Succession to the Middle: Succession to the Middle: Identifying and Nurturing Identifying and Nurturing

Young TalentYoung Talent (Is there an App for that?)(Is there an App for that?)

Dr Phil LambertDr Phil Lambert

What are the issues?What are the issues?

World impacts on the World impacts on the perspectives of Gen Ysperspectives of Gen Ys

Characteristics of Gen Ys Characteristics of Gen Ys teachersteachers

The Interactive BitThe Interactive Bit

Implications for Leaders and Implications for Leaders and Mentors of Gen Ys in the Mentors of Gen Ys in the WorkforceWorkforce

Demographic Double-Whammy – baby Demographic Double-Whammy – baby boomer principals and middle executives boomer principals and middle executives retiring at the same timeretiring at the same time

““5 Career Changes” – well... guess what?5 Career Changes” – well... guess what? Baby Boomer Schooling “systems” < > Baby Boomer Schooling “systems” < >

Gen YsGen Ys Experience Gap < > AmbitionExperience Gap < > Ambition Career Planning; Research: Succession Career Planning; Research: Succession

Planning and SchoolsPlanning and Schools Caveat: Generalising about GenerationsCaveat: Generalising about Generations

What are the issues?What are the issues?

Technologies - such as the internet; Technologies - such as the internet; email; SMS; DVD; PlayStation; Xboxemail; SMS; DVD; PlayStation; Xbox

World events - such as the Thredbo World events - such as the Thredbo Disaster; the Columbine Shootings; the Disaster; the Columbine Shootings; the New Millennium; September 11; the New Millennium; September 11; the Bali Bombing; and the Invasion of IraqBali Bombing; and the Invasion of Iraq

Fashions - neon colours; grunge wear; Fashions - neon colours; grunge wear; sports clothing; body piercingsports clothing; body piercing

Health - such as HIV and DNA profilingHealth - such as HIV and DNA profiling

World Impacts on the World Impacts on the Perspectives of Gen YsPerspectives of Gen Ys

ValuesValues

Gen Ys tend to value:Gen Ys tend to value:

fun and enjoymentfun and enjoyment diversitydiversity social awarenesssocial awareness friendshipfriendship

Characteristics ofCharacteristics ofGen Y TeachersGen Y Teachers

AttitudesAttitudes

Gen Ys tend to exhibit the following Gen Ys tend to exhibit the following attitudes:attitudes:

outcomes not processesoutcomes not processes enjoy the now enjoy the now organise work around life (not life organise work around life (not life

around work)around work) respect is earned not givenrespect is earned not given why wait for career advancement – no why wait for career advancement – no

need to work my way upneed to work my way up

Characteristics ofCharacteristics ofGen Y TeachersGen Y Teachers

Personality traitsPersonality traits

Gen Ys tend to be:Gen Ys tend to be:

confidentconfident cynicalcynical assertiveassertive sociablesociable demandingdemanding optimisticoptimistic values drivenvalues driven

Characteristics ofCharacteristics ofGen Y TeachersGen Y Teachers

Lifestyle ChoicesLifestyle Choices

Gen Ys tend to favour:Gen Ys tend to favour:

short term pleasures over long term short term pleasures over long term outcomesoutcomes

enjoyment before commitmentenjoyment before commitment living in the parental home longer than living in the parental home longer than

previous generations haveprevious generations have social life social life friends friends

Characteristics ofCharacteristics ofGen Y TeachersGen Y Teachers

What current structures in your organisation (at What current structures in your organisation (at either the local or systemic level) are likely to either the local or systemic level) are likely to frustrate Gen Ys and limit their capacity to frustrate Gen Ys and limit their capacity to contribute or willingness to stay?contribute or willingness to stay?

What new messages might be needed to draw What new messages might be needed to draw Gen Ys to your workplace and keep them long Gen Ys to your workplace and keep them long enough for mutual benefit?enough for mutual benefit?

Which characteristics of Gen Ys are likely to be in Which characteristics of Gen Ys are likely to be in conflict with some entrenched practices and conflict with some entrenched practices and behaviours of the profession?behaviours of the profession?

Which characteristics of Gen Ys present the Which characteristics of Gen Ys present the basis for re-invigorating the organisation?basis for re-invigorating the organisation?

Here’s the Interactive Bit…Here’s the Interactive Bit…

They see themselves as leaders, even in the early They see themselves as leaders, even in the early stages of their careers. They told us that when stages of their careers. They told us that when they become disheartened other professional they become disheartened other professional roles – lawyers, journalists, artists, activists – roles – lawyers, journalists, artists, activists – whisper in their earswhisper in their ears (Coggins et al, 2010) (Coggins et al, 2010)

Many people assume that teachers enter the Many people assume that teachers enter the profession primarily driven by a love for children profession primarily driven by a love for children or for their subject matter… (the Gen Ys) or for their subject matter… (the Gen Ys) identified a commitment to social justice as their identified a commitment to social justice as their primary impetus to teachprimary impetus to teach (Coggins et al, 2010) (Coggins et al, 2010)

The goal need not be to create a lifetime teacher The goal need not be to create a lifetime teacher – that doesn’t fit this generation – but rather to – that doesn’t fit this generation – but rather to make a promising 2 year teacher into a 5 or 10 make a promising 2 year teacher into a 5 or 10 year oneyear one (Coggins et al, 2010) (Coggins et al, 2010)

What the Literature Says…What the Literature Says…

The decision to teach often stems from the desire The decision to teach often stems from the desire to use their knowledge and experience, at least to use their knowledge and experience, at least for a portion of their diverse careers, to improve for a portion of their diverse careers, to improve the world around themthe world around them (Behrstock-Sherratt and (Behrstock-Sherratt and Coggshall, 2010)Coggshall, 2010)

This is the “Baby on Board” generation who wore This is the “Baby on Board” generation who wore helmets and knee and arm pads, (and who have) helmets and knee and arm pads, (and who have) been given awards and recognition just for been given awards and recognition just for participatingparticipating (Walker, 2009) (Walker, 2009)

This generation wants personal contact with and This generation wants personal contact with and support from the principal…They want support from the principal…They want administrators to visit them in the classroom… administrators to visit them in the classroom… they like to go into the administrator’s office, they like to go into the administrator’s office, chat, and have personal connection with themchat, and have personal connection with them (Walker, 2009)(Walker, 2009)

They also want to know all about you and don’t They also want to know all about you and don’t mind revealing information about themselves mind revealing information about themselves (Coley, 2009)(Coley, 2009)

School leaders must work differently than they School leaders must work differently than they have in the past to harness this potential, using have in the past to harness this potential, using what they know about Gen Y teacher what they know about Gen Y teacher characteristics to recruit and retain the highest characteristics to recruit and retain the highest performing among their ranksperforming among their ranks (Behrstock and (Behrstock and Clifford, 2009)Clifford, 2009)

A school’s attempts to accommodate Gen Ys may A school’s attempts to accommodate Gen Ys may bother some veterans of the profession. Veteran bother some veterans of the profession. Veteran teachers often do not understand Gen Ys’ need teachers often do not understand Gen Ys’ need for constant feedback; they may view Gen Ys’ for constant feedback; they may view Gen Ys’ self confidence and motivation as arroganceself confidence and motivation as arrogance (Behrstock-Sherratt & Coggshall, 2010)(Behrstock-Sherratt & Coggshall, 2010)

MotivatorsMotivators

Leadership qualitiesLeadership qualities

Leadership actions/strategiesLeadership actions/strategies

Organisational attributesOrganisational attributes

Implications for Leaders and Implications for Leaders and Mentors of Gen Ys in the Mentors of Gen Ys in the

WorkforceWorkforce

Sheahan (2005) identifes motivators for Gen Y Sheahan (2005) identifes motivators for Gen Y employees as:employees as:- culture- culture- team- team- management style- management style- flexibility- flexibility- conditions- conditions- salary- salary

McCrindle (2006) found that Gen Ys:McCrindle (2006) found that Gen Ys:- don’t seek a job as much as an opportunity- don’t seek a job as much as an opportunity- seek a workplace culture with variety, flexibility, - seek a workplace culture with variety, flexibility, fun, training and a preferred management stylefun, training and a preferred management style- don’t worry about the size of the organisation- don’t worry about the size of the organisation- don’t value salary alone as a drawcard- don’t value salary alone as a drawcard- want a clear reason to join the organisation- want a clear reason to join the organisation

MotivatorsMotivators

Behrstock and Clifford (2009) found the following Behrstock and Clifford (2009) found the following leadership qualities association with retaining leadership qualities association with retaining Gen Ys:Gen Ys:-- leaders who back up teachers when faced leaders who back up teachers when faced with with student behaviour issues or parent student behaviour issues or parent complaintscomplaints-- leaders who demonstrate competence, leaders who demonstrate competence, trustworthiness and fairness and who trustworthiness and fairness and who genuinely respect teachersgenuinely respect teachers-- leaders who are communicative and more leaders who are communicative and more democratic than authoritarian in styledemocratic than authoritarian in style-- leaders who distribute leadership and reach leaders who distribute leadership and reach

collective goals by empowering teachers collective goals by empowering teachers based on their areas of expertisebased on their areas of expertise

Leadership QualitiesLeadership Qualities

In developing Gen Ys for leadership roles leaders In developing Gen Ys for leadership roles leaders need to support them by:need to support them by:-- providing feedback on individual providing feedback on individual performanceperformance-- providing information about future providing information about future opportunities in the schoolopportunities in the school-- being a resource or source of ideas for being a resource or source of ideas for development optionsdevelopment options-- supporting individuals who are examining supporting individuals who are examining career goalscareer goals-- acting as a sounding boardacting as a sounding board-- setting realistic expectationssetting realistic expectations

Leadership Actions/StrategiesLeadership Actions/Strategies

Strategies for shared leadership succession by Strategies for shared leadership succession by Gen Ys (Albion and Gutke, 2010:Gen Ys (Albion and Gutke, 2010:

General:General:-- Empower all for leadershipEmpower all for leadership-- Provide opportunities for collaborationProvide opportunities for collaboration-- Support career development and planningSupport career development and planning

SpecificSpecific-- Allow flexible work optionsAllow flexible work options-- Celebrate achievements and value Celebrate achievements and value individualsindividuals

Leadership Actions/StrategiesLeadership Actions/Strategies

The organisations that are likely to attract and retain Gen The organisations that are likely to attract and retain Gen Ys for leadership positions will have the following Ys for leadership positions will have the following attributes (Terjesen et al 2007):attributes (Terjesen et al 2007):-- invest heavily in training and developmentinvest heavily in training and development-- variety in daily work is a feature variety in daily work is a feature -- have a friendly, informal culturehave a friendly, informal culture-- merit determines career advancementmerit determines career advancement-- do not consume all hours of your day/night/weekenddo not consume all hours of your day/night/weekend-- enable you to use the skills you haveenable you to use the skills you have-- care about their employees as individualscare about their employees as individuals-- have clear options for long-term career progression have clear options for long-term career progression -- there is scope for creativity in your workthere is scope for creativity in your work-- include an internationally diverse mix of colleaguesinclude an internationally diverse mix of colleagues-- there is some freedom to work on your own there is some freedom to work on your own initiativesinitiatives-- are dynamic and forward thinkingare dynamic and forward thinking

Organisational AttributesOrganisational Attributes

Organisational AttributesOrganisational Attributes

Collaboration and

Shared Practice

High Quality

Evaluation

Frequent Feedback

on Effectivenes

s

Differentiated Support

Gen Y Support Practices

Effective Instructiona

l Technology

American Institutes for Research, 2011

EnoughEnough