Supervising and Communicating Across Generations

SUPERVISING AND COMMUNICATING
ACROSS GENERATIONS:
WHAT’S UP WITH THAT?
ASHA CONVENTION, SAN DIEGO, 11/17/11
V I C K I M C C R E A DY, M A , C C C - S L P
PROFESSOR AND DIRECTOR OF
SPEECH AND HE ARING C E NTER, UNI V. O F NC AT G R EENSBORO (UNCG)
SHELLEY VICTOR, EDD, CCC-SLP
PROGRAM PROFESSOR
NOVA SOUTHEASTERN UNIVERSITY
FT. LAUDERDALE, FLO RIDA
Students:
Ebony Brown , Armstrong Atlantic State University, Millennial
Lauren Pester, Indiana University, Millennial
Jami Scott, Univ. of Nebraska at Omaha, Millennial
Robyn Zahand, UNCG, Millennial
Clinical Supervisors:
Perry Flynn, UNCG, Generation X
Lyn Mankoff, UNCG, Baby Boomer
Louise Raleigh, UNCG, Baby Boomer
Barbara Zucker, Nova Southeastern University, Baby Boomer
PANEL MEMBERS
ORGANIZATION OF THIS SESSION
• Introduction: Rationale and definitions
• Background on the four generations
• More on the Millennials
• Generational misunderstandings/issues
• Effective communication across generations
• Some fill-in-the-blanks for you!
INTRODUCTION: RATIONALE
“For the first time in our history, we have four separate and
distinct generations working shoulder-to-shoulder and faceto-face in a stressful, competitive workplace” (Lancaster &
Stillman, 2002, p.13).
The generational disparities are deeper and more complex
than in the past (Kersten, 2002; Raines, 2002, 2003).
Multiple relationships in CSD reflect cross-generational
interactions.
ASHA’S TECHNICAL REPORT ON CLINICAL
SUPERVISION (2008)
Generational differences are listed as one of the issues
important in supervisor-supervisee interactions.
Different expectations and values of each generation can
affect the supervisory process.
Supervisors “need to be prepared to understand and
accommodate attitudes and behaviors that may differ from
their own” (p. 12).
ASHA CODE OF ETHICS (2010)
Principle of Ethics IV
Individuals shall not discriminate in their
relationships with colleagues, students, and
members of other professions and disciplines on
the basis of race or ethnicity, gender, gender
identity/gender expression, age, religion,
national origin, sexual orientation, or disability.
THE MEANING OF “A GENERATION”
• Introduced in sociological theory in the early 1920’s
by Karl Mannheim as a social phenomenon describing
people of a similar age who had experienced the
same events
• Defined as “a cohort of persons passing through time
who come to share a common habitus, hexis and
culture, a function of which is to provide them with a
collective memory that serves to integrate the cohort
over a finite period of time” (Eyerman & Turner, 1998, p.93)
GENERATIONAL COHORTS: A DEFINITION
(ZEMKE ET AL., 2000)
• Groups of people who share birth years, history, and a
collective personality
• Typically span 15 to 20 years
• Values and attitudes shaped by the historical, political, and
social events of the times
GENERATION GAP: A DEFINITION
(HIRSCH, KETT, & TREFIL, 2002)
“The differences in customs, attitudes and beliefs between
any two generations, but especially between youths and
adults.”
GENERATION GAP: A PICTORIAL DEFINITION
(GUESS WHICH ONE IS THE MILLENNIAL?!)
GENERATIONAL DIFFERENCES:
ARE THEY VALID?
Empirical research has been scarce BUT…
Some of the differences and characteristics have
been confirmed by researchers such as Arsenault
(2004) and Ng, Schweitzer and Lyons (2010). The
former researcher after an extensive study
surveying/interviewing 790 respondents,
concluded that “Generational differences are a
legitimate diversity issue that organizations need
to recognize and understand…” (p. 124).
METHODOLOGICAL ISSUES IN THE
LITERATURE
(PARRY & URWIN, 2011)
• Use of cross sectional designs
• Differences between the distinction of cohort vs.
generation
• Suitability of research designs: Longitudinal designs
may be better suited for these research questions.
• Issues of heterogeneity within a generation
BACKGROUND ON THE FOUR GENERATIONS
(SEE TABLE 1)
• T RADITIONALISTS
(BORN 1900-1945)
• BABY BOOMERS
(BORN 1946-1964)
• G E N E R AT I O N X
(BORN 1965-1980)
• MILLENNIALS
( B ORN 19 81-1999)
1
BACKGROUND ON THE FOUR GENERATIONS
(SEE TABLE 1)
• T RADITIONALISTS
(BORN 1900-1945)
• BABY BOOMERS
(BORN 1946-1964)
• G E N E R AT I O N X
(BORN 1965-1980)
• MILLENNIALS
( B ORN 19 81-1999)
2
BACKGROUND ON THE FOUR GENERATIONS
(SEE TABLE 1)
• T RADITIONALISTS
(BORN 1900-1945)
• BABY BOOMERS
(BORN 1946-1964)
• G E N E R AT I O N X
(BORN 1965-1980)
• MILLENNIALS
( B ORN 19 81-1999)
3
BACKGROUND ON THE FOUR GENERATIONS
(SEE TABLE 1)
• T RADITIONALISTS
(BORN 1900-1945)
• BABY BOOMERS
(BORN 1946-1964)
• G E N E R AT I O N X
(BORN 1965-1980)
• MILLENNIALS
( B ORN 19 81-1999)
4
• See handout of Table listing influential people, places,
defining events, traits, and symbols.
• FOR THE PANEL: What is your generation and what events or
people, etc., affected you?
• What effect did these events have on each generation as a
whole?
DEFINING EVENTS OF THE GENERATIONS
WHAT DEFINED THE TRADITIONALISTS?
Main events: WWII and the Great Depression; difficult times
with economic and political uncertainty; women’s right to
vote
Effects: Financially conservative and cautious; hard working;
organizational loyalty; decisions based on what worked in
the past; respectful of authority; patriotic
Other effects?
Main events: Vietnam war; Kent State; protests; Watergate;
assassinations; women’s movement; civil rights’
movement; booming post-war economy
Effects: Rebellious; competitive; optimistic; work to live;
success, recognition, and interpersonal skills valued
Other effects?
WHAT DEFINED BABY BOOMERS?
WHAT DEFINED GEN XERS?
Main events: 1980s recession; more working mothers;
higher divorce rate; expansion of mass media and
“instant results” from remote controls and video
games to the Internet; the Challenger incident; AIDS
Effects: “latch-key” kids; skeptical, highly individual
workers who value work-life balance; immediate,
instantaneous expectations
Other?
WHAT HAS AND IS DEFINING MILLENNIALS?
Main events: Violence, terrorism, drugs-realities of life;
“helicopter parents”; multiculturalism-a way of life;
instant communication; Columbine; Desert Storm;
proliferation of gangs
Effects: Appreciative of diversity; collaborative and
optimistic; feelings “on the table”; loyal; realistic;
flexible scheduling valued
Other?
MORE ON THE MILLENNIALS: FROM THE PEW
RESEARCH CENTER. 2007
• Getting rich-the main goal of most
• Most tolerant of any generation on social issues such
as race and homosexuality
• “Look at Me” generation-a majority use social
networking sites
• Technology and internet-used to connect with people
• Close contact with parents and family-8 in 10 talk daily
to parents
• Half have tatoos, dyed hair or body piercings
MORE ON THE MILLENNIALS: FROM THE PEW
RESEARCH CENTER. 2007
• Their heroes-close and familiar, e.g., family members,
entertainers, sports figures
• More comfortable with globalization and new ways of
doing work
• Top goals: fortune and fame
• Content with their lives
• Half sent or received a text message in the last 24 hours
• 70 million strong and half still in school
ARE MILLENNIALS REALLY DIFFERENT FROM
PAST GENERATIONS?
• Two compelling factors: first is “their incorporation of
technology as a ‘sixth sense’ and as a fully integrated
means of interacting with the world” (Hershatter & Epstein,
2010)

“A propensity among Millennial students for multitasking and a preference for technology-intensive interactive learning”
(Lovas et al., 2008, p. 999)

Teenagers and young people today have a whole new
technological arsenal to exacerbate and fuel the power of peer
pressure (Bauerlein, 2009).
TECHNOLOGY AND THE GENERATIONS
• Boomers (45-65 yrs.): TV, typewriters, memos
• Gen Xers (25-45 yrs.): computers, e-mail, early video
games
• Millennials (5-25 yrs.): the web, mobile devices,
instant messaging, online communities, video games
A POWERFUL ROLE OF TECHNOLOGY FOR YOUNG
PEOPLE IN THE MIDDLE EAST
(FAREED ZAKARIA, TIME MAGAZINE, FEB. 28, 2011)
• 60% of the region’s population is under 30 and they want
to be treated as citizens, not subjects. These young people
use tools such as social networking sites and text
messages on cell phones to organize their protests.
• Through the use of technology they are informing,
educating and connecting people, e.g., in countries such as
Egypt and Tunisia.
• “Such advances empower individuals and disempower the
state” (p. 31).
FOR THE PANEL:
• What has the impact of technology
meant to you?
• What effect do the differences in
being a “digital native” versus a
“digital immigrant” have on
supervisory and clinical interactions?
ARE MILLENNIALS REALLY DIFFERENT FROM PAST
GENERATIONS?
• Second compelling factor: their history and
“expectation of organizational accommodation”
(Hershatter & Epstein, 2010, p. 211)
 Their needs met since earliest years by Baby Boomers who
were “helicopter parents” (Howe & Strauss, 2007)
 As a consequence of the nurturing received, described as “the
largest, healthiest, and most cared for generation in American
history” (Howe & Strauss, 2000, p. 76)
FOR THE PANEL:
• What effect has “helicopter parenting”
had on Millennial students in
supervisory relationships?
ARE MILLENNIALS REALLY DIFFERENT FROM
PAST GENERATIONS?
In terms of workplace values (Hammill, 2005):
Traditionalists: loyalty, hard work, respect for authority,
resistance to change
Boomers: workaholics, dedication, question authority,
team spirit
Gen Xers: skeptical, self-reliant, autonomy, flexibility,
informality
Millennials: tolerant, multitaskers, entrepreneurial, goal
oriented, fun, advanced technology
WORK LIFE TEST(ASARE, 2007)
TYPICAL BOOMER: Live to Work
Work
Family
TYPICAL MILLENNIAL: Work to Live
Work
Life
Life
Family
FOR THE PANEL:
•
•
How have differences in attitude re
instant vs. delayed gratification and
work-life balance affected supervisory
relationships?
How are the multicultural backgrounds
and experiences of the younger
generation affecting communication in
supervisory and clinical relationships?
GENERATIONAL MISUNDERSTANDINGS
• A shift in the nature of work: now a flattened hierarchy; younger
generation no longer dependent on older generation for their
expertise (Weston, 2006)
• Perception of each cohort that their values/beliefs are universal
and shared by everyone (Weston, 2006)
• Different perceptions about work ethics (Sherman, 2006; Santos &
Cox, 2000)
• Intergenerational miscommunication associated with “over-” and
“under-accommodative” talk (Bethea & Balazs, 1997)
FOR THE PANEL:
• What do student clinicians need to
keep in mind when communicating
in therapy with clients who are
members of the two older
generations?
EFFECTIVE COMMUNICATION ACROSS
GENERATIONS: SUPERVISING/WORKING
WITH MILLENNIALS (MAYO CLINIC, 2005)
• Challenge them.
• Ask them their opinion.
• Find them a mentor.
• Provide timely feedback
EFFECTIVE COMMUNICATION ACROSS
GENERATIONS: SUPERVISING/WORKING
WITH MILLENNIALS (RAINES, 2002)
• Be role models like their parents were.
• Challenge them with innovative learning opportunities.
• Let them work in groups; they prefer teamwork for
learning.
• Treat their ideas with respect even though they are
young.
• Be flexible in scheduling if possible.
EFFECTIVE COMMUNICATION ACROSS
GENERATIONS: SUPERVISING/WORKING
WITH GEN XERS (MAYO CLINIC, 2005)
• Get to the point.
• Use e-mail.
• Give them space.
• Get over the notion of dues-paying.
• Lighten up.
EFFECTIVE COMMUNICATION ACROSS
GENERATIONS: SUPERVISING/WORKING
WITH BABY BOOMERS (MAYO CLINIC, 2005)
• Show respect.
• Choose face-to-face conversations.
• Give them your full attention.
• Play the game.
• Learn the organizational history.
EFFECTIVE COMMUNICATION ACROSS
GENERATIONS: SUPERVISING/WORKING
WITH TRADITIONALISTS (MAYO CLINIC, 2005)
• Value their experience.
• Appreciate their dedication.
• Show respect.
• Be patient and listen.
EFFECTIVE COMMUNICATION ACROSS
GENERATIONS IN SUPERVISION
(SUGGESTIONS FROM MCCREADY, 2007, 2011)
• Increase your own knowledge of the defining events and values
of each generational cohort by reading, attending workshops
such as this one!
• Share and apply that knowledge with your colleagues, students,
and clients in creative, fun ways, e.g., in an orientation meeting
that includes an interactive learning activity.
• Discuss generational characteristics that might lead to
misunderstandings
• Establish mentoring programs for new supervisors and staff
pairing members of different generations.
• Focus on the positive aspects/strengths of each generation,
e.g., the technological expertise of our Millennial students.
EFFECTIVE COMMUNICATION ACROSS
GENERATIONS IN SUPERVISION
(SUGGESTIONS CONT. FROM MCCREADY, 2007, 2011)
• Examine your own professional relationships to see if you
are making assumptions on the basis of generational
differences.
• Be aware of generational stereotyping and be cautious in
assuming that each member of a cohort will display all
aspects of the “collective personality.”
• Respect all your supervisees and let them know in a
caring manner if you are concerned about potential
generational conflicts.
• Form a study group to learn more about the research in
this area.
• Be aware of your own cultural, generational identity and
formulate in your own words how you might share it with
others.
FOR THE PANEL AND/OR AUDIENCE: FILL
IN THE BLANKS
• I want my younger supervisees to know that…
• What I like the most about these younger students
is…
• I don’t understand why the younger generation of
students…
• I wish my supervisees would…
• In a cross-generational interaction it bothers me
when a younger student…
• If I could choose what generation I came from, I
would choose…because…
“A LITTLE UNDERSTANDING,
A LOT MORE HARMONY”
(MAYO CLINIC, 2005)
REFERENCES
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leadership issue. The Leadership & Organization Development Journal, 25 (2),
124-141.
Asare, B. (2007). Not your father’s chevrolet! Generational change and
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American Speech-Language-Hearing Association. (2008). Clinical Supervision in
Speech-Language Pathology [Technical Report]. Available from
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American Speech-Language-Hearing Association. (2010). Code of Ethics [Ethics].
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Bauerlein, M. (2009). The dumbest generation: How the digital age stupefies young
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Bethea, L., & Balazs, A. (1997). Improving intergenerational health care
communication. Journal of Health Communication, 2, 129-137.
Carver, L., & Candela, L. (2008). Attaining organizational commitment across
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REFERENCES, CONT.
Eyerman, R. & Turner, B. (1998). Outline of a theory of generations. European
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Hammill, G. (2005). Mixing and managing four generations of employees. FDU
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REFERENCES, CONT.
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ASHA Leader, 1(5), 12-15.
Ng, E. S. W., Schweitzer, L., & Lyons, S. (2010). New generation, great expectations:
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REFERENCES, CONT.
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Weston, M. (2006). Integrating generational perspectives in nursing. The Online
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Zakaria,F. (2011). Why it’s different this time. Time, Feb. 28, 177 (8),30-31.
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REFERENCES FOR COPYRIGHT-FREE PHOTOS
NOT ON CLIP ART
Hoover Dam
http://www.flickr.com/photos/kenlund/5443650042/sizes/l/
Great Depression soup line
http://www.flickr.com/photos/statelibraryofnsw/3550268287/sizes/m/in/
photostream/
Big Band
http://www.flickr.com/photos/library_of_congress/5354782786/sizes/s/