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Educator's Voice

Volume 7, Issue 9
November 11, 2006

Generations: Challenges and Opportunities

In America's educational institutions, there are currently four different generations involved in the educational process -- with participants filling roles as instructors, administrators and support staff, and students. As you might imagine, those populating the generational categories have diverse world views, goals and values based in large part on their past experiences and the economic, political, social and technological climates they encountered on their path to adulthood. Not unexpectedly, tensions arise when the generations don't understand each other.

Institutions can diffuse tension in the educational environment by assisting those involved in learning about and appreciating differences among colleagues and between the institution's educational providers and the student population. Institutions that achieve an effective balance among educational participants learn from each generation's past experiences and understand the barriers encountered by members of the generational groups working and learning together. They believe that a creative and positive approach can resolve most issues and lead to a productive learning environment supportive of participants from each generation. These institutions recognize that "no one generation has better values, they only have different values."

The Generations

"Too many students today are really lazy slackers." "He thinks he knows everything because he's the senior faculty member in the department." "An admin staff meeting on registration and student aid procedures at 5:00 p.m. No way! I have a life." "Team work is really overrated. Just tell me what you want and get out of my way and let me produce it." "If students would hang up their cell phones, get off their multiple instant messages, and turn off their t.v. and music, they could really focus on their studies and actually learn something." "Some faculty understand that their old linear approach may need to be modified and that instructional delivery needs to employ a wider use of the available technology."

These quotes illustrate either the views of generational members or the perceptions of one generation held by members of a different generation. What are these generations that we are talking about?

Note that the names given the generations may differ and also that the dates given may differ by a few years for any generation. You may also find that some materials reference "Twixters" or "Cuspers," those who fall within a couple of years on either side of a dividing year. These individuals will likely display traits of two generations. Finally, note that we are talking in generalities about large groups of people in the United States and that not all traits apply to all members of a generation. So, avoid stereotypes and view the generational descriptors as fluid rather than as carved in stone.

Traditionalists, often called the "Silent Generation," born 1925 to 1942-45. The Traditionalists are retired or nearing retirement age and may be working part time.

Baby Boomers, or just "Boomers," born 1943-46 to 1960-64. Some Boomers are nearing retirement age and are often in the upper tiers of leadership positions in institutions. Tenured faculty are heavily represented by this generation. Some may be adult learners in your institutions.

Generation X, or "Gen Xers," born 1960-64 to 1980. The Gen Xers are moving into leadership positions or tenured positions at many institutions. Still, adjunct faculty are heavily represented by this generation. Many may be adult learners in your institutions.

Millenials, or "Gen Yers," born 1980 to 2000. The Millenials are relatively new to the workplace. Some may be adjunct faculty or administrative staff. The majority of learners in many institutions will be from this generation.

Bridging the Generational Gap

It has been said that at no time in our history have so many different generations, with such diverse views and goals, been required to work together. A key to bridging the gap between generations is acknowledging differences, in this case generational differences. Focusing on the positive strengths that each generation offers is an effective approach, both at the personal and institutional levels. Finally, a desirable goal would be to interact across generational divides in a mutually beneficial way.

Bridging the Generational Gap – Colleagues in the Workplace There are some general approaches that can assist in bridging the gap between colleagues among faculty and administrators. For example:

Working with Traditionalists. Suggested approaches would include:

Working with Boomers. Suggested approaches would include:

Working with Gen Xers. Suggested approaches would include:

Working with Millenials. Suggested approaches would include:

Bridging the Generational Gap – The Students Not surprisingly, studies indicate that learning preferences are often tied to a student's generational identification (Schroeder). For example, Schroeder's study of 4,000 students, using the Myer-Briggs Indicator, found that over 60% preferred a sensing mode approach focused on direct, concrete, practical experiences. The majority of students preferred an immediate application, whereas the approach frequently endorsed by faculty focused on a presentation of theory before application and practice. Similar findings (Skiba and Barton) indicate that Millenials prefer a constructivist approach with discovery, active engagement and multiple options.

Working with a generationally diverse student body. Suggested approaches would include:

In Conclusion

We ignore generational differences between colleagues or between educational providers and students at our own risk. One challenge we face in educational institutions is how to work together as faculty, administrators and staff across generational divides. In the student realm, many educators routinely stress that the learning process should be "meaningful" or "authentic" but fail to take into account how to achieve these objectives for a diverse student body. A second challenge we face is how educational providers can effectively engage and teach students across generational divides. The opportunities, of course, allow us to learn from others' experiences and employ creative and effective approaches to providing educational experiences that are rewarding both to the providers and to the learners.

References:

Dobrovolny, Ken (2006). Generations at work. ISPI-Front Range Workshop handouts.
Schroeder, C.C. (1993). New students: New learning styles. Change, 25(5), 21-26.
Skiba, D.J., & Barton, A.J. (2006) Adapting your teaching to accommodate the net generation of learners. Online      Journal of Issues in Nursing, 11(2), 15. Retrieved from the Academic Search Premier database.

 —Ken Switzer, Ph.D.

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