working with an intergenerational workforce alacc leadership lunch n’ learn september 6 th, 2012

Working with an

Intergenerational

Workforce

ALACC Leadership Lunch N’ LearnSeptember 6th, 2012

www.katherinegreen.com 9/06/121

Some thoughts on aging and change …

Alfred North Whitehead

www.katherinegreen.com

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“Age is an issue of mind over matter. If you don't mind, it doesn’t matter. ”

Mark Twain – American Humorist (1835-1910)

“Everyone thinks of changing the world, but no one thinks of

changing himself. ”

Leo Tolstoy – Russian Novelist (1828-1920)

9/06/12

Agenda & Objectives

What will we cover

Generational information about each of the 4 groups

What each age group wants: values, leadership, work

Who has to change and why

Change styles that make, or break, work relations

How I hope you’ll benefit

❧ Find the right words to conduct meaningful conversations across the age span

❧ Use approaches to change management that succeed with different styles

❧ Design age-neutral discussions about under-performance or low morale for better outcomes

❧ Institute more effective ways to transfer knowledge between age-groups

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www.katherinegreen.com 9/06/12

Who are the 4 Generations at work today?

4 Generations: Name, Birth Years, Population in Millions

9/06/12www.katherinegreen.com

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Workplace Traits

Traditionalists – before 1946 Workplace Traits


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Honest work for honest pay

Depression, WWII, Korean War, Families, Patriotism, Silver Screen

Workplace Traits

Baby Boomers 1946-1964 Workplace Traits


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Work is who we are, competitive by nature, constant self-improvement

Prosperity, TV, Suburbia, Vietnam, Civil Rights, Cold War

Workplace Traits

Generation X 1965-1980 Workplace Traits


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Independent, goal-oriented, entrepreneurs

Watergate, MTV, Latchkey Kids, Computers, Moon Landing, Persian Gulf, Challenger, AIDS

Workplace Traits

Gen Y Workplace Traits


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High self-esteem, socially minded, tech - connect

Technology, Multiculturalism, Oklahoma City, TV Talk Shows, Schoolyard Violence

What are the top 3 shared values? 4 Generations: Name, Birth Years, Population in Million's) Study by Center for Creative Leadership, 3200 people surveyed between 2000-2005, results included in “Retiring the Generation Gap” 2007.


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People share similar values, no matter the age

What are the top 3 leadership preferences? 4 Generations: Name, Birth Years, Population in MillionsStudy by Center for Creative Leadership, 3200 people surveyed between 2000-2005, results included in “Retiring the Generation Gap” 2007.


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People want the same things from leadership, no matter the age

What are the top 3 things each wants from work? 4 Generations: Name, Birth Years, Population in Million's)Study by Center for Creative Leadership, 3200 people surveyed between 2000-2005, results included in “Retiring the Generation Gap” 2007. 9/06/12www.katherinegreen.com

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People want the same things from work, no matter the age

What they mean & how to show respect

Traditionalists mean:

“Give my opinions the weight they deserve.”

“Do what I tell you to do (if I’m in charge).”

“Acknowledge that I put my time in to get here.”

“My length of experience, wisdom and understanding of office politics has value.”

How to show respect:

“How can I recognize and reward you for your team effort?”

“What work are you doing now that you’d like to do more of, less of?

“How are we not using your talents?

“Can you help us identify key knowledge that new hires need to succeed?”

Case Study

Martha, a 63 year-old worker has been at the firm for over 20 years. She watched young lawyers become partners, saw the business expand the client base, knows the personalities and quirks of everyone very well. She is the personal assistant to a senior partner, and has significant clout among staff. The senior partner is retiring. The office decided to assign the retiring partner’s work to a younger partner who uses a client management system. Martha would have to learn this system to work for the younger partner.

You (senior admin staff) have been asked to handle the new arrangement. How would you approach Martha? What would you say? What might you offer her? 9/06/12www.katherinegreen.com

12Same value but expressed differently!

Show me a little respect…


Boomers mean:

“I’ve decoded the importance of context, include my viewpoint when making decisions.”

“I want the opportunity to continue growing and developing (don’t pass me up for a high-visibility assignment).”

“I’ve waited, patiently, to move up the ladder, learned a lot; that should make me a viable candidate for promotion.”


“Is there a legacy project you’d like to work on given your experience?”

“What do you need to get up to speed on the technology for a new project?”

“Would you consider a shared leadership role so you can have some work/life balance?”

Case Study

Henry is a ten-year employee with vast knowledge of the firm’s systems, processes and structure. He was originally hired to install a new IT system but quickly became a go-to person for his broad capabilities in helping the office run smoothly. He’s a great trouble-shooter, patient and is adept at working with all kinds of people and office challenges. Henry recently expanded his family and wants a flexible schedule but there’s no flex policy in place.

As the HR point person, what can you do to keep Henry? Who would you talk to on his behalf, what arguments can you offer for flex? What would you say to Henry?





Gen X mean:

“Give me work that will maximize learning new skills.”

“Just because I’m younger doesn’t mean my views are less valuable.”

“Let me spend time with people who know, so I can benefit from mentors.”

“I want to be paid money equal to my contribution, not less because I’m younger.”


“What areas of training or mentoring would help you in your job?”

“What other professional interests do you have, and what are your career goals?

“What are your thoughts about customizing these products and services for our clients?”

Case Study

Lucy was hired as admin support several years ago. She is extremely efficient, confident and has a direct manner when interacting with staff. Some people bristle at her style but acknowledge her contribution. Lucy also texts constantly and is on social media much of the day and during meetings. Several staff have complained that while she is competent, her focus on social media and her brusque style detract from working effectively with her.

As Lucy’s supervisor, how will you approach her with this feedback? How will you explain the impact of her work style and social media use on others? How will you recommend a development plan?





Gen Y mean:

“I have high expectations from my manager because this relationship can help or hurt my career.”

“I want specific feedback about my performance so I can improve, I want career options and advancement.

“I treat everyone the same, regardless of job title; it’s my way of showing equal respect.”


“I realize you’ve interned and worked part-time before, let me help if I can.”

“I know you want to leave at 5:00 today, lets figure out how goals can be met.”

“You’re a very fast learner on job content, let’s work on the customer service end and time management skills.”

Case Study

Len Gao is a law intern who was recently hired (as a temp to perm basis if he works out) to help with the admin side of export case law. Len studied international law, was a prior intern at two other firms. He’s very competent but he either doesn’t understand, or doesn’t care, about

collaborating with his admin team. He is terrific when working solo, but neglects to keep his colleagues informed nor does he share his work with others who need to know.

As Len’s temporary supervisor, you need to discuss his performance at the 6-week mark. The senior staff want to offer him a job if he can learn to collaborate. How would you approach him? What would you say? How do you sell the value of ‘teamwork’?




Do more with less

Take someone else’s load

Work overtime (often)

Increased Workload

Responsibility moved to someone else

Office reorganized and lose position

Decrease authority and power

Budget cuts to do same work

Less time to complete work

Fewer people to do same task

Decrease resources


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Change triggers deep concerns about impact on a person’s ability to do one’s work.


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Change: Who has to Change and Why?

[People differ in the manner in which they define and solve problems because they possess a stable, characteristic preference for either an “adaptive” or “innovative” approach to change. All people are creative (as a subset of problem-solving).]

[Managing change narrowly and well is efficient, until the problem range being tackled widens, then past success makes us slow to change.]

[How much diversity is needed in a team depends on the range of problems it is solving. Too little diversity leads to failure, too much is costly; the problem is in defining the ‘too’.”]

Adapted from Michael J. Kirton, creator of the KAI Instrument

Everyone accepts change – it’s their comfort with the pace

“As far we can tell, people of all generations think that everyone else (besides themselves, of course) isn’t as accepting of change as he or she should be.”

J. Deal, author, Retire the Generation Gap


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Change Style: Individuals

Adaptive - - Innovative

32 48 64 80 95 112 128 144 160

Kirton Adaptive Innovative Scores

Note: 95 is population average; 67% of people have scores between 64 and 112

Change: It’s all about style

Adaptive Style

Adaptors tend to…

Value efficiency

Resolve problems

Use familiar solutions

Fewer, “doable” solutions

Stay within structure

Accuracy in routine

Innovative Style

Innovators tend to…

Value connection to big picture

Discover problems/solutions

Question assumptions

Multiple solutions

Move beyond structures

Prefer variety


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November 17, 2005Green Consulting Group

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Change Style: Working Across Style

Assess the problem and its boundaries, rules, system or structure, Determine if the problem is one that warrants an adaptive or innovative solution, Evaluate all views for cost/benefit, Assess degree of “in-group” from either style, Ensure each individual offers their diverse view without destabilizing the group.

Innovative styleAdaptive Style

Continuity

Order/Detail

Focus is inside organization

Protect the system

Doing things better

Variety

Dynamism to create

Invent new systems

Focus outside

Do things differently

November 17, 2005Green Consulting Group

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Change Style: Working Across Style Assess the problem and its boundaries, rules, system or structure, Determine if the problem

is one that warrants an adaptive or innovative solution, Evaluate all views for cost/benefit, Assess degree of “in-group” from either style, Ensure each individual offers their diverse view without destabilizing the group.

Innovative styleAdaptive Style

1) The Problem & Boundaries

2) Possible Solutions

3) Cost/Benefit Argument for top

1) The Problem & Boundaries

2) Possible Solutions

3) Cost/Benefit Argument for top

Problem: Our coffee supplier raised the price of ground coffee from $6 to $7 per lb; your office buys 10 lbs. a week for use in the kitchen’s 16-cup coffee maker (purchased last year). You are on the ad hoc committee tasked to decide what to do.

Managing Knowledge Transfer Across the Ages

Who needs to know what

Mature workers often know the organization well, and how things get done (standards and procedures).

Younger workers often know how to use technology to manipulate data, connect or share information more efficiently.

Experienced, middle-aged workers often understand historical context for prior decisions, use them to ensure you don’t ‘reinvent the wheel’.

Workers new to the workforce are globally minded, and masters of social media. Use their ideas and talent to meet organizational goals with the Web 2.0, orient new hires.

How to make it happen…


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Reinforce value of learning

References

Deal, J.J. 2007. Retiring the Generation Gap. San Francisco, CA: Jossey-Bass.

Kirton, M. 1994. Adaptors and Innovators. New York, NY:Routledge.

Martin, C.A. and Bruce Tulgan. 2006. Managing the Generation Mix. Amherst, MA:HRD Press.

Meister, J. C., Karie Willyerd. 2010. The 2020 Workplace. New York, NY: Harper Collins.

Panszczyk, J.D.2004. HR How-to: Intergenerational Issues. Chicago, IL: CCH

Smith, S. W. 2010. Decoding Generational Differences. W. Stanton Smith, LLC.


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working with an intergenerational workforce alacc leadership lunch n’ learn september 6 th, 2012

Documents

workplace traits baby

aids slide

workplace traits generation

cold war slide

silver screen slide

schoolyard violence

age groups

age group