Copyright 2013 Richard Sweeney Bridging the Generation & Leadership Gap Bridging the Generation & Leadership Gap [email protected][email protected]R R ichard Sweeney ichard Sweeney 973-596-3208 973-596-3208 February 20, 2014 February 20, 2014 Bridging the Generation & Leadership Bridging the Generation & Leadership Gap Gap Please note that this document is copyrighted and licensed Please note that this document is copyrighted and licensed under the under the Creative Commons Attribution 3.0 United States License . . 1 Bridging the Generation & Leadership Gap Bridging the Generation & Leadership Gap [email protected][email protected]R R ichard Sweeney ichard Sweeney 973-596-3208 973-596-3208 Powerpoint (Revised 8/26/2013) available at: http://library1.njit.edu/staff-folders/sweeney/
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Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
February 20, 2014February 20, 2014
Bridging the Generation & Leadership GapBridging the Generation & Leadership Gap
Please note that this document is copyrighted and licensed under the Please note that this document is copyrighted and licensed under the Creative Commons Attribution 3.0 United States License..
1Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Powerpoint (Revised 8/26/2013) available at:
http://library1.njit.edu/staff-folders/sweeney/
Powerpoint (Revised 8/26/2013) available at:
http://library1.njit.edu/staff-folders/sweeney/
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
MILLENNIAL PANELSMILLENNIAL PANELS over 60 Millennial panels
Pennsylvania, Rhode Island, Tennessee, Texas, Washington
D.C, and Wisconsin.
2
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
1:00 – 1:50pm Research about Millennials & Research about Millennials & iGen. No students present.iGen. No students present.
1:50 - 2:40pm Live focus group of MillennialsLive focus group of Millennials
2:41 - 3:00pm Q & A from library leadersQ & A from library leaders
3:00pm AdjournmentAdjournment
Agenda
3
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
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?
4
Our Questions Today
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“The manic commercialization of Internet content arguably began with the initial public offering of Netscape in August 19951995.” p. 1379
5
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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“The manic commercialization of Internet content arguably began with the initial public offering of Netscape in August 19951995.” p. 1379
6
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.
Today’s typical college freshman was born in 1995 when the Internet began.
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Each Column represents Each Column represents number of US births in a number of US births in a particular year from 1909 particular year from 1909 to 2009.to 2009.
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
MillennialsMillennialsGen XGen XBoomersBoomersSilentSilentGI GenGI Gen
iGen?iGen?
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
iGen? Gen Z? iGen? Gen Z? Gen Wii? Etc.Gen Wii? Etc.
*2005 – *2005 – PresenPresent*?
10 (So far)10 (So far) 0 – 100 – 10
*From Howe-and-Strauss (Experts differ on start & end date of Millennial & iGen generation)*From Howe-and-Strauss (Experts differ on start & end date of Millennial & iGen generation)
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“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 “MillennialsMillennials” was the clear winner.”
11
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
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/?
New names for the next generation?
iGen? Gen Z?
Gen Wii? Multi Gen?
Homeland Gen?Gen Me?
Post Gen?
12
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
MillennialsMillennialsGen XGen XBoomersBoomersSilentSilentGI GenGI Gen
iGen?iGen?
Workforce 2014 1947 1991
Assumption: entry age: 23 retirement age: 67
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
MillennialsMillennialsGen XGen XBoomersBoomersSilentSilentGI GenGI Gen
iGen?iGen?
Assumption: entry age: 23 retirement age: 67
Workforce 2024 1957 2001
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
U.S. Births in Thousands
2,000
2,500
3,000
3,500
4,000
4,500
5,000
Years
Bir
ths
in 1
,00
0s
Births
Boomers Generation X Millennials
1946 1964 1965 1978 1979 1994
1977 1994
19822000
19 Years 14 Years 16 Years
Avg. 3,415
3,415
Avg. 3,832
3,415
Avg. 3,993
3,415
Millennials In Workforce
Born 1979-1985
23 yrs & older
Huge GenerationHuge Generation
Millennials Not In Workforce
Born 1986-1994
Under 23 yrs old
Workforce 2008
15
2014
College Board College Board Data from WebData from Web 15
High GrowthStatic
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Number of High School Graduates, 1992-2022: New Jersey
American Indian/ Alaska Native Asian/Pacific Islander Black non- Hispanic Hispanic White non- Hispanic Non-Public Total
2014
StaticHigh Growth
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Nichole J Borges et al. “Comparing Millennial and Generation X Medical Students at One Medical School. Academic Medicine; 81.6 (2006): 571-576
“Using descriptors from the 16PF subscales, we found that Millennial students are more warm and outgoing (WarmthWarmth), more abstract than concrete (ReasoningReasoning), more adaptive and mature (Emotional StabilityEmotional Stability), more dutiful (Rule Rule ConsciousnessConsciousness), more socially bold and adventuresome (Social BoldnessSocial Boldness), more sensitive and sentimental (SensitivitySensitivity), more self-doubting and worried (ApprehensionApprehension), more open to change and experimenting (Openness to Openness to ChangeChange), and more organized and self disciplined (PerfectionismPerfectionism) compared to Generation X medical students.” p. 574
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Personality TestPersonality Test
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Nichole J Borges et al. “Comparing Millennial and Generation X Medical Students at One Medical School. Academic Medicine; 81.6 (2006): 571-576
“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 born 1965 - 1980“Cuspars” born 1975 – 1980 (Gen X Subset)Millennials born 1981 - 1989
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Personality TestPersonality Test
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Nichole J Borges et al. “Differences in motives between Millennial and Generation X medical students.” Medical Education; (2010) 44: 570-576
“Millennial students scored higher than Generation Xstudents on the needs for Achievement and Affiliation.Thus, our study findings may substantiate thecontentions of population theorists that, comparedwith previous generations, Millennials have greaterMillennials have greaterneeds to belong to social groups and to share withneeds to belong to social groups and to share withothers, stronger team instincts and tighter peerothers, stronger team instincts and tighter peerbonds, and greater needs to achieve and succeedbonds, and greater needs to achieve and succeed.” p. 574
Personality TestPersonality Test
19
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Nichole J Borges et al. “Differences in motives between Millennial and Generation X medical students.” Medical Education; (2010) 44: 570-576
“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 PowerGeneration X-ers scored higher on the need for Power because some of their personal characteristics (i.e. resourcefulness and independence) contribute to their self-sufficiency and self-assertion, which can be considered hallmark behaviours associated with individual power.1,26.” p. 574
20
Personality TestPersonality Test
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“These three analyses show remarkably similar yearly increases in college students’ narcissistic traitsincreases in college students’ narcissistic traits, with students in more recent years scoring higher thantheir predecessors.
The results clearly support the generational differencesmodel. The larger cultural changes in parenting, education The larger cultural changes in parenting, education family life, and the media toward greater individualism havefamily life, and the media toward greater individualism haveapparently affected the personality traits of individuals.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
21
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“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
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
22
Sense of entitlement?Sense of entitlement?
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“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?Do you believe this to be true?
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“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 Differences among generations in the endorsement of 10 of the 16 leadership generations in the endorsement of 10 of the 16 leadership practices existed, but an examination of their effect sizes practices existed, but an examination of their effect sizes showed small practical significance. 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 biggest gaps in leading employees, change management, and building and mending employees, change management, and building and mending relationshipsrelationships.”
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
24
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“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
25
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Descriptions of Leadership Practices Under InvestigationLeadership 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 isneglected.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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Descriptions of Leadership Practices Under InvestigationLeadership 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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Descriptions of Leadership Practices Under InvestigationLeadership 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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Descriptions of Leadership Practices Under InvestigationLeadership 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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Boomer Gen X 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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Boomer 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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 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
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
Please note that this document is copyrighted and licensed under the
Creative Commons Attribution 3.0 United States License..
34
1. Most Millennials’ favorite music is Hip Hop / Rap.False False
Millennials don’t have a generational music. Millennials don’t have a generational music. Only 22% say rap is their favorite.Only 22% say rap is their favorite.
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 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
Please note that this document is copyrighted and licensed under the
Creative Commons Attribution 3.0 United States License..
37
2. In the 2008 presidential election, Millennials were the only age group that grew as a percentage of the total electorate.
TrueTrueMore 18-29 year olds voted and fewer 60+ voted.More 18-29 year olds voted and fewer 60+ voted.
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Data Source: CNN http://observationalism.com/2008/11/09/selected-exit-poll-comparisons-2000-2004-2008/http://www.cnn.com/ELECTION/2008/results/president/http://www.ropercenter.uconn.edu/elections/how_groups_voted/voted_12.html
39
BUSH
BUSH
2000 2004 2008 2012
18-29 years old 17% 17% 18%18% 19%19%
30-44 years old 29% 29% 29% 27%
45-64 years old 30% 30% 30% 38%38%
65 and older 24% 24% 23%23% 16%16%
Changes in Turnout of Electorate Voting
Politically EngagedPolitically Engaged
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
TrueTrueMillennials definitely prefer “hands-on” activities such Millennials definitely prefer “hands-on” activities such
as role playing, lab work, simulations, case studies, as role playing, lab work, simulations, case studies, gaming, kinesthetic studios, interactive work, etc.gaming, kinesthetic studios, interactive work, etc.
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
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Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
XXXXXXXXXXXXXXXXXXXXXXXXXXXDahlstrom, Eden. ECAR Study of Undergraduate Students and Information Technology, 2012 (Research Report). Louisville, CO; http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf.
42Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“Of the students that preferred a single mode of information presentation, more than two thirds, 68%, more than two thirds, 68%, preferred kinesthetic methodspreferred 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 Of the students that preferred multiple modes of information presentation, 84% included kinesthetic modesinformation presentation, 84% included kinesthetic modes. Of the students that preferred two types of information presentation or bimodal learners, 26% preferredboth read/write and kinesthetic, 23% preferred visualand 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
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“In interpreting the results, the recognition of the recognition of interactivity clearly influences interactivity clearly influences satisfactionsatisfaction positively positively. Thus the skillful application of interactive functionality interactive functionality in instructional context cancan have a positive effect 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
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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,
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“[SUNY Fredonia Psychology] Students in the podcast condition had an average score of 71.24%podcast condition had an average score of 71.24% (SD = 16.50%), whereas students in the lecture lecture condition had an average score of 62.47%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
45
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 ConsumersMedia Consumers
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“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
46
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 ConsumersMedia Consumers
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“The results of this study are in no way an indication no way an indication that audio copies of lectures could or should replace that audio copies of lectures could or should replace actual professorsactual 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
47
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 ConsumersMedia Consumers
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
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):181-186.
“Results Past video game play in excess of 3 h/wk correlatedPast video game play in excess of 3 h/wk correlated with 37% with 37% fewer errors (fewer errors (PP<.02) and 27% faster completion (<.02) and 27% faster completion (PP<.03).<.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 Regression analysis also indicated thatindicated that video game skill and past video game experience are video game skill and past video game experience are significantsignificant predictors of demonstrated laparoscopic skills.predictors of demonstrated laparoscopic skills.
GamersGamers
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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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“Overall, students say their instructors use presentation devices effectively—but devices that inspire participation or interactivityparticipation or interactivity, not so much.. p. 24
Every student has preferred modalities of interactinginteracting. p. 31
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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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Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“Integrating virtual pedagogies (Internet and interactive simulations) to support the venerable face-to-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 creating the sense of personal involvement and interactioninvolvement and interaction via technology. p. 75
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Proserpio, Luigi; Gioia, Dennis A. “Teaching the Virtual Generation”. Academy of Management Learning & Education, 6:1 (2007), p69-80,
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4. Millennials invest more time with user-generated content (Blogs, wikis, YouTube, etc.) than company-generated content.
TrueTrueUser generated content is more important than User generated content is more important than
corporate content but only with Millennials.corporate content but only with Millennials.
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
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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 company-generated content. Millennials, therefore, invest 50 Millennials, therefore, invest 50 percent more time with user-generated content than the percent more time with user-generated content than the average user.”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
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5. Millennials rely primarily on the internet for their news.
TrueTrueMillennials are much more likely than Boomers to get Millennials are much more likely than Boomers to get
their news from the internet than from either TV or their news from the internet than from either TV or newspapers.newspapers.
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
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“Media influences: Baby Boomers relyon traditional media such as television (50percent Boomers, 27 percent Generation Y)and newspapers (19 percent versus 6 percent),while Generation Y business ownersrely on the Internet for news rely on the Internet for news (31 percentversus 9 percent of Boomers). p. 15
“Boomers vs. Gen Y”. Community Banker; Sep2007, Vol. 16 Issue 9, p15
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Media ConsumersMedia Consumers
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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)
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ReadingReading
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6. Less than 60% of Millennials voted for Obama. FalseFalse
65% of Millennials voted for Obama in 200865% of Millennials voted for Obama in 200860% of Millennials voted for Obama in 201260% of Millennials voted for Obama in 2012
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
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“Election Results 2012; President Exit Polls Table”. New York Times. 5 Nov 2008
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8. Millennials text message 7 times more than 50-year-olds.
TrueTrue
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
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Nomadic / MobileNomadic / MobileNomadic / MobileNomadic / Mobile
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
“Young adults are much more likely avid texters by a wide margin.” p 2
Ages MeanTextsDaily
18-29 87.7
30-49 27.0
50-64 11.4
65+ 4.7
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Nomadic / MobileNomadic / MobileNomadic / MobileNomadic / Mobile
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
Ages MeanCallsDaily
18-29 17.1
30-49 14.5
50-64 8.8
65+ 3.8
Millennial Avg. Voice Calls
40 Year-Old Avg. Voice Calls
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Nomadic / MobileNomadic / MobileNomadic / MobileNomadic / Mobile
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
“Calling and texting are highly correlated with cell owners who text often also making a large number of voice calls.” p 6
Ages MeanCallsDaily
MeanTextsDaily
18-29 17.1 87.7
30-49 14.5 27.0
50-64 8.8 11.4
65+ 3.8 4.7
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XXXXXXXXXXXXXXXXXXXXXXXXXXXRainie, Lee. “Tablet and E-Book Reader Ownership Nearly Double Over the Holiday Gift-Giving Period”. Pew Internet & American Life Project 1/23/2012Accessed at http://pewresearch.org/pubs/2176/tablet-computers-ebook-readers 2/13/2011
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Nomadic / MobileNomadic / Mobile
Who Owns Tablet Computers Ages 18-29 from +4% to +14% (24%) Ages 30-49 from +8% to +13% (27%)
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
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10. Most Millennials Twitter (Tweet) every day. FalseFalse
30% of Millennials tweeted at all in 2013. 30% of Millennials tweeted at all in 2013.
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
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Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
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.
Briding the Generaiton Gap: A Millennial Focus GroupBriding the Generaiton Gap: A Millennial Focus [email protected][email protected] Richard Sweeneyichard Sweeney 973-596-3208 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.”
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11. Millennials show the smallest gap with the values of their parent’s generation compared to the past generations.
TrueTrueGenerally they are closer to their parents than past Generally they are closer to their parents than past
generations by a lot of measures. generations by a lot of measures.
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
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Values / ParentsValues / Parents
Kleinfeld, Judith. “Millennials: our next great generation,” Anchorage Daily News (Alaska), January 30, 2004 Friday, FINAL EDITION, ALASKA; Pg. B8, 712 words,
“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 pollingsince the history of polling.” p.B8
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“About one in four Gen Y workers polled consults his or her parents first when making employment decisions.” p. 2
Foreman, Joel. “Next-Generation Educational Technology Versus the Lecture.” Robert Half International. “What Millennials Want: How to Attract and Retain Gen Y Employees.” Yahoo hotjobs. November 2008. http://www.hotjobsresources.com/pdfs/MillennialWorkers.pdf
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Values / ParentsValues / Parents
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“Millennials:
…identify with parent’s values and feel close to close to their parentstheir parents”;
Oblinger, Diana. “Understanding the New Student.” Educause Review,
38.3 (2003): 36-42.
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ValuesValues
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12. Millennials are more likely to give up Facebook for a week than e-mail for a week.
TrueTrueMillennials use of technology is not always what we Millennials use of technology is not always what we
might expect. might expect.
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
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Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Ages Calls Texts Ratio
<12 137 425 3.13.1
13-17 231 1742 7.5
18-24 265 790 2.92.9
25-34 239 331 1.41.4
35-44 223 236 1.0
45-54 193 128 .7
55-64 145 38 .3
65- 99 14 .1
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Nomadic / MobileNomadic / Mobile
Bridging the Generation Gap: A Live Millennial Focus Group Bridging the Generation Gap: A Live Millennial Focus Group [email protected][email protected] Richard Sweeneyichard Sweeney 973-596-3208 973-596-3208
E-Mail
Texting
Social Networking
Least Likely to Give Up for Week
eMarketer Inc. “Gen Y Holds Tight to E-Mail and Texting November 4, 2009
http://www.emarketer.com/Article.aspx?R=1007361
Nomadic / MobileNomadic / Mobile
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Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
Bridging the Generation Gap: A Millennial Focus Group Bridging the Generation Gap: A Millennial Focus Group [email protected][email protected] Richard Sweeneyichard Sweeney 973-596-3208 973-596-3208
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 NetworkingCollaborative / Social Networking
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13. In the last few years, Millennials rate of reading of literature has increased by 9%.
True True
This reversed a 20 year trend.This reversed a 20 year trend.
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
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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 Since 2002, 18-24 year olds have seen the biggest increase (nine percent) in literary readingincrease (nine percent) in literary reading, and the most rapid rate of increase (21 percent). This jump reversed a 20 reversed a 20 percent rate of decline in the 2002 surveypercent rate of decline in the 2002 survey, the steepest rate of decline since the NEA survey began.”
Foreman, Joel. “Next-Generation Educational Technology Versus the Lecture.” National Endowment for the Arts. 2008 Survey of Public Participation in the Arts: Research Report #49 (November, 2009) http://www.nea.gov/research/2008-SPPA.pdf
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ReadingReading
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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.”
Foreman, Joel. “Next-Generation Educational Technology Versus the Lecture.” Hill, Kelly. “Reading at Risk; A Survey of Literary Reading in America”Hill, Kelly. “Reading at Risk; A Survey of Literary Reading in America” National Endowment for the Arts Research Division ReportNational Endowment for the Arts Research Division Report, 46 (June 2004), 46 (June 2004)
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ReadingReading
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14. 34 percent of Millennials (34 percent) reported that Millennial workers are less engaged than older workers.
TrueTrue
Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
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Weiner, Jon “Millennials Face Uphill Battle to Wow Co-Workers with Work Ethic”. Workplace Options. 2011.http://www.workplaceoptions.com/news-press-releases.asp
“Among only millennial respondents:
· 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 More than a third (34 percent) reported that
millennial workers are less engaged than older millennial workers are less engaged than older
workersworkers”
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Weiner, Jon “Millennials Face Uphill Battle to Wow Co-Workers with Work Ethic”. Workplace Options. 2011.http://www.workplaceoptions.com/news-press-releases.asp
• “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 .”
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“Aside from the engagement aspects of the poll, 78 percent 78 percent of workers agreed that millennials are more tech-savvy 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
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Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.
15. Millennials believe that free time free time is a more important job attribute than compensationcompensation.
TrueTrue
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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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Barford, Ian N. and Patrick T. Hester. Analysis of Generation Y Workforce Motivation Using Multiattribute Utility Theory”. Defense Acquisition University. (Jan 2011) p63-79
“The two highest importance levels over the other generations, discussed earlier, are advancement advancement potential and free timepotential and free time, which corresponds with the level of happiness calculations.” p. 76
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Bauerlein, Mark. “Why Gen-Y Johnny Can’t Read Nonverbal Cues”. Wall Street Journal August 28, 2009Accessed on June 4, 2010 http://online.wsj.com/article/SB10001424052970203863204574348493483201758.html
“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 another texter who doesn't realize that he is communicating, right now, with doesn't realize that he is communicating, right now, with every glance and movement every glance and movement —and that we're reading him all too well."
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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
2013. Accessed at http://www.prnewswire.com/news-releases/coursesmarts-third-annual-survey-on-education-and-technology-reveals-college-students-growing-dependence-on-mobile-devices-and-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
2013. Accessed at http://www.prnewswire.com/news-releases/coursesmarts-third-annual-survey-on-education-and-technology-reveals-college-students-growing-dependence-on-mobile-devices-and-digital-course-materials-216426861.html 88/13/2013
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“47% of students say they check their devices every 10 every 10 minutesminutes, 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
2013. Accessed at http://www.prnewswire.com/news-releases/coursesmarts-third-annual-survey-on-education-and-technology-reveals-college-students-growing-dependence-on-mobile-devices-and-digital-course-materials-216426861.html 88/13/2013
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XXXXXXXXXXXXXXXXXXXXXXXXXXXDahlstrom, 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.
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XXXXXXXXXXXXXXXXXXXXXXXXXXXDahlstrom, 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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Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
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 yearcolleges in the United States fell fromtwenty-four hours per week in 1961 tofourteen hours per week in 2003, and thedecline is not explained by changes overtime in student work status, parental education,major choice, or the type of institutionstudents attended..” p. 1
Babock, 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 changein study time can be accounted forby changes in work hours. p. 6
“Further, students do notappear to have reduced study time towork for pay. Students appear to bestudying less in order to have moreleisure time.” p. 4
p. 6
Babock, 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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Copyright 2013 Richard Sweeney
Bridging the Generation & Leadership GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208
“However, the Millennial Generation is also highly also highly sensitive to criticism and reluctant to speak if they feel sensitive to criticism and reluctant to speak if they feel uninformed or are unsure of how their comments will be uninformed or are unsure of how their comments will be receivedreceived. 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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 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 GapBridging the Generation & Leadership [email protected][email protected] RRichard Sweeneyichard Sweeney 973-596-3208 973-596-3208