View
109
Download
0
Category
Preview:
Citation preview
Generational Influences, Emotional Intelligence, and Wholeheartedness
Roseman University of Health SciencesCollege of Dental Medicine
Faculty Retreat – July 14, 2016L. Kris Munk DDS, MS
Observation of student behavior Brief overview of generational characteristics Implications of expectations from different
generations Learning preferences and academic expectation of
Generation Y - Millennial students Clinical Teaching Tips for Generation Y - Millennials Emotional Intelligence in Dentistry Connection is the key to wholeheartedness
Check In
Who Are We?
Your Participation is Crucial for Authentic Connection, so Lean in!
What Have You Noticed About Contemporary Students?
Behaviors?Characteristics?Attitudes?Attributes?
• “My despair over the behavior and attitudes of this generation of students, and I use the word “students” loosely, is so great that it depresses me to consider the prospects for the future of our nation.”
• “Every generation imagines itself to be more intelligent than the one that went before it, and wiser than the one that comes after it.”
• “Elders would have nothing to do if they didn’t sit around and disparage the rising generation.”
Can You Relate?
• “My despair over the behavior and attitudes of this generation of students, and I use the word “students” loosely, is so great that it depresses me to consider the prospects for the future of our nation. Woodrow Wilson - 1906
• “Every generation imagines itself to be more intelligent than the one that went before it, and wiser that the lone that comes after it.” George Orwell - 1949
• “Elders would have nothing to do if they didn’t sit around and disparage the rising generation.” Benjamin Franklin - 1780
The More Things Change, The More They Stay The Same
We May Want The Good Ole’ Days,
But Time Marches On andThings Change!
Oh My, How Things Change!!
Is Change Better?
Inspiration and Influence
Changes in Generational Characteristics
Traditionalists
Before 1945
Baby Boomers1946 - 1964
Generation X1964 - 1982
Generation Y - Millennials1982 - 2001
Traditionalists: > 70 years old
• Values: Discipline and respect for authority
• Education: Not the norm for most people
• Communication: Formal; one-on-one, face-to-face; rotary telephones
• Finance: Good savers and pay in cash
Traditionalists: > 70 years old
• Leadership: Top down; Commanding and authoritative
• Work preference: Formal• Feedback Preference: No
news is good news; satisfied by a job well done
• Motivation: “Your experience is respected”
• Family: Traditional 2 parent family; eat meals together
Baby Boomers: 1946 – 1964Age 52 - 70
Baby Boomers: 1946 – 1964Age 52 - 70
Values: Optimism and personal improvement; be more successful than parents
Education: a Birthright Communication: Call
anytime; touchtone phones Finance: Buy now, pay
later
Baby Boomers: 1946 – 1964Age 52 - 70
Goals: Peace; financial security; independence; liberation
Achievements: Most financially successful generation Created the “Shop ‘till You
Drop” materialistic mentality Created “suburbs” and “malls” Didn’t trust institutions; a little
rebellious; protested “Make love not war”
Baby Boomers: 1946 – 1964Age 52 - 70
Leadership: Consensus and Collegial; more democratic and affiliative
Work preference: Individual
Feedback Preference: Job title and monetary rewards
Motivation: “You are needed”
Family: “Family” was sacrificed to achieve the “American Dream”
Generation X: 1964 – 1982Age 33 - 51
Values: Friends and Fun; a little skeptical
Education: A tool to achieve goals
Communication: Cell phones; 1st to use the internet
Finance: Conservative and cautious
Family: Latch Key kids
Generation X: 1964 – 1982Age 33 - 51
1st Gen with 2 working parents 1st Gen with single parent
homes Observed parents struggle
financially; job security a myth Told they would not be as
successful as their parents Life not centered on work;
equal attention given to networking and friends
Not loyal to employers; “What is best for me!”
Values Transparency
Generation X: 1964 – 1982Age 33 - 51
Leadership: Challenge the status quo and ask, “Why?”
Work Preference: Entrepreneurial and Enterprising; Teamwork
Feedback Preference: Direct and Immediate
Motivation: “Do it your way”; “Forget the rules, it’s the results that count”; dissolve the 9 to 5
Invented the Work/Life Balance
Generation Y - Millennials1982 – 2001 Age 16 - 33
Millennials Net Generation Echo Boomers Boomer Clones Nexters Digital Generation
Generation Y - Millennials1982 – 2001 Age 16 - 33
Grew up cherished, indulged, nurtured, protected, pampered
Hovered over by “Helicopter” parents
Not expected to think or fend for themselves
Minimal experience with failure
Participation trophies
Generation Y - Millennials1982 – 2001 Age 16 - 33
Values: Extreme fun; Be entertained; Social and Cultural Diversity; Humanism; Volunteerism
Education: Necessary and will lead to success
Communication: Texting; Social media
Finance: Earn to spend
Generation Y - Millennials1982 – 2001 Age 16 - 33
Leadership: Pacesetting Work Preference: Groups
and Participative Teams Feedback Preference:
Encouraging and Immediate
Motivation: “You will work with bright and talented people”; Pat-on-the-back
Family: Blended- Ella Wheeler Wilcox
Expect success – “I will continue to do well” Driven to succeed; goal setters Optimistic – see opportunities, not barriers Confident and self-reliant See value in higher education, but not at
expense of family, fun, and relationships Contributor – “I will make a contribution to
society”
Generation Y - Millennials1982 – 2001 Age 16 - 33
Millennials will comprise more than one in three Americans by 2020 Millennials will make up as much as 75% of the U.S. workforce by 2525 87.5% of Millennials disagree with the statement, “money is the best
measure of success” 64% of Millennials would rather make $40K/yr at a job they love than
$100K/yr at a job they think is boring 50% consider themselves politically unaffiliated 29% consider themselves religiously unaffiliated 20 % have one immigrant parent They send a median of over 50 texts per day Grew up with a belief that “everyone is a winner and no one is a loser”
Generation Y - MillennialsInteresting Facts
Are These Characteristics Consistent With Our Observations?
Behaviors? Characteristics? Attitudes? Attributes?
Discussion
How Well Do You Understand Generation Y - Millennials?
Generation Y - Millennials1982 – 2001 Age 16 - 33
Generation Y - Millennials1982 – 2001 Age 16 - 33
Resemble skills needed to become adept at PlayStation
Prefer trial and error over reading and asking for assistance Caution: May get dental students into trouble
during unfamiliar procedures Faculty should not assume all is well if a student
doesn’t seek their input Faculty must be proactive with supervision
Millennials’ Learning Styles
Millennials prefer learning from graphics or doing rather than reading long texts or listening to long lectures
They like doing things, not just talking about them They become bored if the class is too slow Students retain:
10% of what they read 26% of that they hear 30 % of what they see and hear 70% of what they say 90% of what they say as they do something
Millennials’ Learning Styles
Millennials gravitate toward group activities Millennials are achievement oriented, but do
not like ambiguity. They like rules, priorities and procedures.
Millennials like structure, plans, and exactness
Millennials are not spontaneous Millennials like their education ATAW
(anytime, anywhere) and don’t see the need to be in class at an exact time; like to access information at 2:00 am
Millennials’ Learning Styles
Millennials are very social and seek social interactions with faculty outside the classroom
Millennials watch entertainment on computers, tablets, phones - not televisions
Millennials do not see the need for a dress code as they grew up with Steve Jobs (black T-shirt) and Mark Zuckerberg (T-shirt and hoodie)
Millennials’ Learning Styles
Before Patient Treatment • Explain your expectations (if this is first time
with student) • Ask the student to provide an assessment of
the patient and treatment plan instead of asking if the student reviewed the patient’s dental and medical history.
• Give feedback to correct misconceptions (be encouraging and immediate)
Clinical Teaching Tips
During Patient Treatment • Be available and check in several times. Remember
the student’s learning style is that of developing expertise at PlayStation and might be reluctant to call the instructor until the patient has suffered irreversible harm.
• Remember the 4P’s: Praise in Public; Perfect in Private. Make notes to remind yourself about following up especially if supervising multiple students.
Clinical Teaching Tips
After Patient Treatment • Have a “close-out debriefing” by asking
questions that help clarify the student’s thinking.
• What lessons will you take away from this case? • Has the case changed your thinking about…? • What would you do different? • What if …?
• Provide “wrap-up” feedback - both suggestions and praise.
• Provide academic & personal support and encouragement
Clinical Teaching Tips
Feedback Tips • Ask students to self assess; how can performance be
improved. • Raise issues with questions: “What is your assessment of
…?". • For problems, use “talk about” instead of questions:
“Talk about the difficulties with…”. • Use “we” instead of “you” to describe problems: “When
did we first start to run into problems with the prep?”. • Avoid “Why didn’t you” questions that make students
defensive. • Remember the 3 parts of feedback: problems, causes and
solutions. • End with praise or encouragement.
Feedback Tips
That’s the Students – What about us?
What are the Characteristics of a Good Dental Educator?
Three Characteristics of Competent Academic Dentistry
McHarg, J., & Kay, E. J. (2009). Designing a dental curriculum for the twenty-first century, British Dental Journal, 207(10), 493-497.
Head Heart Hands
The Head, Hands, and Heart
Cognitive Intelligence - the ability to reason, learn, and solve problems (Thinking).
Technical Intelligence - the ability to perform well when completing tasks (Doing).
Emotional Intelligence - how people handle themselves and their relationships (Being).
Results Through RelationshipsRelationships Before Tasks
Have You Ever Milked a Milked a Cow?
Stable or Wobbly?
ThinkingDoing
Being
Being = Emotional Intelligence
“The ability for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. It describes abilities distinct from, but complementary to, academic intelligence, the pure cognitive capacities measured by IQ.” - Daniel Goleman
Journal of Dental Education ■ Volume 80, Number 1
Traditional Dental Education In traditional dental
education, how much emphasis is placed on Cognitive Intelligence (Thinking)?
How much on Technical Intelligence (Doing)?
How much on Emotional Intelligence (Being)?
Traditional Dental Education
Cognitive Intelligence – 44%
Technical Intelligence – 49%
Emotional Intelligence – 7%
As Dental Educators, We Must be Models of Emotional Intelligence
Emotional Intelligence Domains
Self-Awareness
Self-Management
Social Awareness
Relationship Management
Goleman D., Boyatzis, R., & McKee, A. (2002). Primal Leadership.
Emotional Intelligence Competencies
Self-Awareness Domain:
Emotional Self-Awareness: Recognizing how one’s emotions and moods affect performance.
Accurate Self-Assessment: Knowing one’s abilities and limitations.
Self-Confidence: A strong sense of one’s self-worth and capabilities.
Emotional Intelligence Competencies
Self-Management Domain: Emotional Self-Control: Keeping disruptive impulses
in check. Transparency: Maintaining honesty and integrity and
acting congruently with one’s values. Adaptability: Flexibility in handling change. Achievement: Striving to meet a standard of
excellence. Initiative: Readiness to act on opportunities. Optimism: Persistence in pursuing goals despite
obstacles and setbacks.
Emotional Intelligence Competencies
Social-Awareness Domain:
Empathy: Sensing others’ feelings and perspectives.
Organizational Awareness: Reading a group’s emotions and relationships.
Service Orientation: Anticipating, recognizing and meeting patients’ and others’ needs.
Emotional Intelligence Competencies
Relationship Management Domain: Leadership: Inspiring groups and individuals. Influence: Having a positive impact on others. Developing Others: Bolstering others’ abilities. Change Catalyst: Initiating or managing change. Conflict Management: Negotiating and resolving
conflict. Teamwork and Collaboration: Working with others in
pursuing collective goals and creating group synergy.
Emotional Intelligence Competencies
Social-Awareness Domain:
Empathy: Sensing others’ feelings and perspectives.
Organizational Awareness: Reading a group’s emotions and relationships.
Service Orientation: Anticipating, recognizing and meeting patients’ and others’ needs.
Principles of Social Awareness
Social-Awareness Domain:
Empathy: Sensing others’ feelings and perspectives.
Listens attentively Is attentive to people’s moods and nonverbal cues Relates well to people of diverse backgrounds Can see things from someone else’s perspective
Emotional Intelligence Competencies
Social-Awareness Domain–
Empathy: Sensing others’ feelings and perspectives.
Organizational Awareness: Reading a group’s emotions and relationships.
Service Orientation: Anticipating, recognizing and meeting patients’ needs.
Social-Awareness Domain–
Organizational Awareness: Reading a group’s emotions and relationships.
Able to detect crucial social networks and key power relationships
Understands the political forces within the organization Identifies with the organization’s guiding values Recognizes the unspoken rules of the organization
Emotional Intelligence Competencies
Social-Awareness Domain–
Empathy: Sensing others’ feelings and perspectives.
Organizational Awareness: Reading a group’s emotions and relationships.
Service Orientation: Anticipating, recognizing and meeting patients’ needs.
Emotional Intelligence Deficiencies
Social-Awareness Domain – Service Orientation: Anticipating,
recognizing and meeting patients’ needs.
Makes self available as needed Monitor’s patient satisfaction Fosters an environment that keeps patient
relationships on the right track Ensures that patient needs are met
Making Connections
1. Everyone stand and find a partner2. Face your partner3. There will be five parts and each
part will only last one to two minutes
4. Then you will be asked to stop talking and listen for the next step.
Making Connections
Say two things about yourself and then two things about your partner, something that might be considered small talk. For example, “I like the color of your shirt”, or “Aren’t we having great weather?”, or “How was your vacation break”? Then your partner will take a turn to say two things about him/herself and two things about you.
Then wait for the next instruction.
Making Connections – Step 1
Remain standing and take a minute to share with each other something that you really value, something that is precious to you, something you are grateful for.
Then wait for the next instruction.
Making Connections – Step 2
Discuss with each other an idea or a plan you might be willing to work on together with your combined efforts and talents.
Then wait for the next instruction.
Making Connections – Step 3
Share with your partner something that makes your heart heavy, some burden you are carrying (nothing too private), a load maybe few people even know.
Then wait for the next instruction.
Making Connections – Step 4
Share with your partner the feelings of your heart -- what you would want to say if this were the last time you would ever see each other in this earth life.
Then be seated.
Making Connections – Step 5
Wholehearted Connections
How important is making connections with others?
What is the relationship between authenticity and connection?
How do vulnerability and tenderness relate to taking the risk to connect?
Does it take effort to connect?
Does connection bring belonging and love?
What does it mean to be wholehearted?
Empathy
L. Kris Munk DDS, MS
Recommended