Debbie Waite Academic Advisor, NDFS February 16, 2012.
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NOT EVERYONE GETS A TROPHY Debbie Waite Academic Advisor, NDFS February 16, 2012
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Transcript of Debbie Waite Academic Advisor, NDFS February 16, 2012.
NOT EVERYONE GETS A TROPHY
Debbie WaiteAcademic Advisor, NDFSFebruary 16, 2012
Quick Generational Review
Born 1922-1943 Silent Generation or Schwarzkopf
Generation
Born 1946-1964 Baby Boomers
Generational Review
Generation X – 1965-1980
Millennials or Generation Y Born 1980-2000
Generations…….
Two other historical issues Birth control pill
Child development research – 1970 - 1990
Self-Esteem Curriculum
Feeling good about yourself Advice centers on self Don’t correct children’s mistakes Instead of “failed” they have
“deferred success” Competition is bad for self-esteem Pizza parties for all who pass
Consequences of Self-Esteem Curriculum
Respect for others has declined Grade inflation Children don’t need to learn Kids who can’t take criticism (thin-
skinned) Self-esteem not linked to good grades More likely to be violent and to cheat Self-esteem without basis encourages
laziness rather than hard work
Strengths of Gen Y
Can be very loyal – but not blind loyalty
Will work for credit The information generation
More strengths
Will hit the ground running Want impact Want to learn Want flexibility
Managers must provide:
Record of their successes. Details of how to do their job very
well. Understanding of career path Salary and benefits plus…… Respect is a 2 way street
Managers understand:
Learn best from a combination of technology and the human element –
Gen Y can be a long-term employee, one day at a time
Focus on Self
Authority questioned routinely –
Customize anything and everything
Instantaneous responses and constant change
Transactional authority
Focuses on the basic management process of controlling, organizing, and short-term planning.
Gen Y - Transactional Authority
Leader utilizes followers self-interest for leader’s goals and purposes
Gen Y flips it
Customize
Gen Yers want to customize their very minds, bodies, and spirits.
==========
Customize a degree?
“I want a degree that covers organic gardening and nutrition because the whole system is wrong – we are sick because we don’t grow our food right…. I want it online and accessible to my rural location and I can’t understand why USU doesn’t provide it?”
Change
“Constant change means you can’t count on anything to stay the same. But this doesn’t make Gen Yers feel nostalgic. Rather, it makes them feel liberated to abandon what bores them, embrace new things wholeheartedly, and reinvent themselves constantly.”
Academia – SLOW CHANGE
We have a problem: What happens when academia
meets Generation Y?
TRAIN WRECK!
There is Hope!
Gen Y can be managed. Here are some tips:
Use transactional authority to your advantage.
More Tips
Clear expectations and clear rewards It may not be money.
Example: Daniel has multiple jobs. Research experience
medical school
The importance of context
Factors that are beyond their control Natural disasters, etc. that limit their
potential role.
Where they fit in the larger picture
Customer versus employee/student
Motivation
External – constant external rewards
Internal – motivated for personal reasons
Carol Dweck on Praise
Person praise Process praise
Setbacks – Learned helplessness
Across the desk
Ice cream sandwich Praise the process Checklists with clear expectations Look for the transaction – Find the underlying interest
Negotiate where you can. Stand strong and clear where you
can’t. Train them to do their own work
What’s Next
Gen Y and a slow economy Work habits Entitlement Parental support – Definiti0n of success Global economy ?
References
Reference
Reference: Journal Article Kamins, M. L. and Dweck, C. S.
1999. Person versus process praise and criticism: implications for contingent self-worth and coping. Developmental Psychology, 35:3, pp. 835-847.
