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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