the millennial generation: from the classroom to the workforce, what can we expect
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The Millennial Generation: From the Classroom to the Workforce, What Can We Expect. Terri Manning Bobbie Everett Cheryl Roberts. A Study Funded by the Workforce Development Board. It May Take a Village to Raise a Child, but it Takes a Society to Raise a Generation. Economic Conditions - PowerPoint PPT PresentationTRANSCRIPT
The Millennial Generation:From the Classroom to the Workforce, What Can We Expect
The Millennial Generation:From the Classroom to the Workforce, What Can We Expect
Terri Manning
Bobbie EverettCheryl Roberts
Terri Manning
Bobbie EverettCheryl Roberts
A Study Funded by the Workforce Development BoardA Study Funded by the Workforce Development Board
It May Take a Village to Raise a Child, but it Takes a Society to
Raise a Generation
Economic ConditionsSocietal NormsPolitical EventsMajor Crises
Each GenerationEach Generation• Consists of approximately a 20-year span
(not all demographers and generation researchers agree on the exact start/stop dates)
• Has a unique set of values • Reacts to the generation before them• Looks at their generation as the standard
of comparison• Looks at the next generation skeptically
“these kids today…”• Those born on the “cusp” may have a
blended set of characteristics• They are either idealistic, reactive, civic
or adaptive
The Veterans (also known as the Silent Generation or the Greatest Generation) 1925–1942 (adaptive)
The Veterans (also known as the Silent Generation or the Greatest Generation) 1925–1942 (adaptive)
Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed RewardDuty before PleasureAdherence to RulesHonor
Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed RewardDuty before PleasureAdherence to RulesHonor
The VeteransThe Veterans• Children of the Great Depression and WWII,
this generation decided not to attack the institutions created by the generation before them, but instead, as global thinkers, they chose to focus on improving and refining them so that they could be good for everyone, not just a select few.
• The overall goal was not to change the system, but to work within it.
• While economically very successful, they were also the inventors of "the midlife crises" probably because they didn't get a chance to enjoy the freedoms of their youth.
The VeteransThe VeteransImportant Events• Lindbergh Completes
First Transatlantic Flight
• Stock Market Crash• Depression• The New Deal• Social Security• Pearl Harbor• The End of WWII• FDR Dies• Korean War
Cultural Memorabilia for the VeteransCultural Memorabilia for the Veterans
• Kewpie Dolls• Mickey Mouse• Flash Gordon• Radio• Wheaties• Tarzan• Jukeboxes• Blondie• The Lone Ranger• The McCarthy Era
The Veteran Generation ChildhoodThe Veteran Generation Childhood
• Raised by the GI Generation (civic)• Large families (3-5 children)• Strong sense of extended family (same
town or home)• Grandparents in the home• Average 10-year-old spent 4-6 hours
daily with a significant adult role model• Rural society• Apprenticeship businesses and farming• Perception of the world as “safe”
The Baby Boomers 1943–1964 (the largest generation, idealist)The Baby Boomers 1943–1964 (the largest generation, idealist)
Core ValuesOptimismTeam OrientationPersonal GratificationHealth and WellnessPersonal GrowthYouthWorkInvolvement
Core ValuesOptimismTeam OrientationPersonal GratificationHealth and WellnessPersonal GrowthYouthWorkInvolvement
Baby BoomersBaby BoomersImportant Events• Rosa Parks• First Nuclear Power Plant• The Civil Rights Act• Cuban Missile Crisis• John Glen Orbits the Earth • Martin Luther King Leads March on Washington,
D.C.• President John F. Kennedy Assassination• National Organization for Women Founded• Martin Luther King Assassination • Robert F. Kennedy Assassination• Watergate• Kent State Massacre• Vietnam War
Cultural Memorabilia for Baby BoomersCultural Memorabilia for Baby Boomers
• Television• The Ed Sullivan Show• Barbie Dolls• Fallout Shelters• Poodle Skirts • Pop Beads• Slinkies• TV Dinners• Hula Hoops• The Peace Sign• Laugh In
The Baby Boomer ChildhoodThe Baby Boomer Childhood• Divorce reached a low in 1960 of 9%• Families moved due to GI Bill, GI housing
and industrialization• First generation to live miles from
extended family• Family size smaller (2-3 children)• Few grandparents in the home• Moms stayed home• Dads carpooled• Children spent significant time with adult
role models• Perception of the world as “safe”
Baby-boomer Results Baby-boomer Results • Very idealistic - banned together and
walked through life with their fists held high
• Generation gap occurred between them and their parents
• Captured phrases like “why be normal” and “question authority”
• They weren’t friendly toward authority figures
• Did not get along with their parents and swore they would not raise their kids like they were raised
• As adults - work an average of 55 hours per week
A Changing NationA Changing Nation
75.1%
74.7%
80.3%
83.1%87.5%
88.6%
89.5%
89.8%
89.8%
89.8%
88.9%
87.9%
12.3%
12.1%
12.1%11.7%
11.1%
10.5%
10.0%9.8%
9.7%
9.9%
10.7%
11.6%
13.2%
12.6%7.6%5.2%1.4%0.9%0.5%0.4%0.5%0.4%0.4%0.5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1900
1910
1920
1930
1940
1950
1960
1970
1980
1990
2000
2005
White
African American
Other Minority
The Gen Xers 1965–1982The Gen Xers 1965–1982A Lost Generation… A Nomadic Generation…..Half the Size of the Baby Boom (reactive)
Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed rewardDuty before pleasureAdherence to rulesHonor
A Lost Generation… A Nomadic Generation…..Half the Size of the Baby Boom (reactive)
Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed rewardDuty before pleasureAdherence to rulesHonor
Gen X Gen X Important Events• Women’s Liberation Protests• Watergate Scandal• Energy Crisis begins• Tandy and Apple Market PCs• Mass Suicide in Jonestown• Three Mile Island• US Corporations begin Massive Layoffs• Iran Hostage Crisis• John Lennon Shot and Killed• Ronald Reagan Inaugurated• Challenger Disaster• Exxon Valdez Oil Tanker Spill• HIV
Cultural Memorabilia for Gen XCultural Memorabilia for Gen X
• The Brady Bunch• Pet Rocks• Platform Shoes• The Simpsons• Evening Soaps (Dallas and
Dynasty)• ET• Cabbage Patch Dolls• Super-hero Cartoons on TV
(He-man)
Generation XGeneration X
• This is the conscientious, extremely pragmatic, self-sufficient generation that has a ruthless focus on the bottom-line.
• Born and raised at a time when children were at the bottom of our social priorities, Gen Xers learned that they could only count on one thing - themselves. As a result, they are very "me" oriented.
• They are not active voters, nor are they deeply involved in politics in general.
The Gen X ChildhoodThe Gen X Childhood• Divorce reached an all-time high• Single-parent families became the norm• Latch-key kids were a major issue of the time• Children not as valued – looked at as a
hardship• Families spread out (miles apart)• Family size = 1.7 children (many only-
children)• Perception of the world as “unsafe”• Average 10 year old spent 14 ½ minutes a
day with a significant adult role model• Parents looked around and said – we need to
do this better
Generation Next (civic)Generation Next (civic)
The Echo Boom/Millennials…The Echo Boom/Millennials… The Millennials are almost as large as the baby boom-
some say larger - depending on how you measure them (approx. 81M).
The Millennials are the children born between 1982 and 2002 (peaked in 1990), a cohort called by various names:
Generation Y Echo Boom
Net GenerationMillennials
MillennialsMillennials• This generation is civic-minded, much like
the previous GI Generation. • They are collectively optimistic, long-term
planners, high achievers with lower rates of violent crime, teen pregnancy, smoking and alcohol use than ever before.
• This generation believes that they have the potential to be great and they probably do. We are looking to them to provide us with a new definition of citizenship.
The Millennial ChildhoodThe Millennial Childhood
• The most monumental financial boom in history.
• Steady income growth through the 1990’s.
• Still great disparity between races.• Saw their parents lose all their
stocks and mutual funds (college funds) during the early 2000’s.
Mean Income History for a Family of Four by RaceMean Income History for a Family of Four by Race
$30,000
$40,000
$50,000
$60,000
$70,000
$80,000
$90,000Black
White
Hispanic
Demographic TrendsDemographic Trends
The Baby Boomers chose to become older parents in the 1980s while Gen X moms reverted back to the earlier birth-age norm, which meant that two generations were having babies.
In 1989, 29 percent of the 4.4 million live births were to women aged 30 and older.
Millennials have older largely Baby Boomer parents: Average age of mothers at birth at an all time high of 27 in 1997.
Demographic Trends, cont.Demographic Trends, cont.
Smaller families: Only children will comprise about 10% of the population.
More parental education: 1 in 4 has at least one parent with a college degree.
Kids born in the late ‘90s are the first in American history whose mothers are better educated than their fathers by a small margin.
Demographic Trends – Changing DiversityDemographic Trends – Changing Diversity Increase in Latino immigration
- Latino women tend to have a higher fertility rates than non-Latino women.
Nearly 35% of Millennials are nonwhite or Latino.
Twenty percent of this generation has at least one parent who is an immigrant.
Millennials have become the most racially and ethnically diverse generation in US History.
Safety IssuesSafety Issues
The Safest Generation• This generation was buckled up
in car seats, wore bike helmets, elbow and knee pads when skating, and were the inspiration for “Baby on Board” signs.
The Well-Being of U.S. Teens• Mortality Rate for US teens aged 15–19
declined from 1960 to 1997.-Teens are having fewer accidents than Boomers
Major Influencing FactorsMajor Influencing Factors
1. Their parents2. The self-esteem movement3. The customer service movement4. Gaming and technology5. Casual communication
Parenting MillennialsParenting Millennials• This generation is being parented by well-
educated, over-involved adults who participate in “deliberate parenting.” They have outcomes in mind.
• Boomers were the first generation to be thrown out in to an unsafe world as adolescents.
• The 60’s and 70’s were very scary and many of us felt unprepared for it.
• We were naïve and didn’t have enough tools in our tool box to deal with it.
Adult Educational Attainment2000 CensusAdult Educational Attainment2000 Census
• Less than HS degree 15.9%• HS degree/GED 29.6%• Some college 20.1%• Associate 7.4%• Bachelors 17.2%• Masters 6.9%• Professional/Doctorate 3.1%
Baby Boomers as ParentsBaby Boomers as Parents• Boomers rebelled against the parenting
practices of their parents.• Strict discipline was the order
of the day for boomers.• They made conscious decisions
not to say “because I told you so” or “because I’m the parent and you’re the child.”
• Boomers became more “friendly” with their children. They wanted to have open lines of communication and a relationship with them.
Baby Boomers as ParentsBaby Boomers as Parents• They explained things to their children,
(actions, consequences, options, etc.) – they wanted them to learn to make informed decisions.
• They allowed their children to have input into family decisions, educational options and discipline issues.
• We told them “just because it is on television doesn’t mean it’s true” or “you can’t believe everything you read.”
• We wanted them to question authority.
The ResultThe Result
• Millennials have become “a master set of negotiators” who are capable of rational thought and decision-making skills at young ages.
• They will negotiate with anyone including their parents, teachers and school administrators.
• Some call this “arguing.”
CPCC Sociology Instructor CPCC Sociology Instructor
• “More and more students challenge me and the material. They either see it as opinion, and nothing else, or they see it as … propaganda.”
Helicopter ParentsHelicopter Parents• Helicopter Parent (n) A
parent who hovers over his or her children.
• Or Snowplow parent: Parents who clear the way for their children
• ……these (echo) boomers are confident, achievement-oriented and used to hovering "helicopter" parents keeping tabs on their every move. (Anthony DeBarros, "New baby boom swamps colleges," USA Today, January 2, 2003)
Helicopter Parent go to CollegeHelicopter Parent go to College
• A new generation of over-involved parents are flooding campus orientations, meddling in registration and interfering with students' dealings with professors, administrators and roommates, school officials say.
• Some of these hovering parents, whose numbers have been rising for several years, are unwittingly undermining their children's chances of success, campus administrators say. Now, universities and colleges are moving rapidly to build or expand programs aimed at helping parents strike a better balance.
Colleges Ward Off Overinvolved Parents By Sue Shellenbarger From The Wall Street Journal Online Colleges Ward Off Overinvolved Parents By Sue Shellenbarger From The Wall Street Journal Online
Baby Boomer Parents have been their Biggest CheerleadersBaby Boomer Parents have been their Biggest Cheerleaders
• Millennials expect and need praise.
• Will mistake silence for disapproval.
• Millennials expect feedback.
Parental Care in the Millennial EraParental Care in the Millennial Era
• Today’s typical family is spending more, not less, time with kids.
• Smaller families mean more time with each child.
• Fathers are spending more time with children.
• Less housework is being done.• There is a strong connection
between the social lives of parents and kids.
• They get along with their parents and share their parents’ values.
Focus on Self-esteemFocus on Self-esteem• This generation was the center
of the “self-esteem” movement.• 9,068 books were written about
self-esteem and children during the 80s and 90s (there were 485 in the 70s).
• The state of California spent millions studying the construct and published a document entitled “Toward a State of Self-esteem.”
• Yet they can’t escape the angst of adolescence – they still feel disconnected, question their existence, purpose and the meaning of life. They want to feel valued and cared about.
Focus on Customer ServiceFocus on Customer Service
• Expect access (24/7)• Expect things to work like
they are supposed to• If they don’t “that is your
problem”• They want what they have paid for• Everything comes with a toll-free
number or web address• Want “Gateway Go Back”
in classes
Add the Impact of GamingAdd the Impact of Gaming• Gaming has impacted children
– The game endings changed based on the decisions children made (Role Playing Games [Legend of Zelda, Final Fantasy, Chronotrigger]) impacting locus of control.
– Involves a complex set of decision- making skills.
– Teaches them to take multiple pieces of data and make decisions quickly.
– Learning more closely resembles Nintendo, a trial and error approach to solving problems.
We navigated our way through…..We navigated our way through…..
They navigated their way through…..They navigated their way through…..
TechnologyTechnology• This generation has been plugged in
since they were babies.• They grew up with educational software
and computer games.• They think technology should be free.• They want and expect
services 24/7.• They do not live in an
8–5 world.• They function in an
international world.
Millennials Want to Learn
Millennials Want to Learn• With technology
• With each other• Online• In their time• In their place• Doing things that
matter (most important)
Source: Achievement and the 21st Century Learner.Source: Achievement and the 21st Century Learner.
Technology In SchoolTechnology In School• Students are increasingly savvy when
it comes to technology. • In general, students expect faculty to
incorporate technology into their teaching and be proficient at it.
• At the very least, communication via e-mail, access to online resources, PowerPoint presentations, Internet activities, discussion boards and electronic classrooms are expected.
• Faculty will need to balance the use of technology with their own philosophies of teaching.
Technology UseTechnology Use• Children under 6 years
– 48% have used a computer– 27% (4-6 year-olds) use a computer daily– 39% use a computer several times a week– 30% have played computer games
• Teens– 100% use the internet to seek information– 94% use the internet for school research– 41% use email and IM to contact teachers and
schoolmates about school work– 81% email friends and relatives– 70% use IM to keep in touch– 56% prefer the internet to the telephone
By age 21…..By age 21…..• It is estimated that the
average child will have:– Spent 10,000 hours playing video games– Sent 200,000 emails– Spent 20,000 hours watching TV– Spent 10,000 hours on their cell phone– Spent under 5,000 hours reading
• But these are issues of income. Will a child who grows up in a low income household have these same experiences?
The “Information Age” MindsetThe “Information Age” Mindset• Students have never known life without
the computer. It is an assumed part of life.• The Internet is a source of research,
interactivity, and socializing (they prefer it over TV).
• Doing is more important than knowing.
• There is zero tolerance for delays.
• The infrastructure and the lecture tradition of colleges may not meet the expectations of students raised on the Internet and interactive games.
Cell Phone TechnologyCell Phone Technology• They all have cell phones and expect
to be in contact 24/7.• Not a phone – a lifestyle management
tool• Staying “connected” is essential.• Communication is a safety issue for
parents.• Communication has become
casual for students (IM, email and cell phones.
What About 1st Generation Students?What About 1st Generation Students?
• Not all students will be proficient; first-generation and students from low income or working class families may have less experience.
• Their experience with technology has been in arcades and minimally in school (poorer districts.)
• They have not had the exposure to educational uses of technology.
• We need another placement test – remedial keyboarding and technology.
• Huge digital divide between the “haves” and the “have nots” based on income levels (class).
• Digital divide is appearing in pre-K.
Take a Look at a Large Urban K-12 School District
Take a Look at a Large Urban K-12 School District
2005-2006
Charlotte-Mecklenburg Schools in Charlotte, NC
District = 129,011 Students - High School Students =36,420
Number in Population Percent in Population
White 46,316 39.3%
African American 50,646 43.0%
Hispanic* 12,638 10.7%
Asian* 4,976 4.2%
Native American* 663 0.6%
Multi-racial/other 2,566 2.2%
Percent At or Above Grade LevelPercent At or Above Grade LevelSubjectAreas White
AfricanAmerican
Hispanic/Latino
NativeAmerica
Algebra I(n=9,260) 88.10% 58% 63.50% 68.30%
Geometry(n=7,699) 79.80% 36% 51.50% 46.20%
Algebra II(n=6,888) 84.20% 54.50% 67.80% 50%
Biology(n=7,606) 83.40% 42.50% 48.60% 43.20%
Chemistry(n=5,781) 73.80% 39.60% 50.30% 43.50%
US History(n=7,000) 78.6% 39.5% 52.0% 46.7%
English(n=8,935) 94.4% 74.7% 66.1% 74.3%
Percent At or Above Grade LevelPercent At or Above Grade Level
Subject Areas Low Income Limited English
Algebra I (n=9,260) 57.9% 55.0%
Geometry (n=7,699) 37.4% 41.3%
Algebra II (n=6,888) 57.2% 59.9%
Biology (n=7,606) 40.5% 29.1%
Chemistry (n=5,781) 40.6% 42.7%
US History (n=7,000) 39.1% 29.9%
English I (n=8,935) 69.4% 49.8%
K-8 End of Grade Tests in Reading/LiteracyPercent At or Above Grade Level
K-8 End of Grade Tests in Reading/LiteracyPercent At or Above Grade Level
40%
50%
60%
70%
80%
90%
100%
White
African Americans
Hispanic/ Latino
Native American
K-8 End of Grade Tests in Math Percent At or Above Grade Level
K-8 End of Grade Tests in Math Percent At or Above Grade Level
30%
40%
50%
60%
70%
80%
90%
100%
K (re
adin
ess)
1st (re
adin
ess)
2nd (re
adin
ess)
3rd (EO
G)
4th (EO
G)
5th (EO
G)
6th (EO
G)
7th (EO
G)
8th (EO
G)
White
African Americans
Hispanic/ Latino
Native American
Once in CollegeOnce in College• Many of our students have had little
academic success in the past.• They have been functioning below grade
level since early elementary school.• Computer skills are also lower. • They come to college and we test them
using a computer.• They test into remedial courses but
don’t take them.• They enroll in courses they aren’t
prepared for.• They also take distance ed classes
(require more motivation and discipline).
Of the 5,694 New Program-declared Students at CPCC in Fall 2004….Of the 5,694 New Program-declared Students at CPCC in Fall 2004….
..who took math placement tests Number Percent
Placed into college-levelmath 548 9.6%
Placed into remedial mathbut didn't take recommendedcourse that semester 4,748 83.4%
Took the remedial coursethey placed into that firstsemester 398 7.0%
In SchoolIn School• They need to understand why
they are doing what they are doing – objectives of classroom activities and projects.
• They want to have input into their educational processes.
• They want to be involved in meaningful activities, not mundane work.
• They think it is cool to be smart.• They will respond well to programs like
“learning communities and service learning.”
Millennial ExpectationsMillennial Expectations
• Clear expectations, explicit syllabi, and well structured assignments.
• They expect detailed instructions and guidelines for completing assignments.
• They have come from K-12 systems where students are actively involved in learning and classroom activities change often.
• Teachers are helpers and facilitators of learning.
Satisfaction with Online CoursesSatisfaction with Online Courses
63%55%
38%
26%
0%
10%
20%
30%
40%
50%
60%
70%
Veterans Boomers Gen X MillennialsSource: EducauseSource: Educause
CPCC Students: How satisfied were you with the technical capabilities of the online course?CPCC Students: How satisfied were you with the technical capabilities of the online course?
61.3
3.61
76.9
3.76
72.8
3.8
80.6
4.06
0
10
20
30
40
50
60
70
80
90
Millennials Gen X BabyBoomers
Veterans
% satisfiedMean by Group
CPCC Students: How satisfied are you with the format in which the online course was offered?CPCC Students: How satisfied are you with the format in which the online course was offered?
60.3
3.55
68.6
3.76
71.8
3.77
75.8
3.94
0
10
20
30
40
50
60
70
80
Millennials Gen X BabyBoomers
Veterans
% satisfiedMean by Group
Attitudes ……..Attitudes ……..TV Generation“Boomers”
PC Generation“Gen X”
Net Generation“Millennials”
Web What is it? Web is a tool Web is oxygen
Community Personal ExtendedPersonal
Virtual
Perspective Local Multi-national Global
Career One career Multiple careers
Multiplereinventions
Loyalty Corporation Self Soul
Authority Hierarchy Unimpressed Self as expert
Issues for Schools, Colleges and Universities in an Information AgeIssues for Schools, Colleges and Universities in an Information Age
• Plagiarism (consumer/creator blurring)
• Cheating (must define it)• Cell Phone Policies • Typing vs. Handwriting
From: The Information Age Mindset: Changes in Students and Implications for Higher Education. By Jason L. Frand. Educause. Sep/Oct 2000. From: The Information Age Mindset: Changes in Students and Implications for Higher Education. By Jason L. Frand. Educause. Sep/Oct 2000.
How are Millennials doing in school?How are Millennials doing in school?
• Teachers report that students are doing better academically.
• The largest gains have been in math and science for ages 9 and 13.
• Verbal skills show less clear trends.• Millennials have corrected a late
80s decline in writing proficiency.• Reading scores show modest
gains through the 90s.
SAT Scores – a Twenty Year ReversalSAT Scores – a Twenty Year Reversal
508
514
503
508507
504
506
505505505505505504
499500500499
500
504505
507
509509
504503
518
520
518
494
497
500500 501501500
501502501
503504
506508
511 511512
514 516
519
490
495
500
505
510
515
520
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
VerbalMath
Millennials Taking SATMillennials Taking SAT
Highest SAT Scores in 35 YearsHighest SAT Scores in 35 Years
What Do Businesses and Colleges/ Universities Need to Know about
Today’s College Students and Graduates
What Do Businesses and Colleges/ Universities Need to Know about
Today’s College Students and Graduates
Here Come the GirlsHere Come the Girls
College Full-time Enrollments in MillionsCollege Full-time Enrollments in Millions
0
1
2
3
4
5
6
freshmen girls
Sophomore girls
junior girls
senior girls
freshmen boys
sophomore boys
junior boys
senior boys
First Millennial College Graduates Spring 2004 --- Peak Enrollment 2010.
Of the 5.8 million in college in 2010, 56% will be women.
Boys Issues in K-12Boys Issues in K-12
For Every 100 Girls Who….
Number of Boys
Enroll in Kindergarten 116
Enroll in Ninth Grade 101
Enroll in Twelfth Grade 98
Are Suspended from K-12 250
Are Expelled from K-12 335
Diagnosed with Learning Disability
276
Enroll in the gifted and talented program
94
The Boys Project. http://www.boysproject.net/statistics.htmlThe Boys Project. http://www.boysproject.net/statistics.html
Boys and Their Educational ChoicesBoys and Their Educational Choices
For Every 100 Girls Who….
Number of Boys
Graduate from High School 96
Enroll in College 77
Earn an Associates Degree 67
Earn a Bachelors Degree 73
Earn a Masters Degree 62
Earn a Doctorate 92
The Boys Project. http://www.boysproject.net/statistics.html
First Time Freshman Enrollments by Gender – 50 Years (numbers in thousands)
First Time Freshman Enrollments by Gender – 50 Years (numbers in thousands)
0
200
400
600
800
1000
1200
1400
1600
Males
Females
(45.2%)(45.2%)
(54.8%)(54.8%)
College Graduation Projections (numbers in thousands) (61% of degrees will go to
women)
College Graduation Projections (numbers in thousands) (61% of degrees will go to
women)
250
350
450
550
650
750
850
950
1050
Assoc. Degree MaleAssoc. Degree FemaleBach. Degree MaleBach. Degree Female (37.4%)(37.4%)
(62.6%)(62.6%)
(40%)(40%)
(60%)(60%)
AmbitionsAmbitions Most popular college majors:• Medicine• Education/teaching• Business and
marketing
• Engineering• Law and
politics• Computer
science Most sought after qualities in careers:
• Responsibility• Independence• Creativity
• Idealistic and committed co-workers
Most common job trends :
• Multi-taskers• Change Careers
• Seek security & benefits
• Stay with company that offers a challenge
Source: Industry Week, March, 1998.
Difference in ValuesDifference in Values• They have witnessed their
baby boomer parents coming home from stressed jobs, exhausted, falling asleep at the dinner table; and don’t want that for themselves.
• They are a generation who is interested in a life with value and meaning – they do not aspire to what the “boomers” aspire to – they want something different.
True Multi-taskersTrue Multi-taskers• Millennials have lived programmed
lives and are already quite capable of learning several jobs simultaneously and performing them admirably.
• Millennials will change careers many times.
• Retooling and recycling their skills and talents will become common.
• To retain them, smart employers will encourage Millennials to try out different careers within the same company.
Need for Services Need for Services • It is estimated that 3 million Millennials
have been diagnosed with ADHD and have been medication (80% are boys).
• Within student populations, the number with disabilities has jumped from 3% to 9%.– Many have had individual education plans.– Many need testing services (quiet, separate).– Need to self-advocate to teachers.– Major transition from high school to college.
BreakBreak
2004 Research Study2004 Research Study
• Central Piedmont Community College’s Center for Applied Research was contracted to do this study by the Workforce Development Board.– Focus Groups were conducted.– An Online Survey was administered.– Data collected January–March 2004 from
the University of NC at Charlotte, Central Piedmont Community College and Johnson C. Smith University.
Characteristics They Look for in TeachersCharacteristics They Look for in Teachers
• At least 50% said:
– Enthusiastic about the course/teaching – Are fun to be around – Provide intellectual challenges – Have flexible class policies – Are sensitive to your needs/feelings – Emphasize preparing for future career
Working in TeamsWorking in Teams
• How do you feel about working in teams?
– I like it 44.7%– Have no feelings about it 25.9%– I don’t like it 29.4%
Working in TeamsWorking in Teams
• In the classroom, do you do the following? 1 = never
2 = rarely3 = sometimes4 = often
Mean (sd)
Are given “team grades” on working with others 2.62 (.89)
Write papers/do projects with others 2.41 (.79)Study/do research in teams 2.35 (.80)
What Will You Do After Graduating?What Will You Do After Graduating?
• Immediately get a job 43%• Continue my education 34%• Take some time off 5%• Marry/start a family 6%• Not sure 13%
Career FieldCareer Field
How likely do you think it is that your first job out of college will be in your career field? – Somewhat Likely 37.4%– Not Likely/Not Sure 20.5%– Very Likely 39.4%
WorryWorry
• Things they worry about frequently: Future Plans
• Things they worry about occasionally: Transitioning to Life After College
Finding a Job to Fulfill your Goals and Aspirations
Money to Travel/for Hobbies Life After College
Financial Debt
WorryWorry
• Things they worry about occasionally:
Home Ownership Paying Monthly Bills Finding a Job in Your Field Relationships After College
• Things they don’t worry about at all:Being Penalized for No Job
Experience
Quality of Life? Quality of Life?
Rank order of items that contribute to a good quality of life
(% ranking item in top 3 on a scale of 1-8)
– Having a secure future for my family 71.5%– Time to enjoy family/children 68.7%– Having family/children 63.2%– Having a great job 60.4%– Having good friends 55.2%– Having plenty of money 45.5%– Having plenty of free time 40.2%
Your Generation in the FutureYour Generation in the Future
• Someday, your generation will be raising kids, running corporations and occupying high political office. When that day comes, which areas of American life will be better, the same or worse than today because of your generation?– 3 = better– 2 = same– 1 = worse
Areas they felt they would do better: TechnologyRace Relations
Areas they felt they would do about the same:
EconomySchoolsArts/Culture
Foreign Affairs Areas they felt they couldn’t improve on: Government
Family LifeReligion Crime/Public Order
Areas they felt they would do better: TechnologyRace Relations
Areas they felt they would do about the same:
EconomySchoolsArts/Culture
Foreign Affairs Areas they felt they couldn’t improve on: Government
Family LifeReligion Crime/Public Order
Second Part of the Study
Feedback from Employers
Second Part of the Study
Feedback from Employers
Types of CompaniesTypes of Companies• Type
– For profit (14)– Public (4)– Not for profit (5)– Private (11)
• Size– < 50 employees (13)– 51-100 employees (2)– 101-500 employees (2)– More than 500 employees
(3)
What Students Told Us About Their Career ExpectationsWhat Students Told Us About Their Career Expectations
Salary ExpectationsSalary Expectations• Realistically, what do you expect your
starting salary will be when you begin working?
Millennials– $15-20K 7.7%– $21-30K 29.3%– $31-40K 27.0%– $41-50K 15.9%– $50K+ 7.0%– Not sure 12.5%
Approximately 65% felt they would learn $40K or lessApproximately 65% felt they would learn $40K or less
Importance of Career ComponentsImportance of Career Components
• Elements thought to be very important
Respected on the Job Opportunity for Professional
Development Ability to Have an Impact on the World
Importance of Career ComponentsImportance of Career Components
• Items thought to be somewhat important:
Access to Information and Expression of Personal Opinion
Having High Job PrestigeWorking with Inspiring Colleagues Geographic Location of Job Receive Guidance and Direction from
Supervisor
Importance of Career ComponentsImportance of Career Components
• Items thought to be somewhat important:
Participating in Company Decisions Independence/Professional AutonomyUsing Creativity on the JobLots of Responsibility Flexible Work Hours Dress Code Appropriate to
Work Environment
Importance of Job BenefitsImportance of Job Benefits• Benefits thought to be very important
Health InsuranceSalary Growth Plans like 401K Life Insurance BonusesEmployer-paid Retirement
• Benefits thought to be unimportantStock Options Profit Sharing
Jobs in LifetimeJobs in Lifetime
• How many jobs do you think you will hold in your lifetime?– 1-3 35.7%– 4-6 41.5%– 7-10 16.5%– Over 10 6.2%
64% expect to have 4 or more jobs
Reasons US Workers Change JobsReasons US Workers Change Jobs
In 2006, 21% of US workers made voluntary
job changes for the following reasons:
1. Growth and earnings potential (30%)2. Time and flexibility (23%)3. Financial compensation (22%)4. Culture and work environment (22%)5. Benefits (12%)6. Supervisor relationship (10%)7. Travel and development (9%)8. Management climate (9%)
Benefit News Benefit News
Changing WorkforceChanging Workforce• Workers are demanding the ability to balance
their work and personal responsibilities.• Workers are not afraid of changing jobs.• The idea that the best way to grow financially
and otherwise is to stay with one employer has been eroding to the point of extinction.
• Younger workers and those earning $15,000 or less were the most likely to change jobs.
• The cost of turnovers range from $7,000 for hourly employees to $30,000 for mid-level managers and $80,000 for technical or senior level management (Center for Workforce Learning).
Charlotte Biz, March 2007Charlotte Biz, March 2007
Future OddsFuture Odds• The following % felt it was very likely that
they would someday:
Work for themselves/own business 21%Have lifestyle they grew up with 63%
• 79% felt a two income household would be somewhat to very important in reaching their lifestyle goals?
What Employers Told UsWhat Employers Told Us
How is Your Organization Doing Now With Characteristics of the MillennialsHow is Your Organization Doing Now With Characteristics of the Millennials
52.3
61.9
76.271.4
61.9
0
10
20
30
40
50
60
70
80
Percent Agree or Strongly Agree
Technology based onemployee needAdapting to fast-paced learningUse team concept
Up-to-datetechnologyOpen to change
On What is Scheduling Based?On What is Scheduling Based?
61.9
55
50
52
54
56
58
60
62
Percent Agree or Strongly Agree
FamilyResponsibilitiesEmployeePreferences
The Organization is Open to the Following Issues of DiversityThe Organization is Open to the Following Issues of Diversity
6052.4
81
42.8
0
10
20
30
40
50
60
70
80
90
Percent Agree or Strongly Agree
OthergenerationsmentoringmillennialsAssimilation ofnew employeesinto oldemployeesIncreasingawareness ofgenerationaldifferencesIncreasingtraining ondiversity
Implications for Business
Implications for Business
Our birth year gives rise to experiences that influence our values
and behaviors
Our birth year gives rise to experiences that influence our values
and behaviors As seen by…
• Millennials… adaptive / planners, achievers, and negotiators / technically fluent / highly optimistic
• Gen Xers… reactive/ dedicated / hard working / ruthlessly focused on the bottom line
• Boomers… idealism / personal gratification / 55 hour work week / mis-trust of authority
• Silent Generation… civic /stay the course / follow the rules / duty before pleasure / patience
Generational customs drive expectations of the organization and
of management
Generational customs drive expectations of the organization and
of management
For example…
• Millennials want… a fun work place / moral leaders / challenging supervisors / interesting coworkers / personal growth
• Gen Xers … rely on themselves / do not seek mentoring / caution in an unsafe world
• Boomers are… high on vision and values / don’t want help from institutions / question authority
• Silent Generation … don’t change the system - work within it / work well with all generations / teamwork
Generational calamities influence career attitudes and employment
expectations
Generational calamities influence career attitudes and employment
expectations
As shown by…
• Millennials… Columbine / OK City / 911– led to believe that the world is less safe
• Gen Xers… Watergate / Layoffs / Women’s Lib - became pragmatic and focused on self
• Boomers… Civil rights / Assassinations / Vietnam - led to trust issues with authority; reacted to strong disciplinarians
• Silent Generation… Market Crash / Pearl Harbor / - led to a desire to improve the world for everyone not a select few
Membership in a particular generation
influences perceptions of reality Membership in a particular generation
influences perceptions of reality • Millennials in particular believe
everything is negotiable, they make decisions through continuous trial and error, they want a voice in decisions that affect them, interact with all adults as peers
• Millennials expect and need praise along with feedback (they got it from their parents) and they will take silence to be a lack of approval
Generational experiences can bear on
an organization’s performance & profit Generational experiences can bear on
an organization’s performance & profit •Alignment and retention, critical to a company’s success, are both influenced by generational values
•Boomers, although individualistic, are about optimism and teamwork and are less likely to turnover; Millennials on the other hand have high expectations of an organization and may move on if disappointed
Some are already in the workforce. What are they saying?Some are already in the workforce. What are they saying?
• “The technology is too slow.”• “Just because I’m young doesn’t mean I should
be given low pay and a poor work schedule.”• “I expect to be treated fairly.”• “We are inheriting a mess in the workforce –
who got us there?”• “My dad worked 60 hours a week and then lost
his pension – no way I’m doing that.”• “I can get my work done in 40 hours – sorry if
you can’t.”
Charlotte Observer, Sunday, March 5, 2006.Charlotte Observer, Sunday, March 5, 2006.
How They Will Push Us…How They Will Push Us…
• More independence in the workforce• Consumer-based fairness • Better technology• Enhanced professional development• Get rid of “that’s the way we’ve
always done it”• Have more life balance• Re-establish priorities
So How Do We Work With Them?So How Do We Work With Them?• Because they have grown up in a different world,
never assume that they know certain things like:– You don’t want to talk to their mother when they are
having problems.– You don’t get points for showing up or an A for effort.– The definition of plagiarism and cheating.– It’s not appropriate to call the professor at home after
9pm.– They can’t use IM language in papers.– It’s not okay to email the professor 10 times a day.– That when they email you at 3am, you’re not sitting
on the other end waiting to respond to them.– The business office (and most others) close at 5pm.
Some Major Issues Worth Addressing
Some Major Issues Worth Addressing
• Some of them have been performing below grade level all their lives… and they may not know it (age of social promotion).
• You may be the first strict grader they have encountered (will discourage them).
• Many are not very “hardy.” Will quit or drop out because “it’s hard.”
• They are very good consumers and will figure out a way to stay “under the radar.”
• They are not good planners and will do everything late if allowed.
Issues of Late Registration Issues of Late Registration • Tracked four cohorts
– Those who participated in pre-registration (in spring for fall)– Those registered one full week before fall term– Those registered by the first week of class– Those who registered during drop/add (not schedule adjusters)
Cohort Cohort Cohort Cohort
Results 1 2 3 4
Headcount 3,786 8,357 3,398 1,188
Assigned Seats 10,756 21,859 7,755 2,162
Avg. Load (courses) 2.84 2.62 2.28 1.82
No pay (% heads) 19.39% 3.64% 8.42% 14.31%
No pay (% seats) 15.95% 2.74% 7.31% 14.62%
Retention% (in-term) 75.3% 69.1% 61.2% 54.7%
Retention% (fall to spring) 66.1% 60.1% 51.6% 40.5%
Retention% (fall to fall) 46.8% 42.4% 35.4% 26.8%
% of grades A-C 67.2% 58.6% 52.3% 45.2%
What Should Institutions Do (In the Classroom)?
What Should Institutions Do (In the Classroom)?
• Develop policies and practices around appropriate communication (by department).
• Give them electronic access to as much as is philosophically possible.
• Draw a line on negotiations.• Give them definitions, boundaries
and rules.
What Should Institutions Do?What Should Institutions Do?
• Stop existing in an 8-5 world.• Establish prerequisites for reading
and writing intensive courses.• Force them to take developmental
courses the first semester (don’t set them up to fail).
• Stop letting them register late, hand in late work and procrastinate.
What Should Institutions Do?What Should Institutions Do?
• Don’t let them take online courses if they are not tech savvy and don’t possess the motivation to complete.
• Train all faculty to detect and work with low performing students (especially in gate keeper courses).
What Should Institutions Do?What Should Institutions Do?
• Look into what is known about learning.
• Try to actively engage them.• Engage them in group-oriented
activities– Service learning– Study groups– Supplemental instruction– Learning communities
What Should Institutions Do?What Should Institutions Do?
• Create alterative ways for the low-tech students to come up to speed.– Basic keyboarding skills.– Special workshops or lab sessions on
the basics.– Help them master software that “will
do work for them.”– Get access to computers (refurbished,
community projects, grants, etc.)
One Final WordOne Final Word
• In case you're worried about what's going to become of the younger generation, it's going to grow up and start worrying about the younger generation. (Roger Allen)
Who Are They?Who Are They?• A new “Silent Generation” referred
to as Generation Z, Generation Alpha or the Homeland Generation.
• Starts mid-2000’s until about 2017 to 2020 and will be considered an artist generation:– Artists are subtle, indecisive, emotional and
compromising, often having to deal with feelings of repression and inner conflict. They grow up as over-protected children, come of age as sensitive young adults, rebel as indecisive midlife leaders and become empathic elders (like those born 1925-1942).
http://en.wikipedia.org/wiki/Strauss_and_Howehttp://en.wikipedia.org/wiki/Strauss_and_Howe
Generation ZGeneration Z• Will be raised on technology, they will not be
scared of anything, they will be open to new ideas.
• They will be into truth and loyalty and they will not be not afraid to voice their opinion.
• They will be flexible and open to change. • They will be fearless and fun.• They will be the ‘new’ hope for our own future.• Their great-grandparents belong mostly to
the Silent Generation and the Baby boomers form the core of their grandparents.
• Their parents are seen as being roughly evenly divided between Generation X and Generation Y.
http://www.generationzbaby.com/generation-z.htmlhttp://www.generationzbaby.com/generation-z.html
For a copy of this presentation:
http//www.cpcc.edu/planning
Click on: “studies and reports”
Contact: [email protected]
For a copy of this presentation:
http//www.cpcc.edu/planning
Click on: “studies and reports”
Contact: [email protected]