(answered) - What are the four generational groups currently represented in


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  1. What are the four generational groups currently represented in the workforce? What are common shared characteristics and professional drivers for each group?


2.What are the critical challenges for management and HR professionals today in working with all four of these groups in the context of person-job fit, motivation and performance? How can these areas be addressed successfully?


3.As a current or future manager/leader, how do you think your personality style and individual preferences will prove to be beneficial in working with such generational diversity (as well as other areas of diversity and individual differences!)? What are some areas for personal development and improvement for yourself in order to be more effective in this regard?

200-250 words in length




HR Magazine



N ovem ber 2014








H o w can em ployers capture th e skills and know ledge


of four generations?


By Susan Milligan



h, those pesky Millennials, thinking they can set their own work schedules and demanding


meaning in even the most mundane office tasks. Then there are the Baby Boomers, just biding


their time until retirement, phoning it in, all the while complaining about how younger employJ ees aren?t paying their dues. And what?s up with those folks from Generation X? Don?t they


know how to work collaboratively?


These are stereotypes, of course, but they are based on many people?s perceptions as well as


real inclinations that researchers have associated with the broad generational groups. And while


employers have always had to deal with tension among different age groups (experienced old-timers


grousing about cocky young upstarts, and vice versa), this marks the first time in history that four


distinct generations are coexisting in the labor force. They are the Traditionalists (born 1922-45),









November 2014 HR Magazine









Baby Boomers (born 1946-64), Generation X (born 1965-80)


and M illennial (born 1981-2000), according to Jay Meschke,


president of the Cleveland-based business consulting firm CBIZ


Human Capital Services.


Part of the reason for this four-generation mix at work is the


recession, which prompted many Baby Boomers to delay retire?


ment while their 401(k)s recover. Moreover,


many T raditionalists?who would have


been considered past retirement age in an


earlier era?have decided to keep working,


either for money or for personal satisfaction.


Each of the generations has a different


way of learning, advancing and collabo?


rating. And while that is its own challenge,


HR professionals and senior managers are


dealing with another issue as well: how


to ensure that vital knowledge and skills


are being transferred among the different


groups, especially since the older workers


who delayed retirement during the recession are now beginning


to think about leaving.


?From an HR standpoint, it?s really critical,? says Giselle


Kovary, managing partner and co-founder of n-gen People Per?


formance Inc. and an expert on generational differences in the


workplace. ?The big piece about the generational perspective is,


how does it start to impact your human capital, and what is the


capital risk??



W hy K now ledge Transfer M atters


Technology has had an enormous impact on the need for knowl?


edge transfer and education, with the high speed of development


requiring workers from every generation to learn new technolo?


gies more quickly.


Consider the telephone, says Brad Karsh, president of Chi?


cago-based professional training company JB Training Solu?


tions. When Karsh was born, his family had a rotary phone?a


device created in 1918 that didn?t change much for a half cen?


tury. By comparison, there have been five versions of the iPhone


in seven years.


Fast-changing technology means workers have less time to get


up to speed on important new skills. It also means older employ?


ees must be willing to learn from younger ones?the so-called


?digital natives? who grew up immersed in computer and mobile




In addition, employers can no longer count on employees fol?


lowing routine career paths. Traditionalists, for example, likely


entered the workforce with the idea that they would have one


career and possibly just a single employer. Baby Boomers and



members of Generation X were prepared to work for a number


of employers, but most likely in the same field.


M illennial, however, are interested in both job- and career?


hopping. They might have eight different careers in their life?


times?not because they?re unhappy at work, but because they


feel like a change or want to do serial, mini-retirements so they



A lo t o f companies aren't ready


yet for the looming retirements


o f older workers. T hey were


preparing, then stopped.'


? Deb LaMere, Ceridian



can go hiking for two months. ?They?ll be a freelance writer,


a chef and then an engineer,? Kovary says. ?That?s completely


reasonable to them.?


While that might produce an exciting path for the worker, it


makes workforce planning a challenge for HR managers. They


don?t want to lose the knowledge and ideas of the younger gen?


eration, even as they are trying to ensure knowledge transfer


from older employees who may start to retire as the economic


recovery proceeds.


A lot of companies aren?t ready for the looming retirements


of older workers, says Deb LaMere, vice president of employee


engagement at Ceridian, a Minneapolis-based HR services firm.


?They were preparing, then stopped,? she notes. ?Now we have


to hurry up again.? And with the economy turning around,


even employees who aren?t of retirement age are ready to make


a change, even a risky one, such as starting a business or mov?


ing to another firm, she says, which adds to the uncertainty for


HR managers.



The Four G enerations


To handle the knowledge exchange?whether or not it involves


people on their way out the door?managers must understand


what drives the different generations and how that affects the


way they teach and learn. It?s about more than age. Much of


what defines the generations is world events and parenting styles.


Traditionalists. This generation may have lived through the


Great Depression and World War II. Its members have strong


ideas about loyalty and hard work, believing that both will be


rewarded with financial and professional benefits. Job-hopping



f W ATCH a video about m anaging fo u r generations at work: w w w .shrm .o rg /1114-m terg eneration al-kno w led ge-transfer






HR Magazine



November 2014



is viewed as disloyal, and many have made a life?


tim e com m itm ent to one job or company. By the


same token, T raditionalists are also more com ?


fortable w orking on longer-term projects, Kovary


notes in her book, Loyalty Unplugged: H ow to


Get, Keep & Grow A ll Four Generations (Xlibris, 2007).


B aby B oom ers. K now n as the ?m e? genera?


tion, Boom ers were shaped by the V ietnam W ar,


a tim e of g reat social change an d u ncertainty.


T he b irth con tro l pill gave w om en m ore fre e?


dom to delay m oth erh o o d and pursue careers,


an d the unrest of the 1960s im bued m any w ith


a sense of social respo n sib ility as they fought


?the E stablishm ent.? Loyalty am ong this group


is to the team , n o t the organization or m anager.


Such employees tend to operate com fortably in


siloed o rgan izatio n s, seeking to rise to the top


of th e ir p a rtic u la r sector. M any B oom ers are


w orkaholics, w ith identities closely aligned w ith


their professions.


G eneration X. Parenting styles changed dra?


matically starting in the late 1960s, Karsh notes.


P a r t i c i p a n t s in G l a x o S m i t h K l i n e 's F u t u r e L e a d e r s P r o g r a m , w h i c h r o t a t e s w o r k e r s t h r o u g h


d if f e r e n t d e p a r tm e n ts to f a c ilit a t e le a r n in g .


Instead of having mothers and fathers who looked


like they came from the cast of ?Leave It to Beaver,?


many members of Generation X grew up in homes where both par?


Lor many Millennials, their first job out of college is their first


ents worked and divorce was increasingly common. As a result,


job ever, Karsh says. The percentage of teenagers with summer


they often fended for themselves?w alking to school, making


jobs has declined steadily for the past 18 years. And increased


their lunches and waiting a couple of hours at home until a parent


homework loads mean fewer kids are working after schcol. Kids


returned from work. T hat has made for a group of employees who


often have three or more hours of homework a night, says Laura


are perfectly happy to toil away individually, Karsh says. ?They


Sherbin, executive vice president and director of research at the


don?t like authority figures. They don?t like being told w hat to do.?


Center for Talent Innovation in N ew York City. In addition, p ar?


ents have s teered their chil?


dren tow ard summer activ?


ities such as soccer cam p


Parenting styles underwent big changes


instead of a job at M cD on?


again in the 1980s. The mentality went from


alds, according to K arsh.


N ew emp.oyees wno have


"M y children are the mostimportantthing in


never h ac to deal w ith a


my life" to "My children are the only thing in


boss face a big adjustment.


W h ile M il le n n i a ls


my life .'"


tend not to think that they


? Brad Karsh, JBTraining Solutions


need to ? pay th e i: dues?


to advance at w o rk ? as


older generations did? it?s


M illennials. Parenting styles underwent big changes again in


n ot fair to conclude th at they have no w ork ethic, says Tammy


the 1980s. ?The mentality w ent from ?My children are the most


Browning, senior vice president ofU.S. Field O perationsat Phil?


im portant thing in my life? to ?My children are the only thing in


adelphia-based staffing firm Yoh. ?They have this Justin Bieber


my life,? ? Karsh says. Kids were protected and lavishly praised,


thought process, thinking they?ll get discovered on YouTube,?


m aking for grown-up workers w ho are eager for feedback and


she says. Yet ?they?ll still work 60 hours a week. They just w ant


perhaps a bit fragile when it?s not all positive.


to do it on their ow n schedule.? >



November 2014



HR Magazine









Generational Learning Preferences





Baby Boomers



Generation X
























Traditional classroom



through facilitation.



using technology.





















Link learning to making






Dislike being singled out.



applying new skills.









Link learning w ith overall












Interactive/group learning


Need tim e to practice


Link learning to new ways to



add value.



Fluid, just-in-tim e learning


Learn by doing? get



Teamwork and technology.






Make the learning fun, skill-



based; link to marketability.



Source: n-g e n People P erform ance Inc., re p rin te d w ith perm ission.



M illennials have also had to deal with constant global insta?


bility and economic ups and downs. This has made them very


focused on bettering the com m unity and finding m eaning at


work, not just a paycheck.


?For this generation coming up, their needs are so different.


T here?s got to be mobility [for them]. They?re going to come in


and work 12 to 15 m onths and move on,? says Michael M olina,


chief human resources officer at Vistage, a San Diego-based exec?


utive coaching service w ith 161 employees. ?It has very little to


do w ith great pay, a great environm ent or great leadership. It?s


the purpose-driven life most of them w ant.?



Different Ways of Learning


Although there are commonalities among the generations, there


are differences as well. Conflicts often arise from differing learn?


ing styles, especially as they relate to how inform a?


tion is acquired and used, experts say. M illennials,


for example, tend to process inform ation quickly


and prefer to get it through com puters or social


m edia, Brow ning says. ?M illennials learn faster


th an any other generation, and they learn in short


bursts,? she explains, so forcing the youngest gen?


eration to sit thro u g h lengthy train in g sessions


taught from a podium isn?t the best option.


Jan Becker, senior vice president of hum an


resources at the 3 -D design firm Autodesk, which is


based in San Rafael, Calif., and has 7,390 employ?


ees worldwide, has experienced the generational


divide. She hosts ?coffee m ornings? so staff can


brainstorm together. W hen Becker asked for feed?


back on the inform ation made available to them by


the company, a 50-year-old lawyer and a 35-yearold engineer reacted very differently. ?The older


gentleman said, ?Well, you need to tell me. My m an?


ager hasn?t told me, and his m anager hasn?t told


him.? He was very much saying, ?You need to feed


it to me. I?m not going to find it,? ? Becker says. But


the younger engineer had seen all the inform ation


he needed online? through the com pany?s website






HR Magazine



N o vem ber 2014



and intranet? and didn?t w ant or need to be told anything by a





Facilitating the Transfer


Fortunately, there are things H R can do to make sure knowledge


is transferred effectively am ong different generations, experts


say, including through:


M entoring an d reverse m entoring. In such arrangements,


tw o employees are paired to share experience and basic techni?


cal knowledge. A younger w orker proficient in social media or


basic H T M L can teach those skills to an older worker, and the


older individual can provide institutional knowledge or advice


on skills th at require experience or a learned kind of finesse, such


as customer service or people management.


At Vistage, a ?pal? program matches people at similar levels



?ladder? structure, w ith lower-level positions


on bottom rungs building up to more-advanced


roles th at require more responsibility and skill.


But Generation X and M illen n ial may gravitate


more tow ard paths th a t are spiral or web-like,


with employees moving back and forth between


vastly different roles and responsibility levels. By


understanding these models, H R and managers


can get a better picture of employees? expectations


and work with them to capture w hat they know at


different points on their career trajectories.


Jo b sh a d o w in g a n d jo b ro tatio n . Employ?


ees in such programs either follow another worker


around in his or her job, preparing for the pass?


ing of the baton or? in the case of GlaxoSmith?


Kline (GSK), a global health care company based


in Brentford, England? are rotated around to dif?


ferent jobs upon entering the company.


J o h n S w e n e y , HR m a n a g e r a t G la x o S m ith K lin e (a t c o m p u te r), w o r k s w it h e m p lo y e e s a s p a rt


O ver the p ast few years, GSK has passed


o f th e c o m p a n y 's ob r o ta tio n in itia tiv e s .


hundreds of new college grads through various


departm ents as p a rt of its Future Leaders P ro?


w ithin the organization so th a t the tw o can use each other as


gram , says John Sweney, one of the firm ?s H R m anagers and


sounding boards as well as tutors. Ceridian has a ?buddy? p ro ?


director of the program . N ew and current employees can apply


gram to help ycung workers navigate the terrain. And Autodesk


for the program , which rotates the w orkers through different


uses a reverse-m entoring program so that veteran staffers can


departm ents over the course of tw o or three years. GSK also


learn from you nger ones. Becker herself says that she has some?


offers a separate internship program , and participants can apply


one at the company w ho helps her w ith social media for talent


for the Future Leaders Program when they are done. ?They get


acquisition groups. ?H e?s tw o or three levels down from me,?


exposure to different parts of the business, having a new manager


she says, ?and, at a more traditional organization, I probably


and new mentors throughout,? Sweney says.


w ouldn?t interact w ith him much.?


C ro ss-g en e ra tio n a l te a m -b u ild in g ev en ts. Bringing gen?


P h ased retirem ent. At the Zeeland, Mich., furniture manufac?


erations together for nonw ork tasks helps build com munication,


turer Herman Miller Inc., with a staff of 6,000, employees are eli?


Becker says. At Autodesk, employees work together on a H abitat


gible to begin tie retirement process two years ahead of their actual


for H um anity project. In general, the more comfortable people


departure date, working fewer hours as full retirement approaches.


feel w ith each other, the more likely they are to ask one another


T hat allows them to ease out of the job while slowly passing on their


to share w hat they know or how to do something.


knowledge ar.d skills to other employees in the process, says Tony


I n te g r a tin g p r o je c t te a m s . At T riN et, a San L eandro,


Cortese, senior vice president of people services.


Calif.-based H R services provider, workers are assigned to w hat


The workers continue to get full benefits even as they reduce


are called ?cross-functional project team s,? breaking dow n


their hours to part time, while preparing financially and emotion?


the silos created from the basic workplace structure, says M or?


ally for the transition to retirement. ?It?s a win-win solution,? Cortese


gan M assie, m anager of talent development. Employees work


says. ?The employer benefits from the knowledge transfer, and the


together on various initiatives or com mittees, and it gets them


employee can co the appropriate planning.?


talking to each other. ?Different generations then work shoulder


C a re er p a rh in g . At Ceridian, H R has mapped career paths


to shoulder, regardless of tenure, age or experience, and it?s an


for positions in each division and shares the inform ation w ith


environment where anyone can feel free to speak up,? she says.


all employees. This gives employees a clear plan if they w ant to


Dnce H R departm ents begin to accom m odate a variety of


move to a particular position in the future. Each w orker is then


learning styles that facilitate knowledge transfer among the gen?


given a mentor to help guide him or her. ?It?s integrating all the


erations, they can focus more on the hum anity that unites every?


generations together. It?s taking that knowledge and experience


one? and how to capture its wisdom for generations to come. D




and using it in a different capacity,? LaM ere says.


According to Kovary, Traditionalists and Boomers tend to


Susan Milligan is a freelance writer based in Washington, D.C.


be accustomec ro career path models that follow a conventional



N o vem b er 2014



H R M agazine






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