Unfairly Labeled: How Your Workplace Can Benefit From Ditching Generational Stereotypes
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A blueprint for managing people, not generations
Unfairly Labeled challenges the very concept of "generational differences" as an unfair generalization, and offers a roadmap to intergenerational understanding. While acknowledging that generational stereotypes exist, author Jessica Kriegel argues that they are wrong—and that it's unreasonable to assume that the millions of people born in the same 20-year time span are motivated by the same things, attracted to the same things, and should be dealt with in the same way. Kriegel's experience as Organizational Developer at Oracle puts her squarely in the talent strategy realm, where she works to optimize leadership development, team effectiveness, and organizational design. Drawing upon her experiences with workers of all ages and types, she shows how behaviors know no generational boundaries and how to work with people based on their talents, strengths, and weaknesses rather than simply slapping on a generational label and fitting them into an arbitrary slot.
There are 80 million Millenials in America, yet there are myriad books on "managing Millenials" and "working with Millenials" and "the problem with Millenials." This book shows that whether you're working with Millenials, Generation X, or Baby Boomers, age is not the issue—it's the interpersonal dynamics that matter most.
- Examine the concept of "generational issues"
- Explore the disparate reality of each 20-year generational span
- Learn to understand and work effectively with other generations
- Facilitate intergenerational understanding sessions
The human mind craves categorization, so the tendency to lump people together is natural. It may, however, be holding your organization back. The members of each generation have only one thing in common—their age—and even that varies by two whole decades. Why assume that they should all be managed the same way? Unfairly Labeled shows you a better way, and provides a roadmap to a more effective organizational strategy.
supposedly do not feel the struggle as deeply. The postliberalization generation, 1984–1993, enjoys India's economic liberalization, which began during their childhood. Russia Russia adds even further confusion to generational studies. Russia (along with other countries) uses the same labels as America but assigns opposite personality traits to those individuals. The defining cultural events and stereotypes associated with Russian generations are different but the labels remain the same:
impact in the world, work/life balance, a collaborative work environment, opportunities for advancement, and compensation. The gen-experts commonly cite these factors as necessary to keeping millennials happy. The chapter will examine the origins of these stereotypes and what advice commonly follows. Finally, we will look at how to identify stereotypes, break them, and move toward best practices in engaging employees, regardless of age. The Stereotype Meet Ryan, the typical millennial as
reviewing, and developing employee performance. Chapter 7 helps in creating a collaborative team. Chapter 8 focuses on recruiting, specifically, how managers and organizations have been led astray in creating recruiting tactics to target specific generations. Chapter 9 discusses technology. The toolkit would not be complete if it did not discuss the digital-native versus digital-immigrant myth so often discussed in the media. Part Three: Overcoming Generational Labels Whereas Part Two of
Learning—what participants learned in the program. Application—how the participants applied the learning to their work. Business Results—what business results ensued from the learning. ROI—The return on investment of the program. The second, and perhaps most important step in the model, focuses on the necessity of isolating the effects of training. In every organizational situation, a variety of factors influence the output measures of organizational or business impact. Training is only one of
identify an individual's learning-style preferences. Felder and Soloman designed the instrument in 1991, and based their work on the four dimensions of the Felder-Silverman learning style model (Felder & Silverman, 1988). The ILS measures learning preferences on four dimensions: (1) active (i.e., learning by doing) versus reflective (i.e., learning by thinking), (2) sensing (i.e., practical and fact-based) versus intuitive (i.e., theoretical and abstract), (3) visual (i.e., learning via images)