that Millennial workers are less engaged than
older workers.
True or False
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Richard Sweeney
96
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Millennial True – False Question Quiz
Raise your hand if true.
14.
34 percent of Millennials (34 percent) reported
that Millennial workers are less engaged than
older workers.
True
PowerPoint at: http://library1.njit.edu/staff-folders/sweeney/
Please note that this document is copyrighted and licensed under the
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Bridging the Generation & Leadership Gap
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Richard Sweeney
“Among only millennial respondents:
973-596-3208
· 59 percent agreed that their generation has a
different attitude toward workplace responsibility than
their peers
· 55 percent acknowledged that workers of their
generation are generally less motivated to take on
more responsibility
· More than a third (34 percent) reported that
millennial workers are less engaged than older
workers”
Weiner, Jon “Millennials Face Uphill Battle to Wow Co-Workers with Work
Ethic”. Workplace Options. 2011.
http://www.workplaceoptions.com/news-press-releases.asp
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• “77 percent of workers believe millennials have a different
attitude toward workplace responsibility than worker of
other age groups
• 68 percent feel that millennials are less motivated to take
on responsibility and produce quality work compared to
their counterparts
• Nearly half (46 percent) think millennials are less engaged
at work than other employees .”
Weiner, Jon “Millennials Face Uphill Battle to Wow Co-Workers with Work
Ethic”. Workplace Options. 2011.
http://www.workplaceoptions.com/news-press-releases.asp
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“Aside from the engagement aspects of the poll, 78 percent
of workers agreed that millennials are more tech-savvy in the
workplace than other generations, and 70 percent of all
respondents (including 85 percent of millennials) consider
this technological edge to be an inherent career advantage.”
Weiner, Jon “Millennials Face Uphill Battle to Wow Co-Workers with Work
Ethic”. Workplace Options. 2011.
http://www.workplaceoptions.com/news-press-releases.asp
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Millennial True – False Question Quiz
Raise your hand if true.
15.
Millennials believe that free time is a more
important job attribute than compensation.
True or False
PowerPoint at: http://library1.njit.edu/staff-folders/sweeney/
Please note that this document is copyrighted and licensed under the
Creative Commons Attribution 3.0 United States License.
Copyright 2013 Richard Sweeney
100
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Millennial True – False Question Quiz
Raise your hand if true.
15.
Millennials believe that free time is a more
important job attribute than compensation.
True
PowerPoint at: http://library1.njit.edu/staff-folders/sweeney/
Please note that this document is copyrighted and licensed under the
Creative Commons Attribution 3.0 United States License.
Copyright 2013 Richard Sweeney
101
Bridging the Generation & Leadership Gap
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Richard Sweeney
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Barford, Ian N. and Patrick T. Hester. Analysis of Generation Y Workforce
Motivation Using Multiattribute Utility Theory”. Defense Acquisition
University. (Jan 2011) p63-79
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Richard Sweeney
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“The two highest importance levels over the other
generations, discussed earlier, are advancement
potential and free time, which corresponds with the level
of happiness calculations.” p. 76
Barford, Ian N. and Patrick T. Hester. Analysis of Generation Y Workforce
Motivation Using Multiattribute Utility Theory”. Defense Acquisition
University. (Jan 2011) p63-79
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sweeney@njit.edu
Richard Sweeney
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“The next time they face a twenty-something who doesn't
look them in the eye, who slouches and sighs for no
apparent reason, who seems distracted and unaware of the
rising frustration of the other people in the room, and who
turns aside to answer a text message with glee and facility,
they shouldn't think, "What a rude kid." Instead, they should
show a little compassion and, perhaps, seize on a teachable
moment. "Ah," they might think instead, "another texter who
doesn't realize that he is communicating, right now, with
every glance and movement —and that we're reading him all
too well."
Bauerlein, Mark. “Why Gen-Y Johnny Can’t Read Nonverbal Cues”. Wall
Street Journal August 28, 2009
Accessed on June 4, 2010
http://online.wsj.com/article/SB10001424052970203863204574348493483201758.html
Nomadic / Mobile
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“Almost all (99%) students surveyed reported having at least
one digital device, and while laptops were the most common
(93%), many students now own their own smart phones
(78%) and tablets (35%). This is a significant increase from
our 2011 survey when only 47% of students said they owned
a smart phone and 7% reported owning a tablet.”
“CourseSmart’s Third Annual Survey on Education and Technology Reveals College
Students’
Growing Dependence on Mobile Devices and Digital Course Materials”. July 22
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2013. Accessed at http://www.prnewswire.com/news-releases/coursesmarts-third-annual-surveyon-education-and-technology-reveals-college-students-growing-dependence-on-mobile-devicesand-digital-course-materials-216426861.html 88/13/2013
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“A majority (68%) of students use three or more devices
every day”
“CourseSmart’s Third Annual Survey on Education and Technology Reveals College
Students’
Growing Dependence on Mobile Devices and Digital Course Materials”. July 22
XXXXXXXXXXXXXXXXXXXXXXXXXXX
2013. Accessed at http://www.prnewswire.com/news-releases/coursesmarts-third-annual-surveyon-education-and-technology-reveals-college-students-growing-dependence-on-mobile-devicesand-digital-course-materials-216426861.html 88/13/2013
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“47% of students say they check their devices every 10
minutes, up from 38% of students in 2011”
“CourseSmart’s Third Annual Survey on Education and Technology Reveals College
Students’
Growing Dependence on Mobile Devices and Digital Course Materials”. July 22
XXXXXXXXXXXXXXXXXXXXXXXXXXX
2013. Accessed at http://www.prnewswire.com/news-releases/coursesmarts-third-annual-surveyon-education-and-technology-reveals-college-students-growing-dependence-on-mobile-devicesand-digital-course-materials-216426861.html 88/13/2013
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Dahlstrom,
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Eden. ECAR Study of Undergraduate Students and
Information Technology, 2012 (Research Report). Louisville, CO;
EDUCAUSE Center for Applied Research, September 2012, Available from
http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf.
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Dahlstrom, Eden. ECAR Study of Undergraduate Students and
XXXXXXXXXXXXXXXXXXXXXXXXXXX
Information
Technology, 2012 (Research Report). Louisville, CO;
http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf.
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Dahlstrom, Eden. ECAR Study of Undergraduate Students and
Information Technology, 2012 (Research Report). Louisville, CO;
http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf.
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“Study time for full-time students at four year
colleges in the United States fell from
twenty-four hours per week in 1961 to
fourteen hours per week in 2003, and the
decline is not explained by changes over
time in student work status, parental education,
major choice, or the type of institution
students attended..” p. 1
Babock,
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Phillip and Mindy Marks. “Leisure College, USA: The Decline in
Student Study Time 2012. Education Outlook. American Enterprise
Institute for Public Policy Research, No. 7 August 2010, Available from
http://www.aei.org/files/2010/08/05/07-EduO-Aug-2010-g-new.pdf
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“Only a small fraction of the change
in study time can be accounted for
by changes in work hours. p. 6
“Further, students do not
appear to have reduced study time to
work for pay. Students appear to be
studying less in order to have more
leisure time.” p. 4
Babock,
XXXXXXXXXXXXXXXXXXXXXXXXXXX
Phillip and Mindy Marks. “Leisure College, USA: The Decline in
Student Study Time 2012. Education Outlook. American Enterprise
Institute
p. 6 for Public Policy Research, No. 7 August 2010, Available from
http://www.aei.org/files/2010/08/05/07-EduO-Aug-2010-g-new.pdf .
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
“However, the Millennial Generation is also highly
sensitive to criticism and reluctant to speak if they feel
uninformed or are unsure of how their comments will be
received. Faculty need to be aware of the unique
opportunities and also the vulnerabilities associated with
the Millennial Generation when planning classroom
discussions.” p. 6
Roehling, Patricia Vincent et al. “Engaging the Millennial Generation in
Class Discussions”. College Teaching. 59:1-6, 2011
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
Tips for Creating an Atmosphere Conducive to
Active Classroom Discussions
• DO
1. Work to develop a comfortable classroom atmosphere
at the very beginning of the semester while norms for
participation are being established.
2. Engage in exercises in which students get to know each
other, increasing their level of comfort with their classmates.
3. Show respect for all opinions, even those that diverge from
your own.
Roehling, Patricia Vincent et al. “Engaging the Millennial Generation in
Class Discussions”. College Teaching. 59:1-6, 2011
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
“Tips for Creating an Atmosphere Conducive to
Active Classroom Discussions
• DO
4. Set ground rules for civil discussions.
5. Moderate difficult discussions.
6. Show enthusiasm for the subject matter.”
p. 6
Roehling, Patricia Vincent et al. “Engaging the Millennial Generation in
Class Discussions”. College Teaching. 59:1-6, 2011
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
973-596-3208
“DO NOT
• 1. Let a student feel isolated or unsupported in a
discussion.
• 2. Argue or openly disagree with a student during a
discussion.
• 3. Ask questions or engage in discussions in which
there is only one correct answer.
• 4. Create an authoritarian classroom atmosphere.”
p. 6
Roehling, Patricia Vincent et al. “Engaging the Millennial Generation in
Class Discussions”. College Teaching. 59:1-6, 2011
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership Gap
sweeney@njit.edu
Richard Sweeney
and Now…
onto our Millennial Focus Group…..
Copyright 2013 Richard Sweeney
973-596-3208