By Sarah Newton

I was recently asked some really fascinating questions regarding social media and youth for an interview. I have posted them below – what do you think has social media changed today’s youth?

1. Do you believe that social media sites have placed a pressure on our youth to perform or behave in a certain manner?

I think what social media has done is given our children an ‘always on’ perspective; they all feel that they are one YouTube away from being famous. However, I don’t think this is a pressure as such; I think it allows them to be more creative and express themselves more. Unlike before, social media teenagers can now play with identities and ways of behaving on line that may be different to who they are, to see how it fits them. They no longer have to play these things out in real life. I think there is a pressure to be always connected to our friends, so that we don’t miss out, but I don’t think the feeling is any different, just the medium used.

2. Do you feel that Facebook has driven young consumers to increase their clothing and cosmetics consumption?

No, not at all. Youngsters will always be interested in these things and actually they stay in much more than going out, so they may have less clothing. What it has done is make them feel pressured to always look good, but you can position a photo or webcam to only pick up the bits you want.

3. Do you feel that social media sites are breeding a ‘look at me’ culture, or at least fuelling materialism/consumption? If so, how does this occur?

Not necessarily a ‘look at me’ culture, but one of, ‘I am influential and have something to say’. Social media has given our young people so many more influences from all over the globe and I think this is certainly impacting their belief of their self importance. I don’t feel it is fuelling materialism/consumption at all, in fact I think it is making youth more discerning. They don’t listen so much to advertising messages and trust their friend’s recommendations over anything else.

4. What advice would you give to parents whose children are addicted to Facebook, or are posting pictures of them on the internet?

I always advise every parent that they need to make a condition of their child joining Facebook that they are their friend. I think we need to be careful about saying people are addicted to Facebook; just because a young person communicates that way and that is the way they connect, that is not an addiction, it is about connection.

I always advise parents to:

1. be your child’s friend.

2. Check through their friends regularly and challenge them on people you don’t know.

3. Ensure their privacy settings are set so their profile is private.

4. Have a technology-free day in your home where everyone is free from the computer.

As for posting pictures, if you’re child has their privacy settings set up correctly I see no problem with it, it is just a form of self-expression.

5. Do you think that social media will have a positive or negative impact on Gen Y’s and Gen Z’s? If so, could you please expand on the matter?

Wow, big question! I think it has had both.

Positive

It has made them more creative.

It has given them a voice.

It has opened them up to information.

It allows them to find innovative ways to communicate.

It allows them to be more discerning about the networks they build.

It is making them quick decision makers who are good at prioritising.

Negatives

I am not going to state the obvious like paedophiles and bullying, as I think they are old problems with a modern twist

Overload – modern teens fit 8.5 hrs into 6

The ‘always on’ mentality – always having to look good

The lack of consequences or responsibility in on-line behaviour

Increased search ability is meaning that teens are not learning the skills of researching and discerning information so well.

Lack of meaning – while the internet can deliver a lot, it cannot deliver the meaning of emotions such as honesty, etc.

By Sarah Newton – @sarahnewton

These are some tips I recently wrote for the retail sector and thought they would be useful to share.

Sterotype One -Teens are Lazy

Tip – resume - Ensure it looks professional and is all formatted and spelt correctly. Any gaps in your previous experience (like a gap year, for example), ensure you mention them and what you did and what the experience taught you. Include all and any hobbies, even baby-sitting that you may have done and link the hobby to the job, for example playing World of Warcraft teaching you a valuable skill of building a social team to support you.

Interview - Dress correctly, smart and professionally (you may think smart jeans are OK but most adults think that means you don’t care). Look people in the eye and smile, show them that you like people and are able to be engaging.

Sterotype Two -Teens feel entitled

Tip – resume – Ensure you write in your resume what you learnt from any previous experience or jobs you have done and how thankful you were for the experience.

Interview - Research the company on the internet; make sure you know their vision and values and how you can support them to achieve their aims. Thank them for taking the time to see them and on leaving shake their hands, thank them and let them know you hope they find the right person for the job.

Sterotype Three- Teens are really bad at face-to-face communication due to technology.

Resume – Make sure you write in your resume the things you have done face to face, like participating in debates, speaking, communicating with customers in a part time job. If you go to a social group in a face-to-face setting make sure you mention that.

Interview – Look people in the eye and smile and make sure your phone is switched off. Let them know how important you feel face-to-face interaction is to the customer experience and what that adds to the retail experience.

Sterotype Four-Teens are selfish and only care about themselves.

Resume – Include any volunteering work you have done, even volunteering to look after your little sister or brother so your parents can go out shows you care. State in your resume what you loved about working with the other companies you have worked in or how you loved learning about other cultures on your gap year, or maybe you were involved in something at school that helped others like an organising committee. Even helping another win a quest in an online game or showing your parents how to Facebook counts for something.

Interview – Research the company and let them know what you like about them and what you are so interested in working for them. Thank them for their time and let them now how much you appreciate them seeing you.

By Lindsey Wright*

With the flexibility of online coursework, it’s no wonder why so many students are choosing web-based education programs. Having the freedom to complete work on their own time allows students the opportunity to tend to their daily schedules of work and parenting. Thanks to online education, more individuals are able to get the education they need without compromising their financial or familial roles.

Moreover, there are no restrictions as to what university is chosen. This provides students with opportunity to communicate with others on a global level, allowing them to be exposed to different ideas and viewpoints. With these positive elements that go hand-in-hand with Web-based education programs, so it’s not surprising that enrollment levels are skyrocketing. This recent trend may sound promising, but will it create an atmosphere where the traditional college setting is less valued?

Better Opportunities Lead to More Productive Workers

Not only are educational courses evolving, but also are the methods in which education is obtained. Attending an online school used to be equal to the traditional classroom settings at brick-and-mortar schools, except students were given the opportunity to complete work at their own pace. However, now Web-based programs expand on the standard, teacher-centered classroom setting and welcome peer-based interactions online, as well as the exchange of information with others across the world.

Plymouth University is one of many schools that advocates for online learning. The university reports that the concrete skills acquired are not only useful in an online educational setting, but also in the professional world. For example, online courses prepare students to communicate with others through digital interaction, a necessary skill when dealing with both coworkers and clients.

Self-discipline is also a staple of online learning and relevant in modern-day work environments, as those who work from home or have Web-based jobs will know how to handle the demands of managing workloads. Due to the fact these same skills are not as well achieved from traditional classroom settings, workers fear there will be a gap between standard and online learning obtained by their employees.

Generation Gap between Workers

Fortunately, the majority of today’s classrooms are taking a virtual approach in addition to teacher-centered discussions. Students have the opportunity to interact with one another online, complete projects over the Internet and submit material using online interfaces. With these features in place, students obtaining an education today will be granted the same opportunities no matter what type of school they attend.

However, for those that have acquired their degrees in past years when Web-based programs were not yet offered, a generation gap will almost certainly manifest in professional contexts. Julie Chisholm, a lecturer at California State University, published an article on Academe Online that expressed both the pleasure and danger of online teaching and learning. Chisholm found that the viewpoints the instructors had toward online learning were based on their own career paths and where they were on the age-career spectrum.

In general, instructors who were younger and had recently completed online classes themselves were more in favor of online learning. These professors were also more likely to know how to use online programs and found many positive features in utilizing them. On the other hand, professors who were older and hadn’t completed online coursework were less in favor of online education. They lacked the skills required to operate online programs and didn’t have much personal incentive toward learning how to use these systems.

Is Online Learning Better?

A study conducted by East Carolina University looked at the difference between online education and traditional education to determine which was better. Although the study did not conclude that online learning was the better choice, students in the online programs did have improved grades and test scores. Thus while it isn’t clear whether one learning style is superior over the other, it does seem apparent that our changing educational system will impact how employees are regarded in the workplace.

Potential Problems in the Workplace

It’s expected that a generation gap will exist in the professional workplace between online and traditional education. The most common problems that employers will face are a division in the competency of their workers to be able to navigate the Internet and adjust to Web programs and protocol.

Furthermore, the confidence, speed and efficiency that students with online degrees will have under their belts, will make them much more competitive in the workplace. It is likely that these professionals will be able to develop new and innovative alternatives to managing and organizing company information. This knowledge could cause not only generation gaps within the workplace, but also increased negative competition, devalued feelings and an inequality across workers.

Most of the discussion has been in favor of an online education, but what about those that hold traditional degrees and their perspective on an online education? It’s possible that some employers will consider online degrees to be less credible than those from a standard, four-year university. Placing greater importance on this educational learning style will cause further rifts between coworkers.

For instance, workers who attended traditional schools may feel that they hold “real” degrees and went through the rigorous process of applying, being accepted and attending structured classes, making their education and experience more authentic. As such, employers must recognize the advantages to both traditional and online courses, giving each the respect they deserve. With this approach, coworkers will learn to value each other’s diverse backgrounds and be more inclined to look at the experience as a whole instead of how the education was obtained.

Bridging the Gap between Online and Traditional Education

With the potential problems that employers and employees face in the work setting, it’s crucial that online learning is not only understood and respected, but also anticipated. In his article “21^st Century Schools: Bridging the Gap Between Traditional and Digital Learning Resources,” Frank B. Withrow point out that the first step toward closing the gap is to ensure that all educational programs allow for modern-day technology. This gives all students the same opportunities, no matter what type of school they chose to attend. It also ensures that all students will be qualified for the same position and acquire equal knowledge and experience.

Yet the bigger dilemma lies in the generation gap that already exists with age, and now educational learning style. Since those who have already achieved their degree from a traditional classroom setting cannot go back in time, employers should provide workers with the option to refresh their skills by taking courses online. Giving all employees the same opportunities will close the gap between these two radically different learning styles, while making all workers feel competent, valued and worthy of promotion.

The addition of the Internet in contemporary society has forced people to not only rethink, but also change the world in which they live. Educational systems have modified their operations to fit the online, global world that exists today. However, for these advancements to be effective, the business world needs to follow suit. By offering workers the same opportunities regardless of their educational backgrounds, employers will be closing the gap between education systems, allowing all of their employees to reap the same benefits.

*Lindsey Wright is fascinated with the potential of emerging educational technologies, particularly the online school, to transform the landscape of learning. She writes about web-based learning, electronic and mobile learning, and the possible future of education.

Millennials are the first generation to be educated at a time when knowledge is both plentiful and accessible.

Educators are struggling to make the shift from a model that was intent on helping students acquire knowledge through a prescribed path (a path that had been tried and tested over centuries), to one where it’s not necessary to know the answers, only how to find them. Indeed, the key skills today are knowing how to discern credible sources from those that are less trustworthy.

The benefits of information democratization are undeniable. One only has to look at the DIY’ing of “elite” professional services (legal, health care, finance, academic etc.), to understand that free flowing information is a terrific thing.

At The London School of Business Finance, you can now get an MBA via Facebook. Over 30,000 students have already registered and 500,000 are expected to. Courses in accounting, corporate finance, ethics, marketing, and strategic planning are free, students only pay when they take a test. The total cost of the online MBA degree? About $23,000, an incredible value when measured against $80,000 or more for a traditional MBA degree.

In looking at the world in terms of knowing what one doesn’t have to know, something is also lost. We seem to be losing an appreciation for complexity and nuance.

Everything is Not a Data Point

Douglas Rushkoff observes in his book Program or Be Programmed, that “not everything is a data point.“ Rushkoff warns that “net research is more about engaging with data in order to dismiss it and move on – like a magazine one flips through not to read but to make sure there’s nothing has has to be read. Reading becomes a process of elimination rather than deep engagement. Life becomes about knowing how not to know what one doesn’t have to know.”

A Generation of Information Hunter Gatherers

We are becoming adept at scanning, looking for the nugget rather than context. But are we losing an appreciation for the deep understanding that comes from immersion in one discipline? Rushkoff believes this ‘surfer’ experience that substitutes impressions with real knowledge is especially true of Millennials:

“Young people, in particular, are developing the ability to get the gist of an entire area of study with just a moment of interaction with it. With a channel surfer’s skill, they are able to experience a book, movie, or even a scientific process almost intuitively. For them, hearing a few lines of T.S. Eliot, seeing one geometric proof, or looking at a picture of an African mask leave them with a real, albeit oversimplified, impression of the world from which it comes. This works especially well for areas of art and study that are ‘fractal’ or holographic in nature, where one tiny piece reflects the essence of the whole.”

As a professor, I have experienced this subtle shift over the past five years in the form of pressure to distill my classes to the essence of what is important. The photo above is of my brand building library. As I sit down to plan a syllabus or class, I look at this bookshelf and despair – how can I possibly encapsulate this body of knowledge into finite, digestible, byte-sized pieces? It’s overwhelming. Somehow I doubt the professors of 50 years ago felt the same way. But then they didn’t have competition from a Facebook app.

Textbooks are becoming shorter and more condensed, in response to students’ impatience with long pages of text. Irrationally, I have come to judge my own competency as a teacher by how efficiently I can convey the concepts and complexity of the marketing and brand strategy without making unreasonable demands upon students. Increasingly, I see my job as the explorer coming back from a distant land to convey as much of what I know as is humanly possible to the untravelled audience in just 28 sessions.

Critical Thinking at Risk

A new book, Academically Adrift, is about to be released that reports the results of a study of 2,322 college students at a range of institutions from 2005-2009. Researchers discovered nearly half of the students didn’t learn “the critical thinking, complex reasoning and written communication skills that are widely assumed to be at the core of a college education” during their first two years of college.

“Many of the students graduated without knowing how to sift fact from opinion, make a clear written argument or objectively review conflicting reports of a situation or event, according to New York University sociologist Richard Arum, lead author of the study. The students, for example, couldn’t determine the cause of an increase in neighborhood crime or how best to respond without being swayed by emotional testimony and political spin.”

Aside from the dismal overall finding, the specific findings of who did and didn’t learn are also telling:

“…The study also showed that students who studied alone made more significant gains in learning than those who studied in groups.”

“Students who majored in the traditional liberal arts — including the social sciences, humanities, natural sciences and mathematics — showed significantly greater gains over time than other students in critical thinking, complex reasoning and writing skills.

“Students majoring in business, education, social work and communications showed the least gains in learning.”

“Greater gains in liberal arts subjects are at least partly the result of faculty requiring higher levels of reading and writing, as well as students spending more time studying, the study’s authors found. Students who took courses heavy on both reading (more than 40 pages a week) and writing (more than 20 pages in a semester) showed higher rates of learning.”

These results should be a wake up call to those of us in higher ed. College is not about byte-sized learning, it is about mastery and mastery requires more attention than what is required by hunting and gathering facts, or even learning how to hunt and gather facts.

The world is complex and getting more so. We can’t settle for simplicity.

*Carol Phillips is the president and founder of the brand strategy consulting firm “Brand Amplitude.” She is also a Professor at the prestigious University of Notre Dame. Carol began her career as a market researcher and strategic planner at Leo Burnett. Later, as an Account Director, she led agency teams at four different agencies – Y&R, Leo Burnett, Mullen and JWT – for a variety of clients including Sprint, Nextel, Ameritech, Heinz, 7UP, and Philip Morris. She blogs at www.millennialmarketing.com.

By Carol Phillips*

Ask a teen how they are doing and they will nearly always answer ‘busy‘. For most teens, this is a true statement.  High school teens and college students alike are chronically tired and complain of stress.

How much of this round the clock activity and pressure is avoidable is different debate, one which has strong arguments on both sides of the fence.

An interesting series of essays among experts recently posited that some of the pressure, especially that due to homework and extracurricular activity, is unnecessary  (“Stress and the High School Student”, New York Times, 12.15.10).

Others, say stress from overscheduling is a s myth, and that the activities are confined to upper middle class ‘hurried children’ who benefit greatly from having so much structured time (“For Some Busy Kids It’s All Good“, Washington Post, 9.28.08)

Regardless of the reasons why or outcomes, stress is a reality of teen life, and an important point of context for those wishing to understand or communicate with Millennials.

Stress is an everyday reality, not just associated with periods of final exams or papers.  I had an opportunity to interact with several teens over the Christmas break. They all described their lives as filled with sports, homework, extracurricular activities, SAT prep, church group, theatre and more. They report staying up until 1 AM on a regular basis, and having little time for watching television.

A Generation of Sleep Deprived Walking Zombies?

In his book, Hurt: Inside the World of Today’s Teenagers, Chap Clark describes the teens he met during his research as “observably tired, some to the point of near exhaustion“. (p 137)

“Instead of being a general laziness or a semi-bored listlessness (both of which have long been associated with this age), the tired I observed was like what I feel after stayig up most of the night due to a deloayed flight. Many students experience this zombie-like feeling on a daily basis. When I asked why they were so tired eh answers ranged from homework to work to a late practice….The busyness, fragmentation and stress level adolescents experience are relatively new, and they are increasing.”

Clark’s observations are supported by data from the National Sleep Foundation. “Teens tend to have irregular sleep patterns across the week — they typically stay up late and sleep in late on the weekends, which can affect their biological clocks and hurt the quality of their sleep. ” One study found only 15% of teens reported sleeping 8 1/2 hours on school nights. As a result “many teens suffer from treatable sleep disorders, such as narcolepsy, insomnia, restless legs syndrome or sleep apnea.”

Why the Worried Look?

An NSF poll tied lack of sleep to worry, not just overscheduling.  Most adolescents were likely to say they worried about things too much (58%) and/or felt stressed out/anxious (56%). Many of the adolescents surveyed also reported feeling hopeless about the future, or feeling unhappy, sad or depressed.

Chap Clark describes three areas of stress that take their toll on most students: “the pressure to succeed, the pressure to maintain stability at home while remaining loyal and connected to the peer group and the general pressure associated with relationships.” Of these, the pressure to succeed appears to be the most relentless..

“The pressure to succeed, whether in the classroom, on the athletic field, or in an endeavor that creates a sense of worth and accomplishment, represents an delusive, never quite good enough sense that students wear like a cloud. When students do something well, they believe it is only a step in the direction of adequate performance. I encountered few students who allowed themselves to do their best in a given arean and then let the chips fall where they may.”

An Uncertain Future

The performance stress high school students experience seems to accelerate in college.  Last month, we completed a series of in-depth interviews among college age students to learn more about how they think about the relationship of post-secondary education to their ultimate career goals. What we heard surprised us. They are sure that the relationship between a traditional college education and a ‘better life’ is no longer as strong as it was in the past. This makes the high cost of college, both in time and money, feel like an uncertain investment and is a great source of anxiety, both for them and their parents. Many parents are even pulling back their support, leading to further stress.

Stress Takes A Toll

For marketers, understanding the rising anxiety level of Millennials can provide a needed context for major and minor purchase decisions alike. Time savers, efficiency tools and programs that reduce life’s uncertainties will meet a ready audience. They especially need help developing a clear vision of what their adult lives will be like and how to achieve it. This ultimately may be the key to winning the hearts and minds of a stressed out generation of sleep-deprived young adults.

*Carol Phillips is the president and founder of the brand strategy consulting firm “Brand Amplitude.” She is also a Professor at the prestigious University of Notre Dame. Carol began her career as a market researcher and strategic planner at Leo Burnett. Later, as an Account Director, she led agency teams at four different agencies – Y&R, Leo Burnett, Mullen and JWT – for a variety of clients including Sprint, Nextel, Ameritech, Heinz, 7UP, and Philip Morris. She blogs at www.millennialmarketing.com.

By Sarah Newton

I found this great post written by Josip Petrusa which was aimed at marketers, but I thought it would be also useful to share here with my thoughts.

Quick Ways to think like a Millennial

1. If it’s slower than a text message, it’s too slow.

Youth want quick feedback, not a long drawn out process. So instant feedback on the spot is better than a long meeting in the office.

2. We’re highly optimistic, seemingly regardless of the situation. Don’t deceive us, but do give us something to be optimistic about.

Let them know where their prospects are and where they could be heading without over exaggerating or lying. Also, tell them the truth as much as you can, they really value honesty. Make the work environment an enjoyable place as much as you can and have a Make Their Day policy; do something every day to make someone’s day.

3. We sleep with our smart phones. We eat with our smart phones. We go to the washroom with our smart phones. Well, you get the point.

Don’t ban mobiles unless you absolutely need to and don’t moan when they text all day, unless it really is interfering. Leave them to it or replace the old smoking breaks with phone breaks

4. There’s some great and cool technology out there. Use it.

Ask for their opinions; ask how you could do something quicker or better with technology. Use this experience; it is a valuable resource that is often untapped.

5. Any situation we’re in could possibly warrant us to tell someone else about it. Give us something good to talk about. And don’t worry; we’ll make sure to tell everyone about the bad.

Don’t expect them to be quiet about their day at work. If you are a good employee they will tell everyone and will get behind you and your company 100%. However, if the opposite is true, don’t expect them to hold back. See every moment with them as an exercise.

By Sarah Newton

There is no doubt that the work force has become so much more diverse in every way. From the amount of different generations, the retirement age higher than ever and the gap between young and old and their beliefs of and use of technology have created some big canyons that employers have a challenge crossing. So it is great to see a book addressing this.

According to Bob Weinstein, from Troy Media, the book “Generations, Inc.: From Boomers to Linksters – Managing the Friction Between Generations at Work” offers the following six tips on dealing with generational conflict:

1. Understand work styles. Traditionalists and baby boomers don’t like to be micromanaged, while Gen Y and Linksters (born after 1995) crave specific, detailed instructions about how to do things and are used to hovering authorities.

Yes, yes and double yes, however let me add something here to make this clearer. While traditionalists and boomers don’t like to be micromanaged, they like to know the process, how things are done and then get on with it. Gen Y and Linksters want to know the end result and the structure but they want to make up their own process and check in on the way. So the older employees want to know the how of it and the younger the why of it.

2. Consider generational values. Each generation is protecting a distinct set of values and conflict may threaten these values. For example, baby boomers value teamwork, cooperation, and buy-in, while Gen X prefers to make a unilateral decision and move on, preferably solo.

And let’s add that Gen Y and the linksters value open, honest teams that collaborate and share together and let’s not forget that they like options.

3. Share perceptions. When employees of two or more generations are involved in a workplace conflict, they can learn a great deal by sharing their perceptions. A traditionalist may find the lack of formality and manners of Gen Y offensive, while Gen Y may feel “dissed” when this older employee fails to respect his or her opinions and input.

What I have found to be really helpful here is to have the distinct groups create picture boards of things they value as a generation. They are a visual reminder for everyone and show the difference in a clear way. Also, a fun activity that does not make anyone wrong for how they see things or what they value.

4. Find a generationally appropriate fix. You can’t change people’s life experiences, but you can work with the set of workplace attitudes and expectations that result. A knowledgeable boomer who is frustrated by the lack of experience shown by a member of Gen Y can, coupled with his or her sense of entitlement, be turned into a mentor.

And can I add here that in my experience if you want a problem solving with a creative solution, go to the younger staff. In studies, people immersed in digital technology as a way of life are 10% better at solving problems than their older counterparts. Don’t assume that the decisions and solutions must come from the elders. Gen Y and beyond are the most creative generation we have seen for a long time. Use the skills of each generation to its best.

5. Find commonality. Traditional and Gen Y employees tend to value security and stability. Traditional and boomers resist change, but both crave training and development. Gen X and Gen Y employees place a high value on workplace flexibility and work-life balance. Boomers and linksters are most comfortable with diversity and alternative lifestyles. Gen Y and linksters are technologically adept and committed to socially responsible policies.

Absolutely! Point this out and also their difference. Help them figure out as a team how they can use their strengths as generations. Make them aware of the generation cycle and each generation’s jobs within that, so they can see where they fit in the bigger picture.

6. Learn from each other. Each generation has valuable lessons to teach the next. Traditional and boomers have a wealth of knowledge and tricks of the trade that younger workers need. Generation X employees are widely known for their fairness and mediation abilities. Generation Y workers are technology wizards. And linksters hold clues to future workplace, marketing, and business trends.

Yes, and take this one step further, see if you can have Skills Exchange Days. A day where someone from one generation teaches another a skill they have. What fun that would be!

Read more: How five generations can work together

By Sarah Newton

It seems long gone are the days when as employers we can forget social media and how we can use it to connect with potential or new employees. However many employers are concerned about the information their employees are sharing on social media sites and there have been cases of employees been sacked for letting off steam about their job on Facebook. But is that really fair? Can we expect this digital generation not to share information and should we judge them for it?

A recent Pew research stated that Gen Y is set to continue to share information.

It looks like this is to become a very hot topic.

“Generation Y Millennials will continue their current habit of sharing large amounts of personal information online as they age, according to the recent “Future of the Internet” study from the Centre’s Internet & American Life Project and Elon University’s Imagining the Internet Centre.

Sixty-seven percent of technology experts and 69% of total survey respondents agreed with a statement that said in part, “By 2020, members of Generation Y will continue to be ambient broadcasters who disclose a great deal of personal information in order to stay connected and take advantage of social, economic, and political opportunities.”

And knowing youth the way I do, I have to agree the trend will continue. Generation Z are at an early age showing more openness and willingness to share much more information than we ever have before. Where will it end? Well I have to say it won’t. I don’t think so and while I think users may get much more choosy about who they share with and what and think.

With Facebook recently reaching the grand total of 500 million and Mark Zuckerberg halting any please make certain things more private due to his belief that we all have one identity and we should be able to just be that, where does this leave us older generations. Well confused mostly.
Most employers are at a total loss to understand this need for sharing especially if it may get them into trouble at work or heaven forbid they say something bad about them as a employer. And with a mindset not brought up in a digital world we can’t. Aleks Krotoski (presenter of The Virtual Revolution) was recently asked on a programme should we be concerned about the digital imprint youth are leaving and what that may say to a potential employer. Alex said no, as an employer we should be more concerned if we can’t find a digital imprint. I hope I got this right Alex, I am paraphrasing.

In essence what she was saying was that it is now normal for us to see pictures of our employees having a good time dressed up for the last fancy dress party and to see a few status updates of how bad their job went today. This is not going away and we need to get used to it and find strategies to deal with it.

As employers we should ask how fair it is to delve into the private lives of our employees, even if they have invited us and as employees, we need to ask if it is a good idea to be friends with our boss.

I do think these are areas that need to be looked at and people need to give serious consideration to. As an employer you either friend none of your employees or you friend all of them under the proviso that anything you see, read etc. will not affect their work.

And as employees we need to decide what we want to do. Do we never friend our boss/work colleagues or do we friend them and know we may need to edit or moderate some of our posts?

I’m not sure what the answer is, I just know there has to be one. What do you think?

By Sarah Newton

We have long been fed the line that Millennials are disloyal employees who expect to work when they want and how they want, but new research could be knocking these long held myths on their head.

The Price Waterhouse Coopers ‘Millennials at work’ research looks at the opinions and expectations of over 4,200 graduates from 44 countries in relation to the future of work and their attitudes on subjects including corporate responsibility, technology, global working and reward/ incentives.

And its findings are very interesting indeed.

1. Training and development is the benefit the Millennials value most highly – particularly coaching and mentoring
Globally, training and development is the most highly valued benefit for Millennials in the first five years of their career – with one third of respondents electing this as their first choice benefit (aside from salary). Almost all respondents (98%) stated that working with strong coaches and mentors is important to personal development. The three most popular benefits for UK respondents are training and development (46%), cash bonuses (45%) and free private healthcare (29%).
2. Millennials do not expect to reject traditional working practices
The findings show that – while global opportunities and robust corporate responsibility are critical to the Millennials – they expect to be predominantly office-based, work regular office hours and have a small number of future employers. Just 3% of respondents expect to work mainly at home and only 18% expect to work mainly outside regular office hours.
3. Robust corporate responsibility is critical to attracting and keeping the new generation of workers
Additionally, 86% (76% in the UK) would consider leaving an employer who’s CSR values no longer reflected theirs – Argentina (94%), the US and Brazil (both 92%) are home to the most idealistic graduates in that respect. Indian respondents were least likely to leave (66%). An employer’s policy on climate change is seen as important or very important by the majority of graduates globally (58%) and in the UK (55%)
4. They want to travel
Respondents were very open to overseas assignments, with Indian graduates showing the greatest appetite for working overseas (93%) compared with 62% of those from the Netherlands. 80% of all respondents want to work internationally. Of UK respondents, just 3% did not want to work outside of their home country during their career – 84% want to work abroad and the remainder are undecided.
5. They want it personal
40% of respondents are comfortable about giving employers greater access to their personal information in the interests of personal and business security. Additionally, two-thirds of Millennials would embrace the provision of personal services – such as housing, food and regular health appointments – by their employer. Which seems to be in line with recent studies on Gen Y sharing information?

So if we now know what they want why is it so difficult to keep them?

Research from the Commissioned by the Inspirational Development Group (IDG) shows that:

• 49% of HR managers highlighted the difficulty of retaining graduates for long enough, with 22% reporting that on average they lose graduates within two years of their employment.
• 57% felt that there was more they could do to retain these graduates – the ability to identify and retain the right graduates will be a crucial success factor as the economy comes out of recession.
• 75% of HR managers saw most graduates leaving between two and a half and three and a half years after starting their graduate program, or one year after the end of the program.
• 78% of HR managers agreed or agreed strongly that a specific development programme to increase retention of graduates one year after the end of their graduate program would be of benefit.

So what should the golden rules be?

1. Have a robust training and coaching/mentoring program that is clear full and worthwhile.
2. Highlight the opportunities for travel if there are any and show how and what your Millennial needs to do to get there.
3. Be very clear on your corporate responsibility and ensure it filters through your whole business.
4. Think about what benefits you can offer them in terms of health insurance, housing, lunches etc., they really do appreciate the smaller stuff.

“Millennials Won’t Change Work; Work Will Change Millennials” is the title of a recent article of Andrew McAfee in Harvard Business Review. This started a lively discussion and I want to share our command to this issue.

Last 10 years our PhD and complementary research was focused on the impact of new generations on the organizational culture in Dutch companies. Desk research – studies of generation literature of the last two centuries – taught us that we create generations for one survival reason only: to stimulate the evolution of social systems, such as companies.

Research in approximately one hundred Dutch companies found that the Pragmatic Generation (1970-1985) lost working energy and enthusiasm when they were ‘forced’, by the older generations, to cope with ways of working which they instinctively considered to be old-fashioned. The focus of this specific generation is on speeding up learning processes while working, and restyling other conducts such as decision-making.

However, during the last decennium the Pragmatics adapted almost entirely to old-fashioned and ‘slow’ processes. Against their will. But …. also against the will of the older generations. The reason for this phenomenon is still indeterminate. We are on our way to unravel this mystery.

Will the Dutch Generation Y (1985-2000), also called Generation Einstein or Screenagers, adapt to ongoing organizational habits, which they consider to be out-of-date, swift and smarmy as well? This is still a big uncertainty. Anyhow, we don’t think they will. There are three reasons for this belief. First: not one new generation in history has ever received so much attention as this one. Therefore the older generations know relatively much about them. Second: we experienced, while working with some groups belonging to this generation, that they are open towards other generations even though they have a strong tendency to stay authentic in everything that they do. Third: in many companies there is a growing awareness and need to innovate, especially through social innovation. They are curious for ‘generation stuff’ and are willing to explore its possibilities.

But … innovating organizational processes and culture can only happen when the older generations open up for this movement and actively support these youngsters.

If Andrew McFee meets companies where the impact of Generation Y is minimal, we advise him to ring the alarm. We advise him to ring it very loudly, since these companies are getting exceptionally outdated. Doesn’t this seem to be obtuse and even suicidal in these times of crisis?!

*Aart Bontekoning is an organizational psychologist: he supports the process during strategic, policy and organizational (cultural) development. He is the supervisor of workshops on management methodology and is also an investigator of organizational culture. At about 2000 he started promotion research on generation influences and development of organizations. Marieke Grondstra is a Junior Advisor at Berckeley Square, also studying about generations with Bontekoning.