Advising
in a Multigenerational Workplace
Margaret
J. Steele
Coordinator
The
Ohio State
University
Virginia
N. Gordon
Assistant
Dean, Emeritus
The
Ohio State
University
Academic
advisors working in our colleges and universities today mirror
the generational makeup of the overall United
States workforce. Four distinct
generations comprise the cadre of faculty and non-faculty academic
advisors who are involved in advising programs and services. Since
advisors in the Traditionalist (or Veterans) generation (born
1922-1945) have already or are about to retire, the remaining
generations of Baby Boomers, Gen-Xers, and the Millennials make
up the majority of the advisor population. The Boomers (born 1946-1964),
now representing the largest group, are in many leadership and
management positions. The Gen-Xers (born 1965-1980) are a smaller
group and also are moving into leadership positions. The Millennials
(born 1981-2000) are entering the advising workplace in greater
numbers, sometimes as full-time advisors but also as part-time
graduate students or peer advisors. Whether they are in faculty
or professional advising roles, different generational groups
bring different attitudes toward work, work environment preferences,
and administrative styles to the advising endeavor (Gordon &
Steele, 2005).
It
is always dangerous to describe or stereotype different generations'
characteristics since individuals within that generation do not
always fit the qualities ascribed to them. This is especially
true of those on the "cusp" or the overlapping years who stand
in the gap between two generations. Many writers and researchers,
however, have developed generational profiles that are widely
accepted (Karp, Fuller, & Sirias, 2002; Lancaster & Stillman,
2002; Martin and Tulgan, 2002; Raines, 2003; Strauss & Howe,
1991; Zemke, Raines & Filipczak, 2000). Some of these generational
differences influence why we work, how we work, where we work
and what we expect from our work. Advisors from different generations,
therefore, might have different expectations from their co-workers
and administrators for how they perceive their advising tasks
and what they desire in their work environment.
Preferred
Work Environments
There
are many factors that cause generations to prefer certain characteristics
or qualities in the college and advising environments. Each generation's
work attitudes, habits and expectations were formed by the historical
and social events that took place during its formative years.
As Raines (2003) points out in describing work cultures, most
Boomers prefer a workplace that is more egalitarian, humane and
democratic. Gen-Xers tend to prefer a fast-paced, more functional
culture with looser boundaries around leadership. Many Millennials
prefer a collaborative, creative and positive work culture. Rather
than base the culture of a work environment on age, Raines suggests
it be based on structure, policies and procedures, pace, and rewards
(p. 72).
Most
Boomers prefer a workplace that provides personal growth and gratification,
involves a team orientation, and rewards that include money, titles,
and recognition. Many Gen-Xers prefer a more balanced personal-work
perspective that takes into account their life outside the work
place. They thrive in a workplace that is flexible, informal,
fun and offers freedom in regard to work hours and dress. Millennials
are comfortable in a workplace that offers more supervision and
structure and takes advantage of their multitasking capabilities.
They prefer to be rewarded for their achievements and their technological
savvy. Members of this newest generation want clear goals to strive
for and prefer frequent feedback.
Many advisors prefer administrators
who give clear directions, set realistic and relevant goals, and
support individual talent. As Martin and Tulgan (2002) suggest,
most workers "prefer coaches over bosses" (p. 54). Clear and positive
communication is critical in a multi-generational environment since
it will aid in situations that call for conflict resolution.
Tips
for Working in the Generational Mix
Although
the advising workplace is unique in many ways, there are certain
factors that pertain to generational differences in all work environments.
Some of these may be applied to administrating or working in advising
programs.
Generational
Awareness
It
is important that advisors who are working together are sensitive
to some of the generational differences that might be affecting
their daily relationships. Training sessions that highlight generational
information can help advisors recognize and appreciate these differences.
Another way to enhance this awareness is through mentoring. Mentoring
is especially important to Xers and Millennials who usually welcome
the opportunity to learn from an experienced advisor. The mentoring
process can also foster an exchange of expertise where different
generations learn from each other (for example, a Millennial's
technological assistance in exchange for a Boomer's student relationship
technique). Helping advisors from different generations understand
the history, experiences and talents each generation brings to
the advising endeavor fosters an appreciation for how differences
can produce positive outcomes.
Workplace
Expectations
Monitoring
the climate in the advising workplace is not just the responsibility
of the person designated to perform administrative tasks. All
advisors need to take responsibility for the quality of their
relationships with supervisors and co-workers. Boomers are more
process oriented while Xers and Millennials are known to be questioning
generations. Boomers are caring and personable and like agreement
and harmony. They are adept at forming relationships and want
to avoid conflicts when possible. Since their technology skills
are acquired, they may not be as willing to incorporate these
skills into their advising or administrative work.
Most
Gen-Xers are often frank and honest. They evaluate ideas on merit,
not on years of experience and welcome change as an opportunity.
Once assigned a task, Xers like the freedom to do it their way.
Xers admire competence but don't work well under micromanagers
and lines of authority tend to be blurred for them. They consider
time as their own; therefore they prefer to set up their own advising
schedules, routines and work terms. This generation is very comfortable
with technology and can find creative ways to incorporate it in
their advising tasks and responsibilities.
Millennials
can be positive and engaging. They are ambitious and loyal. Millennials
are willing to take risks and see career change as normal. Technology
is a way of life for them; they embrace new technological ideas
and implement them easily. According to Raines (2003), Millennials
expect to earn a living in a workplace that is fair to all and
where diversity is the norm.
Impatient
Xers and Millennials who want everything now, need to appreciate
the Boomer's need for consensus. A slower pace offers the opportunity
for input and ownership, so younger workers need to learn to be
patient. Boomer administrators especially will need to pay more
attention to flexibility where attendance, punctuality and dress
are concerned, and work schedule policies may need to be rethought.
Younger generations are more concerned about getting the job done
than by "work rules" imposed by authority. Zemke, et al. (2000)
suggest that Millennials will be a very demanding workforce since
they have a clear understanding of the way work ought to be and
they are used to getting what they want. They bring to the workplace
a trust for central authority, optimism about the future, and
a will to get things done.
Work
ethic
A
quote from Martin and Tulgan (2002) from a 56-year-old Boomer
illustrates a cross-generational complaint: "No one wants to pay
their dues any more. They want the corner office right now without
earning it - or sacrificing for it. These young people just don't
have our work ethic" (p. xii). A key issue in work ethic differences
between generations is the conflict between the old paradigm of
"face time" management (being at your desk at certain hours) and
the new paradigm of "reality" management (getting the work done
whenever and wherever it may be). Generally Gen Xers have a different
attitude toward work and for some it is "just a job" (Zemke, et
al., 2000). They can be motivated to work, however, when the conditions
are informal, flexible and they are given the freedom to be creative.
According to Zemke, et al, Millennials ".combine the teamwork
ethic of the Boomers with the can-do attitude of the Veterans
and the technological savvy of the Xers" (p. 143). They believe
in working within the system.
Advisor
Training
Boomers
prefer training that involves a variety of formats and team building.
They like training seminars and workshops with a casual atmosphere.
Gen-Xers prefer computer-based learning, like to learn by doing
and want the opportunity to practice their skills. They also like
immediate feedback. Millennials are the best educated workforce
ever and are open to learning anytime, anywhere. They want a clear
orientation to the work expected of them including job performance
goals.
Working
for the Common Good
There
are many advantages to a multi-generational advising workplace.
Decisions made from many perspectives will reflect the diverse
needs of advisors as well as the students they serve. Many talents
may be recognized when advisors are working as a group and different
perspectives will foster innovation. Acknowledging and incorporating
the values, ideas and perceptions of each generation can have
a positive impact on the climate and overall effectiveness of
the advising program. As Raines (2003) points out, when differences
are encouraged, creativity and productivity increase.
To
create a positive, encouraging, respectful workplace, advisors
need to concentrate on what unites them in a common cause - that
of serving students. The ability to create a work environment
that encourages thoughtful and kind behavior does not depend on
age but on mutual respect for what each advisor contributes to
the overall quality of the advising endeavor.
References
