F.A. Davis The Multigenerational Classroom

F.A. Davis The Multigenerational Classroom | Strategies to maximize everyone's learning

The Multigenerational Classroom

STRATEGIES TO MAXIMIZE EVERYONE’S LEARNING

Susan Sportsman, PhD, RN, ANEF, FAAN Managing Director Collaborative Momentum Consulting

“There are not really huge differences between generations in terms of their behavior and attitudes. But what is relevant is that people believe there are differences, and we treat people differently based on their generational group.” — King and colleagues (2019)

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A Teaching-Learning Dilemma 1. As a faculty in a College of Health Sciences, you are assigned to teach a three credit-hour introductory course entitled “Understanding the U.S. Healthcare System.” The goal of this course is to introduce beginning students who have enrolled in a variety of healthcare disciplines, such as nursing, radiologic science, and medical technology, to the health care delivery system. In addition, requiring students from various disciplines to work together in this introductory course provides each of them with an opportunity to clarify the roles and responsibilities of all members of the healthcare team and recognize positive ways various disciplines might work together to care for patients. Along with differences in the choice of healthcare disciplines, the class will be made up of individuals of various ages and backgrounds. Such diversity brings a richness to the classroom that pays dividends as students move into classes relevant to their career choices. Despite your eagerness to use this diversity for in-depth learning, you fear that having students of different generations will affect their perceptions of the other students, the classroom, and strategies for learning. How can you meet the learning needs of all the students regardless of their age? Review relevant literature that addresses the desired curriculum change. 2. Since 1960, the life span of the U.S. population has increased significantly (Medina, et.al ., 2020), resulting in many choosing to work past the typical retirement age. In addition, the current volatile work environment has sent individuals of all ages back to school to take advantage of new opportunities in health care. As a result, health professions education has become multigenerational among both faculty and students. findings can be helpful as you plan ways to meet the learning needs of students in your classroom. The exact years that divide each generation are hardly scientific, but for the last 25 years, a framework has been developed to discuss multigenerational interaction. The foundational idea underpinning this framework is that major events occurring during the time that each group is growing up will have a major impact on the characteristics of individuals within the group. These characteristics then result in similar perceptions and behaviors of individual members of the group. Over time these behaviors become instantly recognizable stereotypes, used to describe these groups in popular culture and social media. Beginning about 25 years ago, researchers in organizational psychology began to explore the potential advantages, disadvantages, and conflicts among different generations working together in education and employment. These Although the framework includes the Silent Generation (Traditionalist), individuals born between 1920 and 1945, we will focus on the next four categories of ages for the purpose of this discussion. These groups are most likely to be represented in the current faculty and student populations. Table A outlines the typical characteristics and environmental influences that may impact their responses to learning.

TABLE A: Characteristics of Multigenerational Learners

Time Frame

Name

Environmental Influences

Typical Characteristics

§ Loyal § Self-Motivated § Strong Work Ethic § “Live to Work” mentality § Competitive § Willing to make personal sacrifices for personal success § Efficient § Ability to learn new technologies § Highly educated § Good work ethic § High leadership potential § Direct in their communication style § Independent § Steady and dependable § Competitive § Achievement orientation § Tech-savvy § Focused on work-life balance § Open to seeking out unique work or learning experiences

§ Vietnam War § First Civil Rights Movement § Watergate

1946-1960

Baby Boomers

§ AIDS epidemic § Fall of the Berlin Wall

1961-1980

Generation X

§ Invention of the internet and the subsequent dot-com boom

§ Columbine shooting § 9/11 § Advent of social media

Generation Y (Millennials)

1981-1996

§ Exposure to violent events (Sandy Hook, Boston Marathon bombing, worldwide terrorism) § Significant technological advancements § Great Recession

§ Diverse § Open-minded, progressive § Tech-savvy § Individualistic and creative § Self-directed

1997-present

Generation Z

(Adapted from Boatman, 2022 and Waldman, 2021)

Most of us know people from each of the categories and we can likely identify the “generation-appropriate” characteristics in these individuals. However, research in this area finds that generational differences are more often perceived than real. For example, the Insights Report, Higher Ed’s Multigenerational Workforce (2020) cited several studies which seem to validate this point. Lester, Standifer, et. al . (2012), in an early study on this topic, asked students to rate 15 work-related concepts (such as autonomy, face-to-face communication, and fun at work), according to how much they value each concept and how much they believe other age groups value the same concept. The findings suggested that subjects were significantly more likely to perceive differences in how other groups valued a concept than in the actual value individuals placed on a concept. The concepts for which the generations’ values differed significantly included email communication, social media, continuous learning, and fun at work. King and colleagues (2019) noted that their research on multigenerational groups suggested that workplaces are full of age-related stereotypes and these beliefs are not aligned with reality. For example, in a survey of 247 young, middle-aged, and older workers, people described qualities they believe were true of people in another age group. They also described qualities that others might believe are true of their own age group. Table B below demonstrates the findings.

TABLE B: Characteristics of Multigenerational Learners

Description that Other Age Groups might believe are true of their Own Age Group

Age Group

Description by Other Age Groups

Young

Less Positive (Enthusiastic, Inexperienced)

Negative (Unmotivated, Irresponsible)

Middle Aged

Positive (Ethical)

Positive (Energetic)

Older

Positive (Responsible, Hard-working)

Negative (Boring, Stubborn, Grumpy)

King, et. al. (2019)

King and colleagues (2019) concluded that “ there are not really huge differences between generations in terms of their behavior and attitudes. But what is relevant is that people believe there are differences, and we treat people differently based on their generational group .” (Tugend, 2020). In short, if people believe there is a distinction among groups, negative assumptions based on these perceptions can influence the teaching-learning process. This, coupled with actual generational disparities, require interventions to support effective learning Communication is an integral part of the teaching-learning process, so managing communication within the classroom is essential. Different age groups may prefer different communication styles. For example, Gen-Xers typically value efficiency and prefer direct communication. On the other hand, Millennials and Gen-Zers are more likely to use a softer, more subtle approach in their communication. When the faculty is speaking to an individual, crafting communication to that individual’s preference works well. When speaking to a mixed group, this may not be possible. However, in these circumstances clarity in communication is most important. Regardless of the mix of generations in the class, instructions and discussions must be complete, specific, and straight-forward. This emphasis on clarity is not only required in verbal, face-to-face communication, but also in emails, instant messages, and phone and video calls. Requesting feedback on a regular basis ensures that all students understand important points in discussions and directions for assignments Managing Communication 3.

Impact of Technology 5. One of the areas where the stereotypes are frequently (but not always) true is in expertise in technology. Baby Boomers, and to some extent, the Gen-Xers, may not have all the necessary technical skills for today’s educational environment. In contrast, the Millennials and Gen-Zers have grown up in the burgeoning tech environment and find it difficult to believe that anyone has trouble managing today’s technology. The answer to this conflict is to be accepting of the differences in the skills of individuals. Certainly, it is incumbent on the Baby Boomers—and others without skills in technology—to learn as much as they can about the technology required of their positions. Refusing to make an effort in this area is not acceptable. However, when those who have more skills are understanding and are willing to help those who are not native to technology, a positive environment is likely to be created. For example, several years ago a Baby Boomer made a job transition from a role where technological support was easily accessible to one where the assistance was more remote. This employee’s boss heard two of the technology support staff discussing the lack of technical skills of the Baby Boomer. “ I can’t believe this person was hired—she has such poor tech skills .” Fortunately for the Baby Boomer, her boss responded to the tech employees by saying, “ Look, we did not hire this employee for her technical skills; she has other skills that we need. Your job is to support her so that she can deliver the skills we hired her for. ” As this story unfolded, with the support of the management of the organization, the Baby Boomer learned to admit when she was not able to manage a technological hurdle and to ask for help. The technology support staff recognized that she was trying to learn and spent time helping her. She never became “technologically savvy,” but she certainly gained sufficient skills to do her job. Supporting the Engagement of Students 4. Encouraging student engagement by using active learning is fundamental to effective teaching. Since one of the hallmarks of the multigenerational classroom is the diversity of abilities and experiences of the group, grouping students of different ages for learning activities emphasizes the strengths of individuals to benefit the learning experience. For example, in the “Understanding the U.S. Healthcare System” course, the Baby- Boomers or the Gen-Xers in the group may have actual experiences in the evolving health care system, which could be helpful to other students. On the other hand, the tech-savvy Millennial and Generation Z students would be helpful in researching and crafting a report for the group. The effectiveness of student engagement in multigenerational classrooms is dependent on an environment that values diverse working styles and needs. Acting on negative stereotypes of various age groups will only reduce the positive effect of student engagement. Describing a Millennial as a snowflake (one who is lazy, entitled, self-absorbed and sensitive) is not helpful. Neither is the use of the phrase, “ OK, Boomer ” by Millennials and Gen-Zers. The faculty must provide an environment where the emphasis is on harnessing the strengths of the individual to improve the learning of all students, rather than negative stereotypes.

References Boatman, A. (2022) Understanding Today’s Multigenerational Workforce: Benefits, Challenges, and 9 Best Management Practices. Academy to Innovate Human Resources (AIHR). https://www.aihr.com/blog/multigenerational-workforce/#author. King, E., Finkelstein, Thomas, C., Corrington A. (2019) Generational Differences at Work are Small. Thinking They’re Big Affects Our Behavior. Harvard Business Review . August 1. https://hbr.org/2019/08/generational-differences-at-work-are-small-thinking-theyre-big-affects-our-behavior. Lester, S., Standifer, R., Schultz, N., Windsor, J. (2012) Actual Versus Perceived Generational Differences at Work: An Empirical Examination. Journal of Leadership and Organizational Studies , 19 (3) 341-354. Medina, L., Sabo, S., Vespa, J. (2020) Living Longer: Historical and Projected Life Expectancy in the United States, 1960 to 2060. Population estimates and projection. Current Population Reports. U.S. Census Bureau. U.S. Depart- ment of Commerce. February. https://www.census.gov/content/dam/Census/library/publications/2020/demo/p25-1145.pdf. Tugend, A. (2020) Insights Report: Higher Ed’s Multigenerational Workforce. The Chronicle of Higher Education . https://www.mcgill.ca/apo/files/apo/higher_ed_generation_chronicle_article.pdf. Waldman, E. (2021) How to Manage a Multi-Generational Team. Harvard Business Review . August 31. https://hbr.org/2021/08/how-to-manage-a-multi-generational-team. About the author Susan Sportsman, PhD, RN, ANEF, FAAN , is a nationally recognized speaker and consultant with over 10 years of consulting experience, providing program development and other consultation services to nursing and health professions programs throughout the United States and Canada. Previously, she served as Dean of the College of Health Sciences and Human Services at Midwestern State University in Wichita Falls, Texas. Conclusion 6. The Insights Report, Higher Ed’s Multigenerational Work Force concludes that “ People at every age want to feel heard and respected, and age in either direction brings its own set of insecurities about that .” Sensitivity on the part of both faculty and students to the need of others to be heard and respected is the core value necessary to ensure an effective multigenerational classroom. Fortunately, acting upon this value is also necessary to support differences in gender, ethnicity, socioeconomic status, and any other difference that may present itself in the classroom. Thus, a core value—respect for others and allowing them to be heard—is a strategy that supports excellence in the learning environment of many diverse classrooms.

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