Copyright 2013 Richard Sweeney Bridging the Generation & Leadership Gap [email protected] Richard...

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/



MILLENNIAL PANELSMILLENNIAL PANELS over 60 Millennial panels

8 to 14 Millennials each

Canada, Egypt, Guatemala

Over 24 US States: Arizona, California, Colorado,

Connecticut, Florida, Georgia, Kansas, Louisiana,

Massachusetts, Michigan, Minnesota, Missouri, Nebraska,

Nevada, New Jersey, New Mexico, New York, Ohio,

Pennsylvania, Rhode Island, Tennessee, Texas, Washington

D.C, and Wisconsin.

2



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



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



“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.



“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.



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.




MillennialsMillennialsGen XGen XBoomersBoomersSilentSilentGI GenGI Gen

iGen?iGen?




10

Generations Birth Years

# Generation Birth Years

Ages in 2014

GI GenerationGI Generation 1901 - 19241901 - 1924 2323 91 - 11491 - 114

Silent Generation Silent Generation 1925 – 19421925 – 1942 1717 73 – 9073 – 90

Baby BoomersBaby Boomers 1943 – 1960 1943 – 1960

1717 55 – 7255 – 72

Generation X Generation X 1961 – 1981* 1961 – 1981*

2020 34 – 5434 – 54

MillennialsMillennials 1982*- 2004*1982*- 2004* 2222 11 - 33 11 - 33

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)



http://www.generationsatwork.com/articles/millenials.htm Claire Raines Associates Managing Millennials 2002

“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



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




iGen?iGen?

Workforce 2014 1947 1991

Assumption: entry age: 23 retirement age: 67





iGen?iGen?

Assumption: entry age: 23 retirement age: 67

Workforce 2024 1957 2001




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



Number of High School Graduates, 1992-2022: New Jersey

Source: WICHE/The College Board

0

20,000

40,000

60,000

80,000

100,000

120,000

92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22

American Indian/ Alaska Native Asian/Pacific Islander Black non- Hispanic Hispanic White non- Hispanic Non-Public Total

2014

StaticHigh Growth



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

17

Personality TestPersonality Test



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

18




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


19



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




“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



“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?



“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

Myatt, Mike. “Leadership & Age”. N2growth. accessed 02/7/2014 http://www.n2growth.com/blog/do-you-know-what-you-dont-know/

p://

23

Do you believe this to be true?Do you believe this to be true?



“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



“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


25



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




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




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




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.




Boomer Gen X Millennial

Building and mending relationships

Change management

Leading employees

Participative management

Resourcefulness

Straightforwardness and composure




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




Millennial True – False Question Quiz Millennial True – False Question Quiz Raise your hand if true.

PowerPoint at: http://library1.njit.edu/staff-folders/sweeney/

Please note that this document is copyrighted and licensed under the

Creative Commons Attribution 3.0 United States License..




33

1. Most Millennials’ favorite music is Hip Hop / Rap.True or False










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.



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

18-24 25-34 35-44 45-54 55-64 65-74 75 and over

Classical/Chamber 3.1% 3.4% 4.6% 8.0% 11.6% 18.8% 16.4%

Opera 0.0% 0.3% 0.5% 0.3% 0.2% 2.4% 4.1%

Broadway/ Musicals 0.6% 2.6% 0.3% 0.6% 3.7% 5.7% 14.3%

Jazz 3.0% 3.6% 6.7% 6.5% 8.0% 10.0% 4.3%

Classic Rock/Oldies 16.6% 15.4% 33.4% 38.8% 31.6% 20.4% 16.7%

Contemporary rock 18.6% 19.5% 12.4% 8.0% 1.9% 2.6% 1.0%

Rap/hip hop 22.1% 10.5% 3.0% 1.6% 0.0% 0.0% 0.0%

Blues / R&B 4.4% 4.8% 4.4% 5.5% 5.7% 2.1% 1.6%

Latin 5.0% 6.8% 3.3% 2.5% 3.2% 1.5% 0.0%

Country 16.5% 16.9% 16.0% 15.8% 17.3% 20.6% 21.4%

Bluegrass 0.5% 1.2% 1.0% 0.6% 1.2% 1.0% 2.5%

Folk 0.0% 1.3% 1.1% 0.7% 2.2% 2.1% 0.0%

Hymns/Gospel 4.8% 8.8% 6.9% 7.3% 11.2% 9.8% 13.4%

Other 4.7% 5.1% 6.3% 3.8% 2.1% 3.0% 4.3%









36

2. In the 2008 presidential election, Millennials were the only age group that grew as a percentage of the total electorate.

True or False










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.




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









40

3. Millennials strongly prefer experiential, “hands-on” learning.

True or False










41

3. Millennials strongly prefer experiential, “hands-on” learning.

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.




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.




43

Experiential / InteractiveExperiential / Interactive

“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



“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

44

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,




“[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



“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





“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





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

48



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)


“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



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)




“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

51

Proserpio, Luigi; Gioia, Dennis A. “Teaching the Virtual Generation”. Academy of Management Learning & Education, 6:1 (2007), p69-80,










54


4. Millennials invest more time with user-generated content (Blogs, wikis, YouTube, etc.) than company-generated content.

True or False









55

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.




“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

56

Millennial CharacteristicsMillennial Characteristics



“Millennials, however, do not view the online space in any way, shape or form as a conventional mediamedia channel. 68

Dominiak, Mark. “'Millennials' Defying the Old Models. Find More Like This”. Television Week; 5/7/2007, Vol. 26 Issue 19, p68-68, 1p,

57

Millennial CharacteristicsMillennial Characteristics









58

5. Millennials rely primarily on the internet for their news.

True or False










59

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.




“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

60




“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)

61

ReadingReading









62

6. Less than 60% of Millennials voted for Obama. True or False










63

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




“Election Results 2012; President Exit Polls Table”. New York Times. 5 Nov 2008

http://elections.nytimes.com/2012/results/president/exit-polls

64

BUSH

BUSH

Candidate Voting by Age Groups

2004 2008 2012

Kerry Bush Obama McCain Obama Romney

18-29 years old 54%54% 45% 66%66% 32% 60%60% 37%

30-44 years old 46% 53%53% 52%52% 46% 52%52% 45%

45-64 years old 48% 51%51% 50%50% 49% 47% 51%51%

65 and older 46% 54%54% 44% 53%53% 44% 56%56%









65

7. The vast majority of Millennials socialize with someone of another racial /ethnic group.

TrueTrueAn overwhelming 93% socialize with someone of An overwhelming 93% socialize with someone of

another racial / ethnic group. another racial / ethnic group.




Pryor, John H. et al. “CIPA Freshmen Survey Report” UCLA The Higher Education Research Institute (HERI). http://heri.ucla.edu/cirpoverview.php










67

8. Millennials text message 7 times more than 50-year-olds.

True or False










68

8. Millennials text message 7 times more than 50-year-olds.

TrueTrue




69

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









70

9. Millennials make more voice calls than 40 year-olds. True or False










71

9. Millennials make more voice calls than 40 year-olds. TrueTrue

Millennial True – False Question Quiz Millennial True – False Question Quiz



72



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



73



“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



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

74

Nomadic / MobileNomadic / Mobile

Who Owns Tablet Computers Ages 18-29 from +4% to +14% (24%) Ages 30-49 from +8% to +13% (27%)










75

10. Most Millennials Twitter (Tweet) every day. True or False










76

10. Most Millennials Twitter (Tweet) every day. FalseFalse

30% of Millennials tweeted at all in 2013. 30% of Millennials tweeted at all in 2013.




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.”









82

11. Millennials show the smallest gap with the values of their parent’s generation compared to the past generations.

True or False










83

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.




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

84



XXXXXXXXXXXXXXXXXXXXXXXXXXX

“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

85

Values / ParentsValues / Parents



“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.

86

ValuesValues









87

12. Millennials are more likely to give up Facebook for a week than e-mail for a week.

True or False










88

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.




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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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




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

90









91

13. In the last few years, Millennials rate of reading of literature has increased by 9%.

True or False










92

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.





“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

93

ReadingReading




“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)

94

ReadingReading









95

14. 34 percent of Millennials (34 percent) reported that Millennial workers are less engaged than older workers.

True or False










96

14. 34 percent of Millennials (34 percent) reported that Millennial workers are less engaged than older workers.

TrueTrue




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”

97




• “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 .”

98



“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.”


99









100


15. Millennials believe that free time free time is a more important job attribute than compensationcompensation.

True or False









101


15. Millennials believe that free time free time is a more important job attribute than compensationcompensation.

TrueTrue



102

Barford, Ian N. and Patrick T. Hester. Analysis of Generation Y Workforce Motivation Using Multiattribute Utility Theory”. Defense Acquisition University. (Jan 2011) p63-79



103

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



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."

105





“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

111




“A majority (68%) of students use three or more devices every day”



112




“47% of students say they check their devices every 10 every 10 minutesminutes, up from 38% of students in 2011”



113



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.




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.




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.





“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 .

125



“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



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.




“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




“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




and Now…

onto our Millennial Focus Group…..

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