Book Review: Generation Y, Not Everyone Gets a Trophy, Bruce Tulgan, Jossey-Bass, 2009
Review:
Generation Y encompasses people born between 1978 and 1990 (5). This book was written to help managers and supervisors know how to work effectively with this cohort and debunk various myths that have become part of their stereotype. The practical insights in this book are very helpful for those who are older than this cohort. The discussion questions are woven throughout the summary.
Dr. M.L. Codman-Wilson 4/2011
Summary:
Gen Yers have come from a child-centered generation where rewards were given for performance and thus are now expected in the work place as well. They bring many strengths to the adult world, including their creativity and technological expertise and hard work ethic if the job fits into their personal goals. But longevity, loyalty and acceptance of established company structure and procedures are not among them.
Therefore, one manager developed this plan when Gen Yers came to her work site: Because Gen Yers value personal credit for results achieved, the chance for creative expression and being given a clear area of responsibility (30), “as soon as the Gen Yers walk in the door, I get them to make an individualized learning plan and keep a learning journal. They map out their responsibilities and for each responsibility, I ask them to make a list of learning resources. Those resources can be books, people, Web sites, or really anything else. That alone has yielded some really impressive results. Once they’ve made that plan, I require them to set learning goals for themselves directly related to their specific responsibilities and journal their learning efforts, how they’ve tapped each learning resource, what they’ve learned and how they’ve used that to improve their performance.”…They love it. They get really creative with their learning plans and really get into those journals. I think it improves their performance.
Another manager says when Gen Y’ers see things that need to be changed, I start encouraging them to keep track of their good ideas: ‘When you have an idea, write it down, sit on it for a couple of weeks and then revisit it. If it still looks like a good idea to you, think about what it might take to implement it. Do a little research, and then make a quick project plan.’ This way they are not throwing at us every idea that pops into their heads. I’m taking their ideas seriously and they do too.” pp. 54-55.
Discussion: How do you maximize Gen Yers need for personal recognition, rewards, creative expressions and a clear understanding of their responsibility in your mission situation?
The parents of GenYers oversupervised them – “helicopter parenting” Tulgan calls it (58). Therefore, in your team you need to become “in loco parentis”. “ That means as their supervisor, you need to take a strong hand with them…Make it a priority to spend time with them. Guide them through this very difficult and scary world. Break things down for them like a teacher. Provide regular, gentle course corrections to keep them on track. Be honest with them so you can help them improve. Reward the behavior you want and need to see and even negotiate special rewards for the above and beyond performance in very small increments along the way” (59). This is a true part of the stereotype that they require high maintenance. Therefore, “as a manager of a large team manage your managers first…[Then] choose two or three people among your Gen Yers a day to spend whatever time you have left – perhaps one high end (one star) and one low one (one problem) and work your way to the middle of the pack until you have tagged everyone. Then start over and work your way through the list again” (62). That time should be brief, preparing the individual for his or her immediate work of the day, week or month. Use questions like: How are you? What is your top-priority assignment right now? What steps are you following? What step are you on right now? How can I help you?” (63) In their responsibilities have clear structure and boundaries within which they can function with some autonomy” (66). Help them compete against themselves (not others) in a safe environment by working to improve their own performance benchmarks (68).
Discussion: Practically, within a given week, how does this “in loco parentis management” affect your team dynamics and time management for the whole team?
Context is crucial for Gen Yers to understand. They have grown up “child-centric with relationships with older adults inflected by familiarity” (76). They haven’t learned how to give respect and deference and deal appropriately with authority. They need to see their place in the context of the organization and how they fit into the picture with the older, more experienced members of the team. Assigning a one on one relationship with an older experienced member of the team in some areas of a project at hand can help alleviate this problem.
Discussion: How do you deal with this issue of authority, respect and context among the Gen Yers in your setting?
Gen Yers are used to schedules customized to their particular life circumstances, needs and wants” (106). Therefore, they need coaching in self-management in your team’s context. Teach them to make the most of their time in the long term, helping them set priorities that fit your team’s priorities and vision. “When it comes to big-picture priorities, set clear priorities with Gen Yers and communicate those priorities relentlessly. Make sure your Gen Yers are devoting the lion’s share of their time to first and second priorities. Explain: “This is first priority because X. This is second priority because Y. This is low priority because Z.” Teach them to eliminate time wasters and live by a schedule…Teach them “how to take a big project and break it into manageable tasks, estimating accurately how long it will take them to complete each of the tasks and set a short term deadline based on those realistic estimates” (108). “Self-evaluation is the beginning, middle and end of self-management.” Help them scrutinize their own experiences during and after they actually occur. Teach them to stop and reflect on outcomes and consequences. Teach them to “apply the lessons-learned process to every ‘mission’ they undertake, to every move they make. - i.e., what were the specific causes of each outcome or consequence.” Help them analyze their own decisions and actions.”(118-120)
Discussion: In what way can these principles be applied to the group with whom you serve?
To help Gen Yers “learn to be managed by you as a supervisor, set ground rules of their interactions with you, establish a regular time and place for one on one meetings, create a focused routine for your one on ones (spell out how long you expect each meeting to last; have your meetings follow a fast and tidy agenda, preferably the same basic format each time. Start each meeting by reviewing the agenda (presented in writing)” (131). If they want power to make decisions, prepare them to do so. If they want power to take action on their own, spell out all the guidelines and parameters up front (135). Spell out what they can and can’t do. Focus on solutions not problems and keep track of their performance. Teach them to make a proposal for what they want, finding the resources they need to make it happen.
Discussion: How have you harnessed GenYers advocacy for change, for a role in decision making in team action?
GenYers have been brought up looking after their own interests – what is best for their advancement in the short haul. They are consumers (even in education). Therefore, they don’t value long term loyalty to any company or mission. To retain the best of Gen Yers, meet with the brightest and best of them regularly to find out what they really want or need…that’s the key to being able to reward that person in a meaningful way.” (158). Always try to give your best team members the best schedules, the best training resources, the best locations or work as part of your retention plan (159). “Superstar Gen Yers want managers who know exactly who they are, help them succeed and keep close track of their success…Superstar Gen Yers want managers who know and care enough to teach them the tricks and the shortcuts, warn them of pitfalls and help them solve problems. They want managers who are strong enough to support them through bad days and counsel them through difficult judgment calls. They want to know that someone is keeping track of their great work and looking for ways to provide them with special rewards…Thus supervisors and older experienced team players should be asking; What roles can I play in this process? Who are the superstar Gen Yers in my orbit? Will I be that person’s teaching-style manager? Career adviser? Mentor? What can I do to make it clear to that person that she is the best in her class?” (161-164).
Discussion: How do you balance the need to “stroke” the Gen Yer who has the most potential and give them the greatest opportunity with the Biblical mandate to teach them how to be a servant to others?
GenYers can shun supervisory or leadership responsibility. Therefore, when you give them leadership, you need to teach them how to do the people work and then support and guide them in this new role in every step of the way…Explain the responsibility with the new role, spell out what the new leadership responsibility looks like. Create standard operating procedures for managing. Make sure you formally deputize any new leader. Check in daily with the new leader. Do everything you can to reinforce her authority with the team and every individual on the team. But make sure to take very opportunity you can to help the new leader refine and improve her management techniques…Look for Gen Yers who love the responsibility and the service. Look for those who spend the most time patiently teaching. Look for those who want to lift people up and make them better.”(169-170).
Discussion: What practices on your team are in place to develop leadership skills, people skills and appropriate attitudes for service among your younger or newer team members? How do you “coach” someone along in new responsibility? (provide a detailed plan of action for a week or month)
No comments:
Post a Comment