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Article Review

Leadership for the Future

Lead 570PA

Summer Session One, 2011

Gail Cullen, Instructor

Submitted by

Marisa Crawford Gray

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Summary of the Article

In todays workplace many leaders are faced with the challenge ofmanaging a multi-

generational workforce. While generational diversity brings a variety of experiences and

perspectives to the workplace, the differing needs and values of each generation must be

addressed in order to build a high-performing organization (Lieber, 2010). This need to balance

the differences is especially exhibited in the academic world of higher education. The norm in

many academic settings includes professors that are in well into their 70s teaching students

barely into their 20s. Currently the average age of a college professor is 53 years (Gibson, 2009)

and the average of American professor is rising due to large scale hiring in the 1960s, limited

growth in total faculty size, slow faculty turnover, good health care, and a decline in the rate of

retirement (AAC&U, 2001.)

This particular article exams the characteristics of the four generations-veterans, baby

boomers, GenX and GenY- and discussed the differences and similarities among these

generations. It also identified five areas where minor changes can be made in the academic

workplace to meet the needs of the multi-generational workforce. These areas include adjusting

the career path, providing ongoing feedback and rewards, expanding avenues for

communication, offering work-life balance, and embracing technology.

A brief summation of some of the major characteristics that define each generational

cohort includes these descriptors:

The Veterans: stable, loyal, hardworking, conservative, and faithful to theiremployees, value duty before pleasure and preferring directive leadership

(Durkin, 2010: Gibson, 2009). They are most likely to disengage from the

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workplace if they believe that the organization, management and/or their co-

workers do not value their lifetimes worth or experience (Durkin, 2010).

The Baby Boomers: very competitive, workaholics, do not value leisure time,career is a central focus in their lives (Chen & Choi, 2008). They embrace change

and grow the in the workplace (Crampton & Hodge, 2007; Smoia & Sutton, 2002)

and are comfortable challenging the rules (Lieber, 2010). They are people-

oriented and began participative management, consensus building and teamwork

in the workplace (Salahuddin, 2010; Smola & Sutton, 2002).

GenX: middle child trying to leave its mark (Durkin, 2010). Work to live, not

intimidated by authority and prefer a workplace with fewer rules, limited

supervision and informality (Adams, 2000; Durkin, 2010). They want to be

promoted quickly and demand the recognition of skills over tenure in the

organization (Lieber, 2010: Smola & Sutton 2002).

GenY: Digital Natives (Shaw & Fairhurst, 2008). Value work-life balance;emotionally needy (Crumpacker & Crumpacker, 2007). Generally value personal

development and updating to build a portable career, but much rather do than

listen as they believe experience is what counts (Shaw & Fairhurst, 2008).

Included in this articles review was a summary of the differences among the generations

which could be identified in six main areas: the centrality of work, personal interaction,

technology, need for attention, loyalty and displaying an external locus of control.

Despite of the differences among the generations, there are also many similarities that

exist. They all acknowledge the need for effective technology, the importance of

communication; very results oriented but go after those results differently (Twenge et al. (2010).

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Analysis of Methodology and approach

When we look at the forces of change that challenge the academic world and how it

might be managed for purposes of this assignment the focus will be on three prongs of the

academic work environment, research, teaching and service. The article also identified five areas

where minor changes can be made in the workplace which include: Career progression;

Feedback; Communication; Work-life balance and Technology.

With the continued economic uncertainty many organizations are trying to rebuild a sense

of security for their shareholders, customers and employees. Within the academic world, an

individual remains with one organization throughout the majority of their career. Once tenure is

earned and awarded, the majority of professors will not leave the institution. The awarding of

tenure and promotion generally requires a minimum length of five or six years of service before

consideration. The challenge with this structure for management becomes matching the needs

and expectations of all the generations within the workplace. The conflict appears with the

characteristics of GenX and GenY who need quick promotions and rewards. This presents the

need for innovation to maintain a balance amongst the various generations needs in the academic

workplace. Adhering to this standard methodology of promoting practice causes despair for

GenX and Gen Y. In the area of feedback there was also a differing of needs. While tenure-track

faculty required detailed ongoing feedback, younger employees were not content with an annual

review. It was recommended that semi-annual reviews of teaching research and service be

conducted. Also that mentors be provided to each new faculty member to guide them through

their probationary periods, ongoing detailed feedback. Adapting to this type of mentoring

structure would allow the needs of multiple generations to be met. The veterans and boomers

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would have their experience and knowledge recognized by the younger faculty while the

younger might reinvigorate the mentors enthusiasm and commitment forthe organization.

Analysis of Leaderships Role and Influence

One of the driving forces that strongly impact the need for adaptability of institutions is

technology. Faculty members cannot afford to fall behind in their use of technology. On the

operations side the expectation is also felt with the need to produce reports, having the ability to

access various programs for communication purposes and being current as a learning

environment will be critical. All this requires ongoing technology training to be provided for

both faculty members and students. Being flexible and having the ability to provide this training

in various formsself-paced online study, face-to-face classes, and tutorials to meet the needs,

preferences, and learning styles of each generation will be important.

Other opportunities become available with the change in technology for higher

educational institutions. The way they communicate internally and externally will be impacted.

With the Utilizing the world of digital communication, the concept of meetings takes on a new

paradigm. Through Skype, video conferencing, teleconferencing, and webinars ensure that

faculty members at multiple locations, even in different time zones can participate without a

strain on the financial budget. Even the communication between students and professors outside

of traditional office hours require an adaption to the new realities of digital communication.

Leaders that want to be successful create a successful vision for the direction in which the

organization should go. Being adaptable allows an organization to incorporate planned or

unplanned changes without the loss of productivity or success. While it is important as they

develop a path for future success, the complexity of the changing business world demands

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adaptability in order to remain competitive and successful with change. Since change happens at

such a faster rate than in years past, organizational vision needs to be adaptable and is even more

important than the success of the vision itself, (Jick & Peiperl, 2001).

Any change can be difficult to accept but as a leader there is the need to be both flexible

and versatile. Learning to incorporate confidence, resilience, respect for others and self

correction are traits that aid in becoming more adaptable in the changes leaders face. Negative

attributes for being unadoptable include rigidity, discontent, competition with others, resistance,

unreasonable risk-taking and subjectiveness (Alessandra, 1966). The more positive experiences

a leader has with change, the more skilled they become in adapting to it. In becoming adaptable

a leader develops and expands their cognitive, emotional and dispositional flexibility (Calarco &

Givens, January/February 2006).

Conclusion

In conclusion, as leaders of higher educational institutions strive to fulfill their missions

of serving their community attention must be directed to their internal workplace structure. As

leaders recognition of the generational diversity in the workplace existence and the significant

challenges can also be areas of opportunity. The different choices of each generation must be

understood and respected and wherever possible these differences should be accommodated. If

leaders strive to an environment that provides expanded avenues for communication, providing

ongoing feedback and rewards, offers work-life balance, and embraces new technology, then

they will be able to sustain their place in the future and this competitive environment.

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References:

Lieber, L.D. (2010) How HR Can Assist in Managing the Four Generations in Todays

Workplace. Employment Relations Today, 36(4), 85-91.

Gibson, J.W., Greenwood, R.A., & Murphy, E.F. (2009). Generational Differences in The

Workplace: Personal Values, Behaviors, and Popular Beliefs. Journal of Diversity Management,

4(3), 1-7.

AAC&U (2001, October). The Future of the Professoriate: The Impact of Faculty Retirements.

AAC&U News.

Retrievedfromhttp://aacu.org/aacu_news/AACUNews01/October01/facts_figures_print.htm

Jick, Todd D. and Peiperl, Maury A.Managing Change, Cases and Concepts. Third Edition,

McGraw Hill, New York, NY