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The Millennial Generation:
From the Classroom to the
Workforce, What Can We Expect
Terri Manning
Bobbie Everett
Cheryl Roberts
A Study Funded by the Workforce Development Board
It May Take a Village to Raise a
Child, but it Takes a Society to
Raise a Generation
Economic Conditions
Societal Norms
Political Events
Major Crises
Each Generation
• Consists of approximately a 20-year span (not
all demographers and generation researchers
agree on the exact start/stop dates)
• Has a unique set of values
• Reacts to the generation before them
• Looks at their generation as the standard of
comparison
• Looks at the next generation skeptically “these
kids today…”
• Those born on the “cusp” may have a blended
set of characteristics
• They are either idealistic, reactive, civic or
adaptive
Two Responses to This Research
1. The Millennials are
spoiled rotten
brats whose
parents have given
them everything.
2. This generation is
extremely talented
and will bring
technology and
teamwork skills to
the workforce.
The Veterans (also known as the Silent
Generation or the Greatest Generation)
1925–1942 (adaptive)
Core Values
Dedication
Hard Work
Conformity
Law and Order
Patience
Delayed Reward
Duty before Pleasure
Adherence to Rules
Honor
The Veterans
• Children of the Great Depression and WWII,
this generation decided not to attack the
institutions created by the generation before
them, but instead, as global thinkers, they
chose to focus on improving and refining
them so that they could be good for
everyone, not just a select few.
• The overall goal was not to change the
system, but to work within it.
• While economically very successful, they
were also the inventors of "the midlife crises"
probably because they didn't get a chance to
enjoy the freedoms of their youth.
The Veterans
Important Events
• Lindbergh Completes
First Transatlantic Flight
• Stock Market Crash
• Depression
• The New Deal
• Social Security
• Pearl Harbor
• The End of WWII
• FDR Dies
• Korean War
Cultural Memorabilia for the
Veterans
• Kewpie Dolls
• Mickey Mouse
• Flash Gordon
• Radio
• Wheaties
• Tarzan
• Jukeboxes
• Blondie
• The Lone Ranger
• The McCarthy Era
The Veteran Generation
Childhood
• Raised by the GI Generation (civic)
• Large families (3-5 children)
• Strong sense of extended family (same town
or home)
• Grandparents in the home
• Average 10-year-old spent 4-6 hours daily
with a significant adult role model
• Rural society
• Apprenticeship businesses and farming
• Perception of the world as “safe”
The Baby Boomers 1943–1964
(the largest generation, idealist)
Core Values
Optimism
Team Orientation
Personal Gratification
Health and Wellness
Personal Growth
Youth
Work
Involvement
Baby Boomers
Important Events
• Rosa Parks
• First Nuclear Power Plant
• The Civil Rights Act
• Cuban Missile Crisis
• John Glen Orbits the Earth
• Martin Luther King Leads March on Washington, D.C.
• President John F. Kennedy Assassination
• National Organization for Women Founded
• Martin Luther King Assassination
• Robert F. Kennedy Assassination
• Watergate
• Kent State Massacre
• Vietnam War
Cultural Memorabilia for Baby Boomers
• Television
• The Ed Sullivan Show
• Barbie Dolls
• Fallout Shelters
• Poodle Skirts
• Pop Beads
• Slinkies
• TV Dinners
• Hula Hoops
• The Peace Sign
• Laugh In
The Baby Boomer Childhood
• Divorce reached a low in 1960 of 9%
• Families moved due to GI Bill, GI housing and
industrialization
• First generation to live miles from extended
family
• Family size smaller (2-3 children)
• Few grandparents in the home
• Moms stayed home
• Dads carpooled
• Children spent significant time with adult role
models
• Perception of the world as “safe”
Baby-boomer Results
• Very idealistic - banned together and walked
through life with their fists held high
• Generation gap occurred between them and
their parents
• Captured phrases like “why be normal” and
“question authority”
• They weren’t friendly toward authority figures
• Did not get along with their parents and swore
they would not raise their kids like they were
raised
• As adults - work an average of 55 hours per
week
A Changing Nation
75.1%
74.7%
80.3%
83.1%
87.5%
88.6%
89.5%
89.8%
89.8%
89.8%
88.9%
87.9%
12.3%
12.1%
12.1%
11.7%
11.1%
10.5%
10.0%
9.8%
9.7%
9.9%
10.7%
11.6%
13.2%
12.6%
7.6%5.2%
1.4%0.9%0.5%0.4%0.5%0.4%0.4%0.5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
190
0
19
1
0
192
0
193
0
1
94
0
195
0
196
0
19
7
0
19
8
0
19
9
0
2
00
0
200
5
White
African American
Other Minority
The Gen Xers 1965–1982
A Lost Generation… A Nomadic Generation…..
Half the Size of the Baby Boom (reactive)
Core Values
Dedication
Hard Work
Conformity
Law and Order
Patience
Delayed reward
Duty before pleasure
Adherence to rules
Honor
Gen X
Important Events
• Women’s Liberation Protests
• Watergate Scandal
• Energy Crisis begins
• Tandy and Apple Market PCs
• Mass Suicide in Jonestown
• Three Mile Island
• US Corporations begin Massive Layoffs
• Iran Hostage Crisis
• John Lennon Shot and Killed
• Ronald Reagan Inaugurated
• Challenger Disaster
• Exxon Valdez Oil Tanker Spill
Cultural Memorabilia for Gen X
• The Brady Bunch
• Pet Rocks
• Platform Shoes
• The Simpsons
• Evening Soaps (Dallas and
Dynasty)
• ET
• Cabbage Patch Dolls
• Super-hero Cartoons on TV
(He-man)
Generation X
• This is the conscientious, extremely
pragmatic, self-sufficient generation that
has a ruthless focus on the bottom-line.
• Born and raised at a time when children
were at the bottom of our social priorities,
Gen Xers learned that they could only
count on one thing - themselves. As a
result, they are very "me" oriented.
• They are not active voters, nor are they
deeply involved in politics in general.
The Gen X Childhood
• Divorce reached an all-time high
• Single-parent families became the norm
• Latch-key kids were a major issue of the time
• Children not as valued – looked at as a hardship
• Families spread out (miles apart)
• Family size = 1.7 children (many only-children)
• Perception of the world as “unsafe”
• Average 10 year old spent 14 ½ minutes a day
with a significant adult role model
• Parents looked around and said – we need to do
this better
Generation Next (civic)
The Echo Boom/Millennials…
 The Millennials are almost as large as the baby boom-some say
larger - depending on how you measure them (approx. 81M).
 The Millennials are the children born between 1982 and 2002
(peaked in 1990), a cohort called by various names:
Generation Y Echo Boom
Net GenerationMillennials
Millennials
• This generation is civic-minded, much like the
previous GI Generation.
• They are collectively optimistic, long-term
planners, high achievers with lower rates of
violent crime, teen pregnancy, smoking and
alcohol use than ever before.
• This generation believes that they have the
potential to be great and they probably do.
We are looking to them to provide us with a
new definition of citizenship.
The Millennial Childhood
• The most monumental financial boom in
history.
• Steady income growth through the
1990’s.
• Still great disparity between races.
• Saw their parents lose all their stocks
and mutual funds (college funds) during
the early 2000’s.
Mean Income History for
a Family of Four by Race
$30,000
$40,000
$50,000
$60,000
$70,000
$80,000
$90,000
1
9
88
1
9
89
1
990
1
9
91
1
992
1
9
93
1
994
1
9
95
1
9
96
1
9
97
1
9
98
1
9
99
2
0
00
2
0
01
2
0
02
2
0
03
Black
White
Hispanic
Demographic Trends
 The Baby Boomers chose to become older
parents in the 1980s while Gen X moms
reverted back to the earlier birth-age norm,
which meant that two generations were having
babies.
 In 1989, 29 percent of the 4.4 million live births
were to women aged 30 and older.
 Millennials have older largely Baby Boomer
parents: Average age of mothers at birth at an
all time high of 27 in 1997.
Demographic Trends, cont.
 Smaller families: Only children
will comprise about 10% of
the population.
 More parental education: 1 in 4 has at least
one parent with a college degree.
 Kids born in the late ‘90s are the first in
American history whose mothers are better
educated than their fathers by a small margin.
Demographic Trends – Changing
Diversity  Increase in Latino immigration -
Latino women tend to have a
higher fertility rates than non-Latino
women.
 Nearly 35% of Millennials are
nonwhite or Latino.
 Twenty percent of this generation
has at least one parent who is an
immigrant.
 Millennials have become the most
racially and ethnically diverse
generation in US History.
Safety Issues
The Safest Generation
• This generation was buckled up in
car seats, wore bike helmets,
elbow and knee pads when skating, and were the
inspiration for “Baby on Board” signs.
The Well-Being of U.S. Teens
• Mortality Rate for US teens aged 15–19 declined from
1960 to 1997.
-Teens are having fewer accidents than Boomers
General Health Conditions
(Children under 18, rates per 1,000)
0
10
20
30
40
50
60
70
80
1984 1987 1990 1992 1993 1994 1995 1996
Asthma
Tonsils/Adenoids
Deformities
Speech
Hearing
Visual
Heart Disease
Epilepsy
http://aspe.hhs.gov/hsp/99trends/hc-2-healthcond.pdf, Department of Health and
Human Services
Doses of Methylphenidate (Ritalin)
in Millions
0
20
40
60
80
100
120
140
160
180
200
1984 1985 1986 1987 1988 1989 1990 1991 1992 1993
United States
Other
US Department of Justice, DEA, http://www.methylphenidate.net/
Overweight Children and
Adolescents
10
12
14
16
18
20
22
24
60's 1971-74 1976-80 1988-91 2003-4
males 6-11
females 6-11
males 12-17
females 12-17
http://aspe.hhs.gov/hsp/99trends/hc-2-healthcond.pdf, Department of Health and
Human Services
Major Influencing
Factors
1. Their parents
2. The self-esteem movement
3. The customer service movement
4. Gaming and technology
5. Casual communication
Parenting Millennials
• This generation is being parented by well-
educated, over-involved adults who
participate in “deliberate
parenting.” They have
outcomes in mind.
• Boomers were the first
generation to be thrown
out in to an unsafe world
as adolescents.
• The 60’s and 70’s were very scary and many
of us felt unprepared for it.
• We were naïve and didn’t have enough tools
in our tool box to deal with it.
Baby Boomers as Parents
• Boomers rebelled against the parenting
practices of their parents.
• Strict discipline was the order
of the day for boomers.
• They made conscious decisions
not to say “because I told you
so” or “because I’m the parent
and you’re the child.”
• Boomers became more
“friendly” with their children. They
wanted to have open lines of communication
and a relationship with them.
Baby Boomers as Parents
• They explained things to their children, (actions,
consequences, options, etc.) – they wanted them to
learn to make informed decisions.
• They allowed their children to have input into family
decisions, educational options and
discipline issues.
• We told them “just because it is on
television doesn’t mean it’s true” or
“you can’t believe everything you
read.”
• We wanted them to question
authority.
The Result
• Millennials have become
“a master set of
negotiators” who are
capable of rational thought
and decision-making skills at
young ages.
• They will negotiate with anyone
including their parents, teachers
and school administrators.
• Some call this “arguing.”
CPCC Sociology Instructor
• “More and more students challenge me
and the material. They either see it as
opinion, and nothing else, or they see it as
… propaganda.”
Helicopter Parents
• Helicopter Parent (n) A
parent who hovers over his
or her children.
• Or Snowplow parent: Parents who clear
the way for their children
• ……these (echo) boomers are confident,
achievement-oriented and used to hovering
"helicopter" parents keeping tabs on their
every move. (Anthony DeBarros, "New baby
boom swamps colleges," USA Today,
January 2, 2003)
Helicopter Parent go to
College
• A new generation of over-involved
parents are flooding campus
orientations, meddling in registration
and interfering with students' dealings
with professors, administrators and roommates,
school officials say.
• Some of these hovering parents, whose numbers
have been rising for several years, are unwittingly
undermining their children's chances of success,
campus administrators say. Now, universities and
colleges are moving rapidly to build or expand
programs aimed at helping parents strike a better
balance.
Colleges Ward Off Overinvolved Parents By Sue Shellenbarger
From The Wall Street Journal Online
Baby Boomer Parents have been
their Biggest Cheerleaders
• Millennials expect and
need praise.
• Will mistake silence for
disapproval.
• Millennials expect
feedback.
Parental Care in the Millennial Era
• Today’s typical family is spending more,
not less, time with kids.
• Smaller families mean
more time with each child.
• Fathers are spending more
time with children.
• Less housework is being done.
• There is a strong connection between the
social lives of parents and kids.
• They get along with their parents and
share their parents’ values.
Focus on Self-esteem
• This generation was the center of
the “self-esteem” movement.
• 9,068 books were written about
self-esteem and children during the
80s and 90s (there were 485 in the 70s).
• The state of California spent millions studying
the construct and published a document
entitled “Toward a State of Self-esteem.”
• Yet they can’t escape the angst of
adolescence – they still feel disconnected,
question their existence, purpose and the
meaning of life. They want to feel valued and
cared about.
Focus on Customer Service
• Expect access (24/7)
• Expect things to work like
they are supposed to
• If they don’t “that is your
problem”
• They want what they have paid for
• Everything comes with a toll-free
number or web address
• Want “Gateway Go Back”
in classes
Add the Impact of Gaming
• Gaming has impacted children
– The game endings changed based
on the decisions children
made (Role
Playing Games [Legend of
Zelda, Final Fantasy,
Chronotrigger]) impacting
locus of control.
– Involves a complex set of decision-
making skills.
– Teaches them to take multiple
pieces of data and make
decisions quickly.
– Learning more closely resembles
Nintendo, a trial and error approach to
solving problems.
We navigated our way through…..
They navigated their way through…..
Technology
• This generation has been plugged in since
they were babies.
• They grew up with educational software and
computer games.
• They think technology should be free.
• They want and expect
services 24/7.
• They do not live in an
8–5 world.
• They function in an
international world.
Millennials Want to Learn
With technology
With each other
Online
In their time
In their place
Doing things that
matter (most
important)
Source: Achievement and the 21st
Century Learner.
Technology In School
• Students are increasingly savvy when
it comes to technology.
• In general, students expect faculty to
incorporate technology into their
teaching and be proficient at it.
• At the very least, communication via e-mail,
access to online resources, PowerPoint
presentations, Internet activities, discussion
boards and electronic classrooms are
expected.
• Faculty will need to balance the use of
technology with their own philosophies of
teaching.
Technology Use
• Children under 6 years
– 48% have used a computer
– 27% (4-6 year-olds) use a computer daily
– 39% use a computer several times a week
– 30% have played computer games
• Teens
– 100% use the internet to seek information
– 94% use the internet for school research
– 41% use email and IM to contact teachers and
schoolmates about school work
– 81% email friends and relatives
– 70% use IM to keep in touch
– 56% prefer the internet to the telephone
By age 21…..
• It is estimated that the
average child will have:
– Spent 10,000 hours playing video games
– Sent 200,000 emails
– Spent 20,000 hours watching TV
– Spent 10,000 hours on their cell phone
– Spent under 5,000 hours reading
• But these are issues of income. Will a child
who grows up in a low income household
have these same experiences?
The “Information Age” Mindset
• Students have never known life without the
computer. It is an assumed part of life.
• The Internet is a source of research,
interactivity, and socializing (they prefer it over
TV).
• Doing is more important than
knowing.
• There is zero tolerance for
delays.
• The infrastructure and the
lecture tradition of colleges
may not meet the expectations
of students raised on the Internet and
interactive games.
Cell Phone Technology
• They all have cell phones and expect
to be in contact 24/7.
• Not a phone – a lifestyle management tool
• Staying “connected” is essential.
• Communication is a safety issue for
parents.
• Communication has become
casual for students (IM, email and
cell phones.
What About 1st Generation
Students?
• Not all students will be proficient; first-generation and
students from low income or working class families may
have less experience.
• Their experience with technology has been in arcades
and minimally in school (poorer districts.)
• They have not had the exposure to educational uses of
technology.
• We need another placement test – remedial keyboarding
and technology.
• Huge digital divide between the “haves” and the “have
nots” based on income levels (class).
• Digital divide is appearing in pre-K.
Take a Look at a Large
Urban K-12 School District
2005-2006
Charlotte-Mecklenburg Schools in Charlotte, NC
District = 129,011 Students - High School Students =36,420
Number in Population Percent in Population
White 46,316 39.3%
African American 50,646 43.0%
Hispanic* 12,638 10.7%
Asian* 4,976 4.2%
Native American* 663 0.6%
Multi-racial/other 2,566 2.2%
Percent At or Above Grade Level
Subject
Areas White
African
American
Hispanic/
Latino
Native
America
Algebra I
(n=9,260) 88.10% 58% 63.50% 68.30%
Geometry
(n=7,699) 79.80% 36% 51.50% 46.20%
Algebra II
(n=6,888) 84.20% 54.50% 67.80% 50%
Biology
(n=7,606) 83.40% 42.50% 48.60% 43.20%
Chemistry
(n=5,781) 73.80% 39.60% 50.30% 43.50%
US History
(n=7,000) 78.6% 39.5% 52.0% 46.7%
English
(n=8,935) 94.4% 74.7% 66.1% 74.3%
Percent At or Above Grade Level
Subject Areas Low Income Limited English
Algebra I (n=9,260) 57.9% 55.0%
Geometry (n=7,699) 37.4% 41.3%
Algebra II (n=6,888) 57.2% 59.9%
Biology (n=7,606) 40.5% 29.1%
Chemistry (n=5,781) 40.6% 42.7%
US History (n=7,000) 39.1% 29.9%
English I (n=8,935) 69.4% 49.8%
K-8 End of Grade Tests in Reading/Literacy
Percent At or Above Grade Level
40%
50%
60%
70%
80%
90%
100%
K
(re
ad
in
ess)
1
st
(rea
dine
ss)
2
nd
(rea
d
in
e
ss)
3
rd
(E
O
G
)
4
th
(E
O
G
)
5
th
(E
O
G
)
6
th
(E
O
G
)
7
th
(E
O
G
)
8
th
(E
O
G
)
White
African Americans
Hispanic/Latino
Native American
K-8 End of Grade Tests in Math
Percent At or Above Grade Level
30%
40%
50%
60%
70%
80%
90%
100%
K
(read
in
ess)
1
st
(readiness)
2
nd
(readiness)
3
rd
(EO
G
)
4
th
(EO
G
)
5
th
(EO
G
)
6
th
(EO
G
)
7
th
(EO
G
)
8
th
(EO
G
)
White
African Americans
Hispanic/Latino
Native American
Once in College
• Many of our students have had little
academic success in the past.
• They have been functioning below grade
level since early elementary school.
• Computer skills are also lower.
• They come to college and we test them using
a computer.
• They test into remedial courses but don’t take
them.
• They enroll in courses they aren’t prepared
for.
• They also take distance ed classes (require
more motivation and discipline).
Of the 5,694 New Program-declared
Students at CPCC in Fall 2004….
..who took math placement tests Number Percent
Placed into college-level
math 548 9.6%
Placed into remedial math
but didn't take recommended
course that semester 4,748 83.4%
Took the remedial course
they placed into that first
semester 398 7.0%
Is It Different by Race?
Math
Placements White
Afr.
Amer.
Hisp./
Latino Asian
Nat.
Amer. Other
Tested to
College Level 14.1% 7.7% 18.6% 19.4% 14.3% 23.9%
Didn't Take
Placed Course 78.0% 83.1% 72.3% 73.1% 78.6% 70.9%
Took Placed
Course 7.9% 9.2% 9.1% 7.4% 7.1% 5.2%
In School
• They need to understand why
they are doing what they are
doing – objectives of classroom
activities and projects.
• They want to have input into their
educational processes.
• They want to be involved in meaningful
activities, not mundane work.
• They think it is cool to be smart.
• They will respond well to programs like “learning
communities and service learning.”
Millennial Expectations
• Clear expectations, explicit syllabi, and
well structured assignments.
• They expect detailed instructions and
guidelines for completing assignments.
• They have come from K-12 systems
where students are actively involved in
learning and classroom activities
change often.
• Teachers are helpers and facilitators of
learning.
Satisfaction with Online Courses
63%
55%
38%
26%
0%
10%
20%
30%
40%
50%
60%
70%
Veterans Boomers Gen X Millennials
Source: Educause
CPCC Students: How satisfied were you with the
technical capabilities of the online course?
61.3
3.61
76.9
3.76
72.8
3.8
80.6
4.06
0
10
20
30
40
50
60
70
80
90
Millennials Gen X Baby
Boomers
Veterans
% satisfied
Mean by Group
CPCC Students: How satisfied are you with the
format in which the online course was offered?
60.3
3.55
68.6
3.76
71.8
3.77
75.8
3.94
0
10
20
30
40
50
60
70
80
Millennials Gen X Baby
Boomers
Veterans
% satisfied
Mean by Group
Attitudes ……..
TV Generation
“Boomers”
PC Generation
“Gen X”
Net Generation
“Millennials”
Web What is it? Web is a tool Web is oxygen
Community Personal Extended
Personal
Virtual
Perspective Local Multi-national Global
Career One career Multiple
careers
Multiple
reinventions
Loyalty Corporation Self Soul
Authority Hierarchy Unimpressed Self as expert
Issues for Schools, Colleges and
Universities in an Information Age
• Plagiarism (consumer/creator blurring)
• Cheating (must define it)
• Cell Phone Policies
• Typing vs. Handwriting
From: The Information Age Mindset: Changes in Students and Implications for
Higher Education. By Jason L. Frand. Educause. Sep/Oct 2000.
How are Millennials doing in
school?
• Teachers report that students are
doing better academically.
• The largest gains have been in math
and science for ages 9 and 13.
• Verbal skills show less clear
trends.
• Millennials have corrected a late 80s
decline in writing proficiency.
• Reading scores show modest
gains through the 90s.
SAT Scores – a Twenty Year
Reversal
508
514
503
508
507
504
506
505505505505505
504
499500500
499
500
504
505
507
509
509
504
503
518
520
518
494
497
500500
501
501
500
501
502
501
503
504
506
508
511 511
512
514
516
519
490
495
500
505
510
515
520
19
83
19
84
19
85
19
86
19
87
19
88
19
89
19
90
19
91
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
Verbal
Math
Millennials Taking SAT
Highest SAT Scores in 35 Years
SAT 2006 College-bound Seniors
by Gender and Test Component
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
16.00%
18.00%
20.00%
200-
250
250-
299
300-
349
350-
399
400-
449
450-
499
501-
549
550-
599
600-
649
650-
699
700-
749
750-
800
Female Reading
Female Math
Female Writing
Male Reading
Male Math
Male Writing
22.1% scored over 600 on any of the three areas, 16.2% scored
below 400 on any of the three areas.
Mean SAT Scores by Race - 2006
526
520 525
437
423 435
453
448
452
509
562
518
485
478 480
494
497
498
400
420
440
460
480
500
520
540
560
580
W
hite
A
frican
A
m
erican
H
isp
an
ic/Latino
A
sian
N
ative
A
m
erican
O
ther
Reading
Math
Writing
What Do Businesses and Colleges/
Universities Need to Know about
Today’s College Students and
Graduates
Here Come the Girls
College Full-time Enrollments
in Millions
0
1
2
3
4
5
6
2000
2002
2004
2006
2008
2010
2012
2014
2016
2018
2020
freshmen girls
Sophomore girls
junior girls
senior girls
freshmen boys
sophomore boys
junior boys
senior boys
First Millennial College Graduates Spring 2004 --- Peak Enrollment 2010.
Of the 5.8 million in college in 2010, 56% will be women.
Boys Issues in K-12
For Every 100 Girls Who…. Number of Boys
Enroll in Kindergarten 116
Enroll in Ninth Grade 101
Enroll in Twelfth Grade 98
Are Suspended from K-12 250
Are Expelled from K-12 335
Diagnosed with Learning
Disability
276
Enroll in the gifted and talented
program
94
The Boys Project. http://www.boysproject.net/statistics.html
Boys and Their Educational
Choices
For Every 100 Girls Who…. Number of Boys
Graduate from High School 96
Enroll in College 77
Earn an Associates Degree 67
Earn a Bachelors Degree 73
Earn a Masters Degree 62
Earn a Doctorate 92
The Boys Project. http://www.boysproject.net/statistics.html
First Time Freshman Enrollments by Gender
– 50 Years (numbers in thousands)
0
200
400
600
800
1000
1200
1400
1600
1
9
5
5
1
9
6
0
19
6
5
1
9
7
0
1
9
7
5
1
9
8
0
1
9
8
5
19
9
0
1
9
9
5
2
0
0
0
2
0
0
4
Males
Females
(45.2%)
(54.8%)
College Graduation Projections (numbers in
thousands) (61% of degrees will go to
women)
250
350
450
550
650
750
850
950
1050
20
05-6
20
06-7
20
07-8
20
08-9
20
09-1
0
20
10-1
1
20
11-1
2
20
12-13
20
13-14
Assoc. Degree Male
Assoc. Degree Female
Bach. Degree Male
Bach. Degree Female (37.4%)
(62.6%)
(40%)
(60%)
Ambitions  Most popular college
majors:
• Medicine
• Education/teaching
• Business and marketing
• Engineering
• Law and politics
• Computer
science
 Most sought after qualities in
careers:
• Responsibility
• Independence
• Creativity
• Idealistic and
committed co-workers
 Most common job trends :
• Multi-taskers
• Change Careers
• Seek security & benefits
• Stay with company that
offers a challenge
Source: Industry Week, March, 1998.
Difference in Values
• They have witnessed their
baby boomer parents coming
home from stressed jobs,
exhausted, falling asleep at
the dinner table; and don’t
want that for themselves.
• They are a generation who is
interested in a life with value
and meaning – they do not
aspire to what the “boomers”
aspire to – they want
something different.
True Multi-taskers
• Millennials have lived programmed
lives and are already quite capable
of learning several jobs
simultaneously and performing
them admirably.
• Millennials will change careers
many times.
• Retooling and recycling their
skills and talents will become
common.
• To retain them, smart employers
will encourage Millennials to try out different careers
within the same company.
Need for Services
• It is estimated that 3 million Millennials have
been diagnosed with ADHD and have been
medication (80% are boys).
• Within student populations, the number with
disabilities has jumped from 3% to 9%.
– Many have had individual education plans.
– Many need testing services (quiet, separate).
– Need to self-advocate to teachers.
– Major transition from high school to college.
Break
2004 Research Study
• Central Piedmont Community College’s
Center for Applied Research was
contracted to do this study by the
Workforce Development Board.
– Focus Groups were conducted.
– An Online Survey was administered.
– Data collected January–March 2004 from the
University of NC at Charlotte, Central
Piedmont Community College and Johnson C.
Smith University.
Characteristics They Look for in
Teachers
• At least 50% said:
– Enthusiastic about the course/teaching
– Are fun to be around
– Provide intellectual challenges
– Have flexible class policies
– Are sensitive to your needs/feelings
– Emphasize preparing for future career
Working in Teams
• How do you feel about working in teams?
– I like it 44.7%
– Have no feelings about it 25.9%
– I don’t like it 29.4%
Working in Teams
• In the classroom, do you do the
following? 1 = never
2 = rarely
3 = sometimes
4 = often
Mean (sd)
Are given “team grades” on working
with others 2.62 (.89)
Write papers/do projects with others 2.41 (.79)
Study/do research in teams 2.35 (.80)
What Will You Do
After Graduating?
• Immediately get a job 43%
• Continue my education 34%
• Take some time off 5%
• Marry/start a family 6%
• Not sure 13%
Career
Field
 How likely do you think it is that your first job
out of college will be in your career field?
– Somewhat Likely 37.4%
– Not Likely/Not Sure 20.5%
– Very Likely 39.4%
Worry
• Things they worry about frequently:
Future Plans
• Things they worry about occasionally:
Transitioning to Life After College
Finding a Job to Fulfill your Goals and
Aspirations
Money to Travel/for Hobbies
Life After College
Financial Debt
Worry
• Things they worry
about occasionally:
Home Ownership
Paying Monthly Bills
Finding a Job in Your Field
Relationships After College
• Things they don’t worry about at all:
Being Penalized for No Job Experience
Quality of Life?
Rank order of items that contribute
to a good quality of life
(% ranking item in top 3
on a scale of 1-8)
– Having a secure future for my family 71.5%
– Time to enjoy family/children 68.7%
– Having family/children 63.2%
– Having a great job 60.4%
– Having good friends 55.2%
– Having plenty of money 45.5%
– Having plenty of free time 40.2%
Your Generation in the Future
• Someday, your generation will be raising
kids, running corporations and occupying
high political office. When that day comes,
which areas of American life will be better,
the same or worse than today because of
your generation?
– 3 = better
– 2 = same
– 1 = worse
Areas they felt they would do better:
Technology
Race Relations
Areas they felt they would do about the
same:
Economy
Schools
Arts/Culture
Foreign Affairs
Areas they felt they
couldn’t improve on:
Government
Family Life
Religion
Crime/Public Order
Second Part of the Study
Feedback
from
Employers
Types of Companies
• Type
– For profit (14)
– Public (4)
– Not for profit (5)
– Private (11)
• Size
– < 50 employees (13)
– 51-100 employees (2)
– 101-500 employees (2)
– More than 500 employees (3)
What Students Told Us About
Their Career Expectations
Salary Expectations
• Realistically, what do you expect your starting
salary will be when you begin working?
Millennials
– $15-20K 7.7%
– $21-30K 29.3%
– $31-40K 27.0%
– $41-50K 15.9%
– $50K+ 7.0%
– Not sure 12.5%
Approximately 65% felt they would earn $40K or less
Importance of Career Components
• Elements thought to be very important
Respected on the Job
Opportunity for Professional Development
Ability to Have an Impact on the World
Importance of Career Components
• Items thought to be somewhat
important:
Access to Information and Expression of Personal
Opinion
Having High Job Prestige
Working with Inspiring Colleagues
Geographic Location of Job
Receive Guidance and Direction from Supervisor
Importance of Career Components
• Items thought to be somewhat important:
Participating in Company Decisions
Independence/Professional Autonomy
Using Creativity on the Job
Lots of Responsibility
Flexible Work Hours
Dress Code Appropriate to
Work Environment
Importance of Job Benefits
• Benefits thought to be very important
Health Insurance
Salary Growth
Plans like 401K
Life Insurance
Bonuses
Employer-paid Retirement
• Benefits thought to be unimportant
Stock Options
Profit Sharing
Jobs in Lifetime
• How many jobs do you
think you will hold in
your lifetime?
– 1-3 35.7%
– 4-6 41.5%
– 7-10 16.5%
– Over 10 6.2%
64% expect to have 4 or more jobs
Reasons US Workers Change Jobs
In 2006, 21% of US workers made voluntary
job changes for the following reasons:
1. Growth and earnings potential (30%)
2. Time and flexibility (23%)
3. Financial compensation (22%)
4. Culture and work environment (22%)
5. Benefits (12%)
6. Supervisor relationship (10%)
7. Travel and development (9%)
8. Management climate (9%)
Benefit News
Changing Workforce
• Workers are demanding the ability to balance their
work and personal responsibilities.
• Workers are not afraid of changing jobs.
• The idea that the best way to grow financially and
otherwise is to stay with one employer has been
eroding to the point of extinction.
• Younger workers and those earning $15,000 or less
were the most likely to change jobs.
• The cost of turnovers range from $7,000 for hourly
employees to $30,000 for mid-level managers and
$80,000 for technical or senior level management
(Center for Workforce Learning).
Charlotte Biz, March 2007
Future Odds
• The following % felt it was very likely that they
would someday:
Work for themselves/own business 21%
Have lifestyle they grew up with 63%
• 79% felt a two income household would be
somewhat to very important in reaching their
lifestyle goals?
What Employers Told Us
How is Your Organization Doing Now
With Characteristics of the Millennials
52.3
61.9
76.2
71.4
61.9
0
10
20
30
40
50
60
70
80
Percent Agree or Strongly Agree
Technology based on
employee need
Adapting to fast-
paced learning
Use team concept
Up-to-date
technology
Open to change
On What is Scheduling Based?
61.9
55
50
52
54
56
58
60
62
Percent Agree or Strongly Agree
Family
Responsibilities
Employee
Preferences
The Organization is Open to the
Following Issues of Diversity
60
52.4
81
42.8
0
10
20
30
40
50
60
70
80
90
Percent Agree or Strongly Agree
Other
generations
mentoring
millennials
Assimilation of
new employees
into old
employees
Increasing
awareness of
generational
differences
Increasing
training on
diversity
Implications for
Business
Our birth year gives rise to
experiences that influence our values
and behaviors
As seen by…
• Millennials… adaptive / planners, achievers, and
negotiators / technically fluent / highly optimistic
• Gen Xers… reactive/ dedicated / hard working /
ruthlessly focused on the bottom line
• Boomers… idealism / personal gratification / 55 hour
work week / mis-trust of authority
• Silent Generation… civic /stay the course / follow the
rules / duty before pleasure / patience
Generational customs drive
expectations of the organization and
of management
For example…
• Millennials want… a fun work place / moral leaders /
challenging supervisors / interesting coworkers /
personal growth
• Gen Xers … rely on themselves / do not seek
mentoring / caution in an unsafe world
• Boomers are… high on vision and values / don’t want
help from institutions / question authority
• Silent Generation … don’t change the system - work
within it / work well with all generations / teamwork
Generational calamities influence
career attitudes and employment
expectations
As shown by…
• Millennials… Columbine / OK City / 911– led to believe
that the world is less safe
• Gen Xers… Watergate / Layoffs / Women’s Lib -
became pragmatic and focused on self
• Boomers… Civil rights / Assassinations / Vietnam - led to
trust issues with authority; reacted to strong
disciplinarians
• Silent Generation… Market Crash / Pearl Harbor / - led
to a desire to improve the world for everyone not a select
few
Membership in a particular generation
influences perceptions of reality
• Millennials in particular believe everything is
negotiable, they make decisions through
continuous trial and error, they want a voice in
decisions that affect them, interact with all
adults as peers
• Millennials expect and need praise along with
feedback (they got it from their parents) and
they will take silence to be a lack of approval
Generational experiences can bear on
an organization’s performance & profit
•Alignment and retention, critical to a
company’s success, are both influenced by
generational values
•Boomers, although individualistic, are about
optimism and teamwork and are less likely to
turnover; Millennials on the other hand have
high expectations of an organization and may
move on if disappointed
Some are already in the workforce.
What are they saying?
• “The technology is too slow.”
• “Just because I’m young doesn’t mean I should be
given low pay and a poor work schedule.”
• “I expect to be treated fairly.”
• “We are inheriting a mess in the workforce – who got
us there?”
• “My dad worked 60 hours a week and then lost his
pension – no way I’m doing that.”
• “I can get my work done in 40 hours – sorry if you
can’t.”
Charlotte Observer, Sunday, March 5, 2006.
How They Will Push Us…
• More independence in the workforce
• Consumer-based fairness
• Better technology
• Enhanced professional development
• Get rid of “that’s the way we’ve always
done it”
• Have more life balance
• Re-establish priorities
So How Do We Work With Them?
• Because they have grown up in a different world,
never assume that they know certain things like:
– You don’t want to talk to their mother when they are
having problems.
– You don’t get points for showing up or an A for effort.
– The definition of plagiarism and cheating.
– It’s not appropriate to call the professor at home after
9pm.
– They can’t use IM language in papers.
– It’s not okay to email the professor 10 times a day.
– That when they email you at 3am, you’re not sitting on
the other end waiting to respond to them.
– The business office (and most others) close at 5pm.
Some Major Issues Worth
Addressing
• Some of them have been performing below
grade level all their lives… and they may not
know it (age of social promotion).
• You may be the first strict grader they have
encountered (will discourage them).
• Many are not very “hardy.” Will quit or drop
out because “it’s hard.”
• They are very good consumers and will figure
out a way to stay “under the radar.”
• They are not good planners and will do
everything late if allowed.
Issues of Late Registration
• Tracked four cohorts
– Those who participated in pre-registration (in spring for fall)
– Those registered one full week before fall term
– Those registered by the first week of class
– Those who registered during drop/add (not schedule adjusters)
  Cohort Cohort Cohort Cohort
Results  1 2 3 4
Headcount 3,786 8,357 3,398 1,188
Assigned Seats  10,756 21,859 7,755 2,162
Avg. Load (courses) 2.84 2.62 2.28 1.82
No pay (% heads) 19.39% 3.64% 8.42% 14.31%
No pay (% seats) 15.95% 2.74% 7.31% 14.62%
Retention% (in-term) 75.3% 69.1% 61.2% 54.7%
Retention% (fall to spring) 66.1% 60.1% 51.6% 40.5%
Retention% (fall to fall) 46.8% 42.4% 35.4% 26.8%
% of grades A-C 67.2% 58.6% 52.3% 45.2%
What Should Institutions Do (In
the Classroom)?
• Develop policies and practices around
appropriate communication (by
department).
• Give them electronic access to as much
as is philosophically possible.
• Draw a line on negotiations.
• Give them definitions, boundaries and
rules.
What Should Institutions Do?
• Stop existing in an 8-5 world.
• Establish prerequisites for reading and
writing intensive courses.
• Force them to take developmental
courses the first semester (don’t set
them up to fail).
• Stop letting them register late, hand in
late work and procrastinate.
What Should Institutions Do?
• Don’t let them take online courses if
they are not tech savvy and don’t
possess the motivation to complete.
• Train all faculty to detect and work with
low performing students (especially in
gate keeper courses).
What Should Institutions Do?
• Look into what is known about learning.
• Try to actively engage them.
• Engage them in group-oriented
activities
– Service learning
– Study groups
– Supplemental instruction
– Learning communities
What Should Institutions Do?
• Create alterative ways for the low-tech
students to come up to speed.
– Basic keyboarding skills.
– Special workshops or lab sessions on the
basics.
– Help them master software that “will do
work for them.”
– Get access to computers (refurbished,
community projects, grants, etc.)
One Final Word
• In case you're worried about what's
going to become of the younger
generation, it's going to grow up and
start worrying about the younger
generation. (Roger Allen)
Who Are They?
• A new “Silent Generation” referred to
as Generation Z, Generation Alpha or
the Homeland Generation.
• Starts mid-2000’s until about 2017 to
2020 and will be considered an
artist generation:
– Artists are subtle, indecisive, emotional and
compromising, often having to deal with feelings of
repression and inner conflict. They grow up as over-
protected children, come of age as sensitive young
adults, rebel as indecisive midlife leaders and become
empathic elders (like those born 1925-1942).
http://en.wikipedia.org/wiki/Strauss_and_Howe
Generation Z
• Will be raised on technology, they will not be
scared of anything, they will be open to new
ideas.
• They will be into truth and loyalty and they will
not be not afraid to voice their opinion.
• They will be flexible and open to change.
• They will be fearless and fun.
• They will be the ‘new’ hope for our own future.
• Their great-grandparents belong mostly to the
Silent Generation and the Baby boomers
form the core of their grandparents.
• Their parents are seen as being roughly
evenly divided between Generation X
and Generation Y.http://www.generationzbaby.com/generation-z.html
For a copy of this presentation:
http//www.cpcc.edu/millennial
Click on: “presentations and workshops”
Contact: terri.manning@cpcc.edu

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Complete millennial presentation

  • 1. The Millennial Generation: From the Classroom to the Workforce, What Can We Expect Terri Manning Bobbie Everett Cheryl Roberts A Study Funded by the Workforce Development Board
  • 2. It May Take a Village to Raise a Child, but it Takes a Society to Raise a Generation Economic Conditions Societal Norms Political Events Major Crises
  • 3. Each Generation • Consists of approximately a 20-year span (not all demographers and generation researchers agree on the exact start/stop dates) • Has a unique set of values • Reacts to the generation before them • Looks at their generation as the standard of comparison • Looks at the next generation skeptically “these kids today…” • Those born on the “cusp” may have a blended set of characteristics • They are either idealistic, reactive, civic or adaptive
  • 4. Two Responses to This Research 1. The Millennials are spoiled rotten brats whose parents have given them everything. 2. This generation is extremely talented and will bring technology and teamwork skills to the workforce.
  • 5. The Veterans (also known as the Silent Generation or the Greatest Generation) 1925–1942 (adaptive) Core Values Dedication Hard Work Conformity Law and Order Patience Delayed Reward Duty before Pleasure Adherence to Rules Honor
  • 6. The Veterans • Children of the Great Depression and WWII, this generation decided not to attack the institutions created by the generation before them, but instead, as global thinkers, they chose to focus on improving and refining them so that they could be good for everyone, not just a select few. • The overall goal was not to change the system, but to work within it. • While economically very successful, they were also the inventors of "the midlife crises" probably because they didn't get a chance to enjoy the freedoms of their youth.
  • 7. The Veterans Important Events • Lindbergh Completes First Transatlantic Flight • Stock Market Crash • Depression • The New Deal • Social Security • Pearl Harbor • The End of WWII • FDR Dies • Korean War
  • 8. Cultural Memorabilia for the Veterans • Kewpie Dolls • Mickey Mouse • Flash Gordon • Radio • Wheaties • Tarzan • Jukeboxes • Blondie • The Lone Ranger • The McCarthy Era
  • 9. The Veteran Generation Childhood • Raised by the GI Generation (civic) • Large families (3-5 children) • Strong sense of extended family (same town or home) • Grandparents in the home • Average 10-year-old spent 4-6 hours daily with a significant adult role model • Rural society • Apprenticeship businesses and farming • Perception of the world as “safe”
  • 10. The Baby Boomers 1943–1964 (the largest generation, idealist) Core Values Optimism Team Orientation Personal Gratification Health and Wellness Personal Growth Youth Work Involvement
  • 11. Baby Boomers Important Events • Rosa Parks • First Nuclear Power Plant • The Civil Rights Act • Cuban Missile Crisis • John Glen Orbits the Earth • Martin Luther King Leads March on Washington, D.C. • President John F. Kennedy Assassination • National Organization for Women Founded • Martin Luther King Assassination • Robert F. Kennedy Assassination • Watergate • Kent State Massacre • Vietnam War
  • 12. Cultural Memorabilia for Baby Boomers • Television • The Ed Sullivan Show • Barbie Dolls • Fallout Shelters • Poodle Skirts • Pop Beads • Slinkies • TV Dinners • Hula Hoops • The Peace Sign • Laugh In
  • 13. The Baby Boomer Childhood • Divorce reached a low in 1960 of 9% • Families moved due to GI Bill, GI housing and industrialization • First generation to live miles from extended family • Family size smaller (2-3 children) • Few grandparents in the home • Moms stayed home • Dads carpooled • Children spent significant time with adult role models • Perception of the world as “safe”
  • 14. Baby-boomer Results • Very idealistic - banned together and walked through life with their fists held high • Generation gap occurred between them and their parents • Captured phrases like “why be normal” and “question authority” • They weren’t friendly toward authority figures • Did not get along with their parents and swore they would not raise their kids like they were raised • As adults - work an average of 55 hours per week
  • 16. The Gen Xers 1965–1982 A Lost Generation… A Nomadic Generation….. Half the Size of the Baby Boom (reactive) Core Values Dedication Hard Work Conformity Law and Order Patience Delayed reward Duty before pleasure Adherence to rules Honor
  • 17. Gen X Important Events • Women’s Liberation Protests • Watergate Scandal • Energy Crisis begins • Tandy and Apple Market PCs • Mass Suicide in Jonestown • Three Mile Island • US Corporations begin Massive Layoffs • Iran Hostage Crisis • John Lennon Shot and Killed • Ronald Reagan Inaugurated • Challenger Disaster • Exxon Valdez Oil Tanker Spill
  • 18. Cultural Memorabilia for Gen X • The Brady Bunch • Pet Rocks • Platform Shoes • The Simpsons • Evening Soaps (Dallas and Dynasty) • ET • Cabbage Patch Dolls • Super-hero Cartoons on TV (He-man)
  • 19. Generation X • This is the conscientious, extremely pragmatic, self-sufficient generation that has a ruthless focus on the bottom-line. • Born and raised at a time when children were at the bottom of our social priorities, Gen Xers learned that they could only count on one thing - themselves. As a result, they are very "me" oriented. • They are not active voters, nor are they deeply involved in politics in general.
  • 20. The Gen X Childhood • Divorce reached an all-time high • Single-parent families became the norm • Latch-key kids were a major issue of the time • Children not as valued – looked at as a hardship • Families spread out (miles apart) • Family size = 1.7 children (many only-children) • Perception of the world as “unsafe” • Average 10 year old spent 14 ½ minutes a day with a significant adult role model • Parents looked around and said – we need to do this better
  • 22. The Echo Boom/Millennials…  The Millennials are almost as large as the baby boom-some say larger - depending on how you measure them (approx. 81M).  The Millennials are the children born between 1982 and 2002 (peaked in 1990), a cohort called by various names: Generation Y Echo Boom Net GenerationMillennials
  • 23. Millennials • This generation is civic-minded, much like the previous GI Generation. • They are collectively optimistic, long-term planners, high achievers with lower rates of violent crime, teen pregnancy, smoking and alcohol use than ever before. • This generation believes that they have the potential to be great and they probably do. We are looking to them to provide us with a new definition of citizenship.
  • 24. The Millennial Childhood • The most monumental financial boom in history. • Steady income growth through the 1990’s. • Still great disparity between races. • Saw their parents lose all their stocks and mutual funds (college funds) during the early 2000’s.
  • 25. Mean Income History for a Family of Four by Race $30,000 $40,000 $50,000 $60,000 $70,000 $80,000 $90,000 1 9 88 1 9 89 1 990 1 9 91 1 992 1 9 93 1 994 1 9 95 1 9 96 1 9 97 1 9 98 1 9 99 2 0 00 2 0 01 2 0 02 2 0 03 Black White Hispanic
  • 26. Demographic Trends  The Baby Boomers chose to become older parents in the 1980s while Gen X moms reverted back to the earlier birth-age norm, which meant that two generations were having babies.  In 1989, 29 percent of the 4.4 million live births were to women aged 30 and older.  Millennials have older largely Baby Boomer parents: Average age of mothers at birth at an all time high of 27 in 1997.
  • 27. Demographic Trends, cont.  Smaller families: Only children will comprise about 10% of the population.  More parental education: 1 in 4 has at least one parent with a college degree.  Kids born in the late ‘90s are the first in American history whose mothers are better educated than their fathers by a small margin.
  • 28. Demographic Trends – Changing Diversity  Increase in Latino immigration - Latino women tend to have a higher fertility rates than non-Latino women.  Nearly 35% of Millennials are nonwhite or Latino.  Twenty percent of this generation has at least one parent who is an immigrant.  Millennials have become the most racially and ethnically diverse generation in US History.
  • 29. Safety Issues The Safest Generation • This generation was buckled up in car seats, wore bike helmets, elbow and knee pads when skating, and were the inspiration for “Baby on Board” signs. The Well-Being of U.S. Teens • Mortality Rate for US teens aged 15–19 declined from 1960 to 1997. -Teens are having fewer accidents than Boomers
  • 30. General Health Conditions (Children under 18, rates per 1,000) 0 10 20 30 40 50 60 70 80 1984 1987 1990 1992 1993 1994 1995 1996 Asthma Tonsils/Adenoids Deformities Speech Hearing Visual Heart Disease Epilepsy http://aspe.hhs.gov/hsp/99trends/hc-2-healthcond.pdf, Department of Health and Human Services
  • 31. Doses of Methylphenidate (Ritalin) in Millions 0 20 40 60 80 100 120 140 160 180 200 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 United States Other US Department of Justice, DEA, http://www.methylphenidate.net/
  • 32. Overweight Children and Adolescents 10 12 14 16 18 20 22 24 60's 1971-74 1976-80 1988-91 2003-4 males 6-11 females 6-11 males 12-17 females 12-17 http://aspe.hhs.gov/hsp/99trends/hc-2-healthcond.pdf, Department of Health and Human Services
  • 33. Major Influencing Factors 1. Their parents 2. The self-esteem movement 3. The customer service movement 4. Gaming and technology 5. Casual communication
  • 34. Parenting Millennials • This generation is being parented by well- educated, over-involved adults who participate in “deliberate parenting.” They have outcomes in mind. • Boomers were the first generation to be thrown out in to an unsafe world as adolescents. • The 60’s and 70’s were very scary and many of us felt unprepared for it. • We were naïve and didn’t have enough tools in our tool box to deal with it.
  • 35. Baby Boomers as Parents • Boomers rebelled against the parenting practices of their parents. • Strict discipline was the order of the day for boomers. • They made conscious decisions not to say “because I told you so” or “because I’m the parent and you’re the child.” • Boomers became more “friendly” with their children. They wanted to have open lines of communication and a relationship with them.
  • 36. Baby Boomers as Parents • They explained things to their children, (actions, consequences, options, etc.) – they wanted them to learn to make informed decisions. • They allowed their children to have input into family decisions, educational options and discipline issues. • We told them “just because it is on television doesn’t mean it’s true” or “you can’t believe everything you read.” • We wanted them to question authority.
  • 37. The Result • Millennials have become “a master set of negotiators” who are capable of rational thought and decision-making skills at young ages. • They will negotiate with anyone including their parents, teachers and school administrators. • Some call this “arguing.”
  • 38. CPCC Sociology Instructor • “More and more students challenge me and the material. They either see it as opinion, and nothing else, or they see it as … propaganda.”
  • 39. Helicopter Parents • Helicopter Parent (n) A parent who hovers over his or her children. • Or Snowplow parent: Parents who clear the way for their children • ……these (echo) boomers are confident, achievement-oriented and used to hovering "helicopter" parents keeping tabs on their every move. (Anthony DeBarros, "New baby boom swamps colleges," USA Today, January 2, 2003)
  • 40. Helicopter Parent go to College • A new generation of over-involved parents are flooding campus orientations, meddling in registration and interfering with students' dealings with professors, administrators and roommates, school officials say. • Some of these hovering parents, whose numbers have been rising for several years, are unwittingly undermining their children's chances of success, campus administrators say. Now, universities and colleges are moving rapidly to build or expand programs aimed at helping parents strike a better balance. Colleges Ward Off Overinvolved Parents By Sue Shellenbarger From The Wall Street Journal Online
  • 41. Baby Boomer Parents have been their Biggest Cheerleaders • Millennials expect and need praise. • Will mistake silence for disapproval. • Millennials expect feedback.
  • 42. Parental Care in the Millennial Era • Today’s typical family is spending more, not less, time with kids. • Smaller families mean more time with each child. • Fathers are spending more time with children. • Less housework is being done. • There is a strong connection between the social lives of parents and kids. • They get along with their parents and share their parents’ values.
  • 43. Focus on Self-esteem • This generation was the center of the “self-esteem” movement. • 9,068 books were written about self-esteem and children during the 80s and 90s (there were 485 in the 70s). • The state of California spent millions studying the construct and published a document entitled “Toward a State of Self-esteem.” • Yet they can’t escape the angst of adolescence – they still feel disconnected, question their existence, purpose and the meaning of life. They want to feel valued and cared about.
  • 44. Focus on Customer Service • Expect access (24/7) • Expect things to work like they are supposed to • If they don’t “that is your problem” • They want what they have paid for • Everything comes with a toll-free number or web address • Want “Gateway Go Back” in classes
  • 45. Add the Impact of Gaming • Gaming has impacted children – The game endings changed based on the decisions children made (Role Playing Games [Legend of Zelda, Final Fantasy, Chronotrigger]) impacting locus of control. – Involves a complex set of decision- making skills. – Teaches them to take multiple pieces of data and make decisions quickly. – Learning more closely resembles Nintendo, a trial and error approach to solving problems.
  • 46. We navigated our way through…..
  • 47. They navigated their way through…..
  • 48. Technology • This generation has been plugged in since they were babies. • They grew up with educational software and computer games. • They think technology should be free. • They want and expect services 24/7. • They do not live in an 8–5 world. • They function in an international world.
  • 49. Millennials Want to Learn With technology With each other Online In their time In their place Doing things that matter (most important) Source: Achievement and the 21st Century Learner.
  • 50. Technology In School • Students are increasingly savvy when it comes to technology. • In general, students expect faculty to incorporate technology into their teaching and be proficient at it. • At the very least, communication via e-mail, access to online resources, PowerPoint presentations, Internet activities, discussion boards and electronic classrooms are expected. • Faculty will need to balance the use of technology with their own philosophies of teaching.
  • 51. Technology Use • Children under 6 years – 48% have used a computer – 27% (4-6 year-olds) use a computer daily – 39% use a computer several times a week – 30% have played computer games • Teens – 100% use the internet to seek information – 94% use the internet for school research – 41% use email and IM to contact teachers and schoolmates about school work – 81% email friends and relatives – 70% use IM to keep in touch – 56% prefer the internet to the telephone
  • 52. By age 21….. • It is estimated that the average child will have: – Spent 10,000 hours playing video games – Sent 200,000 emails – Spent 20,000 hours watching TV – Spent 10,000 hours on their cell phone – Spent under 5,000 hours reading • But these are issues of income. Will a child who grows up in a low income household have these same experiences?
  • 53. The “Information Age” Mindset • Students have never known life without the computer. It is an assumed part of life. • The Internet is a source of research, interactivity, and socializing (they prefer it over TV). • Doing is more important than knowing. • There is zero tolerance for delays. • The infrastructure and the lecture tradition of colleges may not meet the expectations of students raised on the Internet and interactive games.
  • 54. Cell Phone Technology • They all have cell phones and expect to be in contact 24/7. • Not a phone – a lifestyle management tool • Staying “connected” is essential. • Communication is a safety issue for parents. • Communication has become casual for students (IM, email and cell phones.
  • 55. What About 1st Generation Students? • Not all students will be proficient; first-generation and students from low income or working class families may have less experience. • Their experience with technology has been in arcades and minimally in school (poorer districts.) • They have not had the exposure to educational uses of technology. • We need another placement test – remedial keyboarding and technology. • Huge digital divide between the “haves” and the “have nots” based on income levels (class). • Digital divide is appearing in pre-K.
  • 56. Take a Look at a Large Urban K-12 School District 2005-2006 Charlotte-Mecklenburg Schools in Charlotte, NC District = 129,011 Students - High School Students =36,420 Number in Population Percent in Population White 46,316 39.3% African American 50,646 43.0% Hispanic* 12,638 10.7% Asian* 4,976 4.2% Native American* 663 0.6% Multi-racial/other 2,566 2.2%
  • 57. Percent At or Above Grade Level Subject Areas White African American Hispanic/ Latino Native America Algebra I (n=9,260) 88.10% 58% 63.50% 68.30% Geometry (n=7,699) 79.80% 36% 51.50% 46.20% Algebra II (n=6,888) 84.20% 54.50% 67.80% 50% Biology (n=7,606) 83.40% 42.50% 48.60% 43.20% Chemistry (n=5,781) 73.80% 39.60% 50.30% 43.50% US History (n=7,000) 78.6% 39.5% 52.0% 46.7% English (n=8,935) 94.4% 74.7% 66.1% 74.3%
  • 58. Percent At or Above Grade Level Subject Areas Low Income Limited English Algebra I (n=9,260) 57.9% 55.0% Geometry (n=7,699) 37.4% 41.3% Algebra II (n=6,888) 57.2% 59.9% Biology (n=7,606) 40.5% 29.1% Chemistry (n=5,781) 40.6% 42.7% US History (n=7,000) 39.1% 29.9% English I (n=8,935) 69.4% 49.8%
  • 59. K-8 End of Grade Tests in Reading/Literacy Percent At or Above Grade Level 40% 50% 60% 70% 80% 90% 100% K (re ad in ess) 1 st (rea dine ss) 2 nd (rea d in e ss) 3 rd (E O G ) 4 th (E O G ) 5 th (E O G ) 6 th (E O G ) 7 th (E O G ) 8 th (E O G ) White African Americans Hispanic/Latino Native American
  • 60. K-8 End of Grade Tests in Math Percent At or Above Grade Level 30% 40% 50% 60% 70% 80% 90% 100% K (read in ess) 1 st (readiness) 2 nd (readiness) 3 rd (EO G ) 4 th (EO G ) 5 th (EO G ) 6 th (EO G ) 7 th (EO G ) 8 th (EO G ) White African Americans Hispanic/Latino Native American
  • 61. Once in College • Many of our students have had little academic success in the past. • They have been functioning below grade level since early elementary school. • Computer skills are also lower. • They come to college and we test them using a computer. • They test into remedial courses but don’t take them. • They enroll in courses they aren’t prepared for. • They also take distance ed classes (require more motivation and discipline).
  • 62. Of the 5,694 New Program-declared Students at CPCC in Fall 2004…. ..who took math placement tests Number Percent Placed into college-level math 548 9.6% Placed into remedial math but didn't take recommended course that semester 4,748 83.4% Took the remedial course they placed into that first semester 398 7.0%
  • 63. Is It Different by Race? Math Placements White Afr. Amer. Hisp./ Latino Asian Nat. Amer. Other Tested to College Level 14.1% 7.7% 18.6% 19.4% 14.3% 23.9% Didn't Take Placed Course 78.0% 83.1% 72.3% 73.1% 78.6% 70.9% Took Placed Course 7.9% 9.2% 9.1% 7.4% 7.1% 5.2%
  • 64. In School • They need to understand why they are doing what they are doing – objectives of classroom activities and projects. • They want to have input into their educational processes. • They want to be involved in meaningful activities, not mundane work. • They think it is cool to be smart. • They will respond well to programs like “learning communities and service learning.”
  • 65. Millennial Expectations • Clear expectations, explicit syllabi, and well structured assignments. • They expect detailed instructions and guidelines for completing assignments. • They have come from K-12 systems where students are actively involved in learning and classroom activities change often. • Teachers are helpers and facilitators of learning.
  • 66. Satisfaction with Online Courses 63% 55% 38% 26% 0% 10% 20% 30% 40% 50% 60% 70% Veterans Boomers Gen X Millennials Source: Educause
  • 67. CPCC Students: How satisfied were you with the technical capabilities of the online course? 61.3 3.61 76.9 3.76 72.8 3.8 80.6 4.06 0 10 20 30 40 50 60 70 80 90 Millennials Gen X Baby Boomers Veterans % satisfied Mean by Group
  • 68. CPCC Students: How satisfied are you with the format in which the online course was offered? 60.3 3.55 68.6 3.76 71.8 3.77 75.8 3.94 0 10 20 30 40 50 60 70 80 Millennials Gen X Baby Boomers Veterans % satisfied Mean by Group
  • 69. Attitudes …….. TV Generation “Boomers” PC Generation “Gen X” Net Generation “Millennials” Web What is it? Web is a tool Web is oxygen Community Personal Extended Personal Virtual Perspective Local Multi-national Global Career One career Multiple careers Multiple reinventions Loyalty Corporation Self Soul Authority Hierarchy Unimpressed Self as expert
  • 70. Issues for Schools, Colleges and Universities in an Information Age • Plagiarism (consumer/creator blurring) • Cheating (must define it) • Cell Phone Policies • Typing vs. Handwriting From: The Information Age Mindset: Changes in Students and Implications for Higher Education. By Jason L. Frand. Educause. Sep/Oct 2000.
  • 71. How are Millennials doing in school? • Teachers report that students are doing better academically. • The largest gains have been in math and science for ages 9 and 13. • Verbal skills show less clear trends. • Millennials have corrected a late 80s decline in writing proficiency. • Reading scores show modest gains through the 90s.
  • 72. SAT Scores – a Twenty Year Reversal 508 514 503 508 507 504 506 505505505505505 504 499500500 499 500 504 505 507 509 509 504 503 518 520 518 494 497 500500 501 501 500 501 502 501 503 504 506 508 511 511 512 514 516 519 490 495 500 505 510 515 520 19 83 19 84 19 85 19 86 19 87 19 88 19 89 19 90 19 91 19 92 19 93 19 94 19 95 19 96 19 97 19 98 19 99 20 00 20 01 20 02 20 03 20 04 20 05 20 06 Verbal Math Millennials Taking SAT Highest SAT Scores in 35 Years
  • 73. SAT 2006 College-bound Seniors by Gender and Test Component 0.00% 2.00% 4.00% 6.00% 8.00% 10.00% 12.00% 14.00% 16.00% 18.00% 20.00% 200- 250 250- 299 300- 349 350- 399 400- 449 450- 499 501- 549 550- 599 600- 649 650- 699 700- 749 750- 800 Female Reading Female Math Female Writing Male Reading Male Math Male Writing 22.1% scored over 600 on any of the three areas, 16.2% scored below 400 on any of the three areas.
  • 74. Mean SAT Scores by Race - 2006 526 520 525 437 423 435 453 448 452 509 562 518 485 478 480 494 497 498 400 420 440 460 480 500 520 540 560 580 W hite A frican A m erican H isp an ic/Latino A sian N ative A m erican O ther Reading Math Writing
  • 75. What Do Businesses and Colleges/ Universities Need to Know about Today’s College Students and Graduates Here Come the Girls
  • 76. College Full-time Enrollments in Millions 0 1 2 3 4 5 6 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 2020 freshmen girls Sophomore girls junior girls senior girls freshmen boys sophomore boys junior boys senior boys First Millennial College Graduates Spring 2004 --- Peak Enrollment 2010. Of the 5.8 million in college in 2010, 56% will be women.
  • 77. Boys Issues in K-12 For Every 100 Girls Who…. Number of Boys Enroll in Kindergarten 116 Enroll in Ninth Grade 101 Enroll in Twelfth Grade 98 Are Suspended from K-12 250 Are Expelled from K-12 335 Diagnosed with Learning Disability 276 Enroll in the gifted and talented program 94 The Boys Project. http://www.boysproject.net/statistics.html
  • 78. Boys and Their Educational Choices For Every 100 Girls Who…. Number of Boys Graduate from High School 96 Enroll in College 77 Earn an Associates Degree 67 Earn a Bachelors Degree 73 Earn a Masters Degree 62 Earn a Doctorate 92 The Boys Project. http://www.boysproject.net/statistics.html
  • 79. First Time Freshman Enrollments by Gender – 50 Years (numbers in thousands) 0 200 400 600 800 1000 1200 1400 1600 1 9 5 5 1 9 6 0 19 6 5 1 9 7 0 1 9 7 5 1 9 8 0 1 9 8 5 19 9 0 1 9 9 5 2 0 0 0 2 0 0 4 Males Females (45.2%) (54.8%)
  • 80. College Graduation Projections (numbers in thousands) (61% of degrees will go to women) 250 350 450 550 650 750 850 950 1050 20 05-6 20 06-7 20 07-8 20 08-9 20 09-1 0 20 10-1 1 20 11-1 2 20 12-13 20 13-14 Assoc. Degree Male Assoc. Degree Female Bach. Degree Male Bach. Degree Female (37.4%) (62.6%) (40%) (60%)
  • 81. Ambitions  Most popular college majors: • Medicine • Education/teaching • Business and marketing • Engineering • Law and politics • Computer science  Most sought after qualities in careers: • Responsibility • Independence • Creativity • Idealistic and committed co-workers  Most common job trends : • Multi-taskers • Change Careers • Seek security & benefits • Stay with company that offers a challenge Source: Industry Week, March, 1998.
  • 82. Difference in Values • They have witnessed their baby boomer parents coming home from stressed jobs, exhausted, falling asleep at the dinner table; and don’t want that for themselves. • They are a generation who is interested in a life with value and meaning – they do not aspire to what the “boomers” aspire to – they want something different.
  • 83. True Multi-taskers • Millennials have lived programmed lives and are already quite capable of learning several jobs simultaneously and performing them admirably. • Millennials will change careers many times. • Retooling and recycling their skills and talents will become common. • To retain them, smart employers will encourage Millennials to try out different careers within the same company.
  • 84. Need for Services • It is estimated that 3 million Millennials have been diagnosed with ADHD and have been medication (80% are boys). • Within student populations, the number with disabilities has jumped from 3% to 9%. – Many have had individual education plans. – Many need testing services (quiet, separate). – Need to self-advocate to teachers. – Major transition from high school to college.
  • 85. Break
  • 86. 2004 Research Study • Central Piedmont Community College’s Center for Applied Research was contracted to do this study by the Workforce Development Board. – Focus Groups were conducted. – An Online Survey was administered. – Data collected January–March 2004 from the University of NC at Charlotte, Central Piedmont Community College and Johnson C. Smith University.
  • 87. Characteristics They Look for in Teachers • At least 50% said: – Enthusiastic about the course/teaching – Are fun to be around – Provide intellectual challenges – Have flexible class policies – Are sensitive to your needs/feelings – Emphasize preparing for future career
  • 88. Working in Teams • How do you feel about working in teams? – I like it 44.7% – Have no feelings about it 25.9% – I don’t like it 29.4%
  • 89. Working in Teams • In the classroom, do you do the following? 1 = never 2 = rarely 3 = sometimes 4 = often Mean (sd) Are given “team grades” on working with others 2.62 (.89) Write papers/do projects with others 2.41 (.79) Study/do research in teams 2.35 (.80)
  • 90. What Will You Do After Graduating? • Immediately get a job 43% • Continue my education 34% • Take some time off 5% • Marry/start a family 6% • Not sure 13%
  • 91. Career Field  How likely do you think it is that your first job out of college will be in your career field? – Somewhat Likely 37.4% – Not Likely/Not Sure 20.5% – Very Likely 39.4%
  • 92. Worry • Things they worry about frequently: Future Plans • Things they worry about occasionally: Transitioning to Life After College Finding a Job to Fulfill your Goals and Aspirations Money to Travel/for Hobbies Life After College Financial Debt
  • 93. Worry • Things they worry about occasionally: Home Ownership Paying Monthly Bills Finding a Job in Your Field Relationships After College • Things they don’t worry about at all: Being Penalized for No Job Experience
  • 94. Quality of Life? Rank order of items that contribute to a good quality of life (% ranking item in top 3 on a scale of 1-8) – Having a secure future for my family 71.5% – Time to enjoy family/children 68.7% – Having family/children 63.2% – Having a great job 60.4% – Having good friends 55.2% – Having plenty of money 45.5% – Having plenty of free time 40.2%
  • 95. Your Generation in the Future • Someday, your generation will be raising kids, running corporations and occupying high political office. When that day comes, which areas of American life will be better, the same or worse than today because of your generation? – 3 = better – 2 = same – 1 = worse
  • 96. Areas they felt they would do better: Technology Race Relations Areas they felt they would do about the same: Economy Schools Arts/Culture Foreign Affairs Areas they felt they couldn’t improve on: Government Family Life Religion Crime/Public Order
  • 97. Second Part of the Study Feedback from Employers
  • 98. Types of Companies • Type – For profit (14) – Public (4) – Not for profit (5) – Private (11) • Size – < 50 employees (13) – 51-100 employees (2) – 101-500 employees (2) – More than 500 employees (3)
  • 99. What Students Told Us About Their Career Expectations
  • 100. Salary Expectations • Realistically, what do you expect your starting salary will be when you begin working? Millennials – $15-20K 7.7% – $21-30K 29.3% – $31-40K 27.0% – $41-50K 15.9% – $50K+ 7.0% – Not sure 12.5% Approximately 65% felt they would earn $40K or less
  • 101. Importance of Career Components • Elements thought to be very important Respected on the Job Opportunity for Professional Development Ability to Have an Impact on the World
  • 102. Importance of Career Components • Items thought to be somewhat important: Access to Information and Expression of Personal Opinion Having High Job Prestige Working with Inspiring Colleagues Geographic Location of Job Receive Guidance and Direction from Supervisor
  • 103. Importance of Career Components • Items thought to be somewhat important: Participating in Company Decisions Independence/Professional Autonomy Using Creativity on the Job Lots of Responsibility Flexible Work Hours Dress Code Appropriate to Work Environment
  • 104. Importance of Job Benefits • Benefits thought to be very important Health Insurance Salary Growth Plans like 401K Life Insurance Bonuses Employer-paid Retirement • Benefits thought to be unimportant Stock Options Profit Sharing
  • 105. Jobs in Lifetime • How many jobs do you think you will hold in your lifetime? – 1-3 35.7% – 4-6 41.5% – 7-10 16.5% – Over 10 6.2% 64% expect to have 4 or more jobs
  • 106. Reasons US Workers Change Jobs In 2006, 21% of US workers made voluntary job changes for the following reasons: 1. Growth and earnings potential (30%) 2. Time and flexibility (23%) 3. Financial compensation (22%) 4. Culture and work environment (22%) 5. Benefits (12%) 6. Supervisor relationship (10%) 7. Travel and development (9%) 8. Management climate (9%) Benefit News
  • 107. Changing Workforce • Workers are demanding the ability to balance their work and personal responsibilities. • Workers are not afraid of changing jobs. • The idea that the best way to grow financially and otherwise is to stay with one employer has been eroding to the point of extinction. • Younger workers and those earning $15,000 or less were the most likely to change jobs. • The cost of turnovers range from $7,000 for hourly employees to $30,000 for mid-level managers and $80,000 for technical or senior level management (Center for Workforce Learning). Charlotte Biz, March 2007
  • 108. Future Odds • The following % felt it was very likely that they would someday: Work for themselves/own business 21% Have lifestyle they grew up with 63% • 79% felt a two income household would be somewhat to very important in reaching their lifestyle goals?
  • 110. How is Your Organization Doing Now With Characteristics of the Millennials 52.3 61.9 76.2 71.4 61.9 0 10 20 30 40 50 60 70 80 Percent Agree or Strongly Agree Technology based on employee need Adapting to fast- paced learning Use team concept Up-to-date technology Open to change
  • 111. On What is Scheduling Based? 61.9 55 50 52 54 56 58 60 62 Percent Agree or Strongly Agree Family Responsibilities Employee Preferences
  • 112. The Organization is Open to the Following Issues of Diversity 60 52.4 81 42.8 0 10 20 30 40 50 60 70 80 90 Percent Agree or Strongly Agree Other generations mentoring millennials Assimilation of new employees into old employees Increasing awareness of generational differences Increasing training on diversity
  • 114. Our birth year gives rise to experiences that influence our values and behaviors As seen by… • Millennials… adaptive / planners, achievers, and negotiators / technically fluent / highly optimistic • Gen Xers… reactive/ dedicated / hard working / ruthlessly focused on the bottom line • Boomers… idealism / personal gratification / 55 hour work week / mis-trust of authority • Silent Generation… civic /stay the course / follow the rules / duty before pleasure / patience
  • 115. Generational customs drive expectations of the organization and of management For example… • Millennials want… a fun work place / moral leaders / challenging supervisors / interesting coworkers / personal growth • Gen Xers … rely on themselves / do not seek mentoring / caution in an unsafe world • Boomers are… high on vision and values / don’t want help from institutions / question authority • Silent Generation … don’t change the system - work within it / work well with all generations / teamwork
  • 116. Generational calamities influence career attitudes and employment expectations As shown by… • Millennials… Columbine / OK City / 911– led to believe that the world is less safe • Gen Xers… Watergate / Layoffs / Women’s Lib - became pragmatic and focused on self • Boomers… Civil rights / Assassinations / Vietnam - led to trust issues with authority; reacted to strong disciplinarians • Silent Generation… Market Crash / Pearl Harbor / - led to a desire to improve the world for everyone not a select few
  • 117. Membership in a particular generation influences perceptions of reality • Millennials in particular believe everything is negotiable, they make decisions through continuous trial and error, they want a voice in decisions that affect them, interact with all adults as peers • Millennials expect and need praise along with feedback (they got it from their parents) and they will take silence to be a lack of approval
  • 118. Generational experiences can bear on an organization’s performance & profit •Alignment and retention, critical to a company’s success, are both influenced by generational values •Boomers, although individualistic, are about optimism and teamwork and are less likely to turnover; Millennials on the other hand have high expectations of an organization and may move on if disappointed
  • 119. Some are already in the workforce. What are they saying? • “The technology is too slow.” • “Just because I’m young doesn’t mean I should be given low pay and a poor work schedule.” • “I expect to be treated fairly.” • “We are inheriting a mess in the workforce – who got us there?” • “My dad worked 60 hours a week and then lost his pension – no way I’m doing that.” • “I can get my work done in 40 hours – sorry if you can’t.” Charlotte Observer, Sunday, March 5, 2006.
  • 120. How They Will Push Us… • More independence in the workforce • Consumer-based fairness • Better technology • Enhanced professional development • Get rid of “that’s the way we’ve always done it” • Have more life balance • Re-establish priorities
  • 121. So How Do We Work With Them? • Because they have grown up in a different world, never assume that they know certain things like: – You don’t want to talk to their mother when they are having problems. – You don’t get points for showing up or an A for effort. – The definition of plagiarism and cheating. – It’s not appropriate to call the professor at home after 9pm. – They can’t use IM language in papers. – It’s not okay to email the professor 10 times a day. – That when they email you at 3am, you’re not sitting on the other end waiting to respond to them. – The business office (and most others) close at 5pm.
  • 122. Some Major Issues Worth Addressing • Some of them have been performing below grade level all their lives… and they may not know it (age of social promotion). • You may be the first strict grader they have encountered (will discourage them). • Many are not very “hardy.” Will quit or drop out because “it’s hard.” • They are very good consumers and will figure out a way to stay “under the radar.” • They are not good planners and will do everything late if allowed.
  • 123. Issues of Late Registration • Tracked four cohorts – Those who participated in pre-registration (in spring for fall) – Those registered one full week before fall term – Those registered by the first week of class – Those who registered during drop/add (not schedule adjusters)   Cohort Cohort Cohort Cohort Results  1 2 3 4 Headcount 3,786 8,357 3,398 1,188 Assigned Seats  10,756 21,859 7,755 2,162 Avg. Load (courses) 2.84 2.62 2.28 1.82 No pay (% heads) 19.39% 3.64% 8.42% 14.31% No pay (% seats) 15.95% 2.74% 7.31% 14.62% Retention% (in-term) 75.3% 69.1% 61.2% 54.7% Retention% (fall to spring) 66.1% 60.1% 51.6% 40.5% Retention% (fall to fall) 46.8% 42.4% 35.4% 26.8% % of grades A-C 67.2% 58.6% 52.3% 45.2%
  • 124. What Should Institutions Do (In the Classroom)? • Develop policies and practices around appropriate communication (by department). • Give them electronic access to as much as is philosophically possible. • Draw a line on negotiations. • Give them definitions, boundaries and rules.
  • 125. What Should Institutions Do? • Stop existing in an 8-5 world. • Establish prerequisites for reading and writing intensive courses. • Force them to take developmental courses the first semester (don’t set them up to fail). • Stop letting them register late, hand in late work and procrastinate.
  • 126. What Should Institutions Do? • Don’t let them take online courses if they are not tech savvy and don’t possess the motivation to complete. • Train all faculty to detect and work with low performing students (especially in gate keeper courses).
  • 127. What Should Institutions Do? • Look into what is known about learning. • Try to actively engage them. • Engage them in group-oriented activities – Service learning – Study groups – Supplemental instruction – Learning communities
  • 128. What Should Institutions Do? • Create alterative ways for the low-tech students to come up to speed. – Basic keyboarding skills. – Special workshops or lab sessions on the basics. – Help them master software that “will do work for them.” – Get access to computers (refurbished, community projects, grants, etc.)
  • 129. One Final Word • In case you're worried about what's going to become of the younger generation, it's going to grow up and start worrying about the younger generation. (Roger Allen)
  • 130. Who Are They? • A new “Silent Generation” referred to as Generation Z, Generation Alpha or the Homeland Generation. • Starts mid-2000’s until about 2017 to 2020 and will be considered an artist generation: – Artists are subtle, indecisive, emotional and compromising, often having to deal with feelings of repression and inner conflict. They grow up as over- protected children, come of age as sensitive young adults, rebel as indecisive midlife leaders and become empathic elders (like those born 1925-1942). http://en.wikipedia.org/wiki/Strauss_and_Howe
  • 131. Generation Z • Will be raised on technology, they will not be scared of anything, they will be open to new ideas. • They will be into truth and loyalty and they will not be not afraid to voice their opinion. • They will be flexible and open to change. • They will be fearless and fun. • They will be the ‘new’ hope for our own future. • Their great-grandparents belong mostly to the Silent Generation and the Baby boomers form the core of their grandparents. • Their parents are seen as being roughly evenly divided between Generation X and Generation Y.http://www.generationzbaby.com/generation-z.html
  • 132. For a copy of this presentation: http//www.cpcc.edu/millennial Click on: “presentations and workshops” Contact: terri.manning@cpcc.edu

Notes de l'éditeur

  1. Much is expected of the children born between 1982 and 1998, a cohort variously called : “Millennial” - children of the new “millennium” Generation Y - follow Gen X Net Generation - internet, cell phones, computers, infinitely comfortable with technology The Echo Boom - “population momentum” Howe, Neil and William Strauss. 2000. Millennials Rising: The Next Great Generation. Vintage Books: New York Lancaster, Lynne C. and David Stillman. 2002. When Generations Collide. HarperCollins Publishers, Inc.: New York. O’Briant, Don. 2003. “Millennials: The Next Generation.” The Atlanta Journal Constitution. (September). Paul, Pamela. 2001. “Getting Inside Gen Y.” American Demographics. Vol. 23 Issue 9, pp. 42-50. Tapscott, Don. 1998. Growing Up Digital: The Rise of the Net Generation. McGraw-Hill: New York. Zemke, Ron, Claire Raines and Bob Filipczak. 2000. Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace. AMA Publications: Broadway, New York.
  2. Millennials have older parents- average age of mothers at birth at an all time high of 27 in 1997 Smaller families More firstborns- only children will comprise about 10% of population More parental education – 1 in 4 has at least one parent with a college degree Kids born in the late 90s are the first in American history whose mothers are better educated than their fathers by a small margin. Howe, Neil and William Strauss. 2000. Millennials Rising: The Next Great Generation. Vintage Books: New York
  3. Millennials have older parents- average age of mothers at birth at an all time high of 27 in 1997 Smaller families More firstborns- only children will comprise about 10% of population More parental education – 1 in 4 has at least one parent with a college degree Kids born in the late 90s are the first in American history whose mothers are better educated than their fathers by a small margin. Howe, Neil and William Strauss. 2000. Millennials Rising: The Next Great Generation. Vintage Books: New York
  4. Mortality Rate for US teens aged 15-19 declined from 1960 to 1997 Teens are having fewer accidents than Boomers did; we are concerned about the safety of teens and kids and safety devices seem to have made a difference. However, 3 child afflictions have grown rapidly form 1980 to 1994: The reported rate of asthma among children under 4 has risen by 160% and among children aged 5 to 14 by 75% Obesity in children is increasing- many of these kids have high cholesterol, high blood pressure, type 2 diabetes, and other heart disease risk factors associated with excessive weight Since 1990 Ritalin prescriptions have risen eightfold, and some 3 million Millenials, 80% of them boys are believed to take the drug regularly. An estimated 3 to 5 school age kids are diagnosed with ADD or ADHD. Howe, Neil and William Strauss. 2000. Millennials Rising: The Next Great Generation. Vintage Books: New York
  5. Millennials expect and need lots of praise because their Baby Boomer parents have been the biggest cheerleaders. They are likely to mistake silence for disapproval and can easily become discouraged without verbal “strokes”. P 273 Managers should make a special effort to tell Millennials what they are doing right; this doesn’t mean they need to be lenient on Millennnials but lots of feedback, positive and negative, is needed. Lancaster, Lynne C. and David Stillman. 2002. When Generations Collide. HarperCollins Publishers, Inc.: New York.
  6. Parental care in the millennial era: Today’s typical millennial family is spending more, not less time with kids than in the past. Families are smaller which means more time with each child. According to several studies (University of Maryland’s Use of Time Project, Families and Work Institute, Michigan Time Diary) time spent with children fell sharply from 1965 to 1975 but has rebounded reaching 1965 levels. Some of the explanations are that more fathers are spending time with children, less housework is being done, and parents are spending less time on leisure and time with each other to spend more time with their children. Do families still do things together? The share of moms who attend school activities has risen from 76 to 94 percent suggesting a stronger connection between the social lives of parents and kids. Surely more parents spend time moving their kids from place to place, event to event. (There is no data to show this.)
  7. Education: Dating back to the early 70s the National Assessment of Educational Progress, also known as the NAPE has measured the performance of 9, -13 and 17 year olds in math, science, reading and writing. The largest gains have been in math and science for ages 9 and 13. Millennials have corrected a late 80s decline in writing proficiency, and are writing about as well as the Gen Xers in the early 80s and a little better than Boomers in the early 70s. Reading scores show modest gains through the 90s, though 1998 scores indicate that 9 and 13 year olds may be reading a bit better than a few years ago. As a whole millennial progress reveals only slight progress. However, in their survey teachers report that students are doing better than previous students in academics. Not much as changed in the gender area however. Boys continue to score higher on math and science and girls on reading and writing. Other tests beside the NAPE show a smaller gender gap in math and science, while boys still lag behind girls in verbal tests.
  8. Millennials have lived programmed lives that make them true multitaskers. They are already quite capable of learning several jobs simultaneously and performing them admirably. “Futurists” predict that Millennials with change careers as many as ten times, that means retooling, recycling their skills and talents. In the eyes of the Millennials, the opportunity to pursue parallel careers might be the characteristic that attracts them to the company. Smart employers will recognize this and try to encourage Millennials to try out different careers within the same company. With the right kind of challenge, opportunity, security, and benefit package, Millennials are likely to stay with the company. Lancaster, Lynne C. and David Stillman. 2002. When Generations Collide. HarperCollins Publishers, Inc.: New York. Tapscott, Don. 1998. Growing Up Digital: The Rise of the Net Generation. McGraw-Hill: New York. Zemke, Ron, Claire Raines and Bob Filipczak. 2000. Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace. AMA Publications: Broadway, New York.