Post on 25-Jan-2016
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Mentoring Millennials
Susan DaicoffProfessor of Law
Florida Coastal School of Law
Who are the Millennials?
• Birth Years: mid1970s – early 2000s (e.g. 1982-2001, acc. to H&S)
• Books by Howe & Strauss:• Generations: The History of America’s Future, 1584 to
2069 (1991)• Millennials Rising: The Next Great Generation (2000) • Book by Junco & Mastrodicasa (2007)• Must Read: Susan K. McClellan, 15 Clinical L. Rev. 255
(2009) & Melissa H. Weresh, 61 S. C. L. Rev. 337 (2009); & Melody Finnemore, 66-Nov. Or. St. B. Bull 9 (2005)
Proposed Generations
• Lost Generation (1883–1900) • Greatest Generation (1901–1924) • Silent Generation (1925–1942) • Baby Boomer (1943–1960) • Generation X (1961–1981) • Millennial Generation/Generation Y/Generation
Next or Net(1982–1998) • Generation Z/New Silent Generation/Homeland
Generation (1999–2019)
The Last Century & 6 Generations• G.I. Generation• Hero (Civic)• 1901–1924• World War I/Prohibition
• Silent Generation• Artist (Adaptive)• 1925–1942• Great Depression/World War II
• Millennial Saeculum• (baby) Boom Generation• Prophet (Idealist)• 1943–1960• Superpower America
• 13th Generation(a.k.a Generation X)1
• Nomad (Reactive)• 1961–1981• Consciousness Revolution
• Millennial Generation2
• Hero (Civic)• 1982–2003?• Culture Wars
• New Silent Generation 3• Artist (Adaptive)• 2004?– present• Millennial Crisis?
Generation Type Birth Years Historical Time Period
Greatest or GI Generation
Hero/Civic 1901-1924 WWI & Prohibition
High but Unraveling
Silent Generation
Artist/Adaptive 1925-1942 Great Depression & WWII
Crisis
Baby Boomers Prophet/Idealist 1943-1960 Superpower America
High (peace & prosperity)
Generation X Nomad/Reactive 1961-1981 Consciousness Revolution
Awakening
Millennials Hero/Civic 1982-2003 Culture Wars High but Unraveling
New Silent Generation
Artist/Adaptive 2001/2004 - present
Economic Crisis, …
Crisis
??? Prophet/Idealist ???? The New World Order?
High (peace & prosperity)
Source: Howe & Strauss (1991)
Media & Technology Use“an increased use and familiarity with communications, media,
and digital technologies”“Next Generation” college students…used technology at higher rates than
people from other generations:• 97% of students owned a computer• 94% owned a cell phone• 92% of those reported multitasking while Iming• 76% of students used instant messaging• 56% owned a MP3 player• 40% of students used television to get most of their news• 34% used the Internet to get their news. • This generation spends at least 3.5 hours a day online.[57]
Source: Junco & Mastrodicasa (2007) (who conducted a research study of 7,705 college students).
• Now add: social networks: Facebook, Twitter, Linkedin, etc.
What are they doing in class?
• Facebook• Twitter• YouTube• Online Learning Tools• Email
Trophy Kids/Sense of Entitlement• Used to “no one loses” and everyone gets a "Thanks for
Participating" trophy resulting in a sense of entitlement• Have “too great expectations from the workplace and
desire to shape their jobs to fit their lives rather than adapt their lives to the workplace”
• “Assertively seek more feedback, responsibility, and involvement in decision making”
• Resulting “generation & understanding gap” between older employees and supervisors in the workplace & younger, Millennial employees
Communication With Parents
• College students were frequently in touch with their parents -- Junco and Mastrodicasa (2007) also found that students spoke with their parents an average of 1.5 times a day about a wide range of topics.
Anecdotal Characteristics• Balance: Demand “balance” -- that work and school fit around
their lives & interests– Not ashamed if unprepared in class
• Multimediative:– Always use multimedia themselves, e.g., Powerpoint, Youtube, video clips,
homemade movies– Multitask constantly unless they are actively participating in an exercise, role play,
or presentation– Have a very short attention span– Pay attention to video clips and sound bites
• Peer-oriented: Prefer to interact in groups rather than 1:1 dating– Really excel in projects requiring public presentations of written or oral material
• Need Direction: Demand more structure and certainty in assignments and schedules
Characteristics• Celebrate & enjoy diversity• Optimistic/realistic• Self-inventive/individualistic• Rewrite the rules• Killer lifestyle (demand work/life
balance)• Irrelevance of institutions• Internet is a given; assume use of
communications, media, & digital technologies; multitask fast
• Nurtured; Sense of Entitlement• Collaborative, teamwork & learning• Friends = family
Gen X v. Gen Y/Millennials
Generation XBorn 1965-197651 million
• Accept diversityPragmatic/practicalSelf-reliant/individualisticReject rulesKiller lifeMistrust institutionsPCUse technologyMultitaskLatch-key kidsFriend-not family
• Mentoring Do’s�· Casual, friendly workenvironment· Involvement· Flexibility and freedom· A place to learn
MillennialsBorn 1977 – 199875 million
• Celebrate diversityOptimistic/realisticSelf-inventive/individualisticRewrite the rulesKiller lifestyleIrrelevance of institutionsInternetAssume technologyMultitask fastNurturedFriends = family
• Mentoring Do’s�· Structured, supportive workenvironment· Personalized work· Interactive relationship· Be prepared for demands, highexpectations
Source: The Learning Café and American Demographics enterprisingmuseum 2003.
Video
Gen WeMillennial Law Prof
Greatest Assets• Work well collaboratively in groups/teams• Peer oriented (e.g., use of social networks)• Excel in public presentations and real-life exercises (e.g.,
PR skills assignments) • Easily use multimedia in public presentations (e.g., SBA
awards presentation, 1L projects)• Innovate - sidestep traditional methods and use
technology (internet) to achieve goals (e.g., Napster)• Demand “balance” of work/life/pleasure• Celebrate cultural diversity• “Hero/Civicmindedness” qualities• The next “Great Generation?”
Mentoring Steps To Take With Millennials• Give directions and structure and certainty for assignments, samples• Explain what to expect, reduce uncertainty and do NOT assign meaningless
tasks, do not assign too much (overwhelming, makes them feel incompetent) or too little (makes them feel like you’re wasting their time, which is tight already)
• Realize they are timepressured, they value work/life balance, they want time for leisure and friends and family, explain when just-in-time learning will work and when it will backfire, so they are prepared
• Give immediate, regular feedback laced with lots of praise (sandwich critiques between praises)
• Encourage collaborative, team projects in groups, particularly in diverse groups • Encourage their input & presentation in group settings – use weekly staffing of
cases• Treat them like peers, don’t insist on respect for authority or tradition, but try
to fit into a “parent” role with them, since they have great, close relationships with parents
• Get ready for them to “ask why,” buck tradition, and propose better ways to do things, give them hands-on civic-minded opportunities & meaningful work
• Be transparent, real, & honest about what’s really going on • Use technology and multimedia and multitasking to accomplish the above goals
Mentoring Do’s�• Structured, supportive
workenvironment
• Interactive relationships
• Immediate, direct feedback
• Be prepared for demands, highexpectations
• Collaborative, team learning
• Personalized work• Validate importance of
satisfaction, fulfillment• Work/life balance• Embrace tech literacy• Avoid lecture;
involve/engage
The State of the Legal Profession During the Millennials’ Lifetimes
Deprofessionalism and incivility
Low public opinion of lawyers and the legal system
Lawyer distress and dissatisfaction
Rising unemployment
Instability in law firms and clients
Changing client demands, changing lawyer roles
2004 book:*
•Legal Profession
•Lawyer Wellbeing
•Lawyer Personality
•Approaches to Practicewww.amazon.com sdaicoff@fcsl.edu
ABA SURVEY - 1993Peter D. Hart Research Associates
19%22%36%
63%
40%
78%
45%
7%16%
0%20%40%60%80%
1993 Peter D. Hart Survey
Caring and Compassionate Honest and EthicalConstructive Part of Community Make Too Much MoneyAre Greedy Charge Excessive FeesLack Necessary Ethics Not Honest or EthicalLiked Own M.D. Liked Own AttorneyDisliked Own M.D. Disliked Own Attny
PUBLIC OPINION POLL - 1991
22%
62%
50%
35%
24%20%
16%12%
6%
0%
10%
20%
30%
40%
50%
60%
70%
High Honesty or Ethical Standards
Lawyers
Pharmacists
Doctors, College Teachers, Clergy,Dentists, Engineers
Funeral Directors, Bankers,Journalists
Newspaper Reporters
Building Contractors
Realtors
Advertisers
Car Salesmen
(c) Susan Daicoff, 2007. Use with permission.
DEPRESSIONAmong Law Students & Lawyers
10%
32%
40%
17.90% 19%
9% 9% 9% 9% 9%
0%5%
10%15%20%25%30%35%40%45%
PreLaw 1st Year 3rd Year 2 YrsPostGrad
0-78 Yrs ofPractice
Lawyers General Population Maximum
ALCOHOLISMPercentage of Alcoholic Drinkers
18%
9%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
Lawyers General Population
PSYCHOLOGICAL DISTRESSBeck, 1995-96
18%
30%
21%
7%10%
27%
16%11%
0%5%
10%15%20%25%30%
Male Lawyers Female Lawyers GeneralPopulation
Global Distress AnxietyDepression Paranoid IdeationInterpersonal Sensitivity Social Isolation & AlienationObsessive-Compulsiveness Hostility
2.27%
CAREER SATISFACTIONSatisfaction With the Practice of Law
21.20%51.20%
20.60%
6.90%
Very Satisfied
Somewhat Satisfied
SomewhatDissatisfiedVery Dissatisfied
GROWING DISSATISFACTION?Summary of ABA/YLD Surveys
3%
12%
5%
14%
7%
17%
0%
10%
20%
30%
1984 1990 1995
SomewhatDissatisfiedVery Dissatisfied
LAWYER DISTRESS: A Constant 20%?
0%
5%
10%
15%
20%
25%
30%
Depression Alcoholism Psych.Distress
Dissatisfaction
All LawyersGeneral Population
THE “LAWYER PERSONALITY”
competitiveness
materialism; value economic bottom-line
need for achievement; ambitious under stress
interpersonal insensitivity
“Thinking” MBTI preference
“rights” orientationdominance
aggressive under stress
DRIVE 2 ACHIEVE
INTERPERSONAL RELATING STYLE
pessimism?
As children Pre-law Law school In practice
Scholastic achievement
Need for achievement
leadership need dominance, leadership, & attention
incr. aggression & ambition under stress
extroversion & sociability
active approach to life
less subordinate and deferent, more authoritarian
prefer competitive peer rel'p.s; don't rely on peers for support
competitive, masculine, argumentative, aggressive, dominant
Low interest in emotions or others' feelings
Low interest in emotions, interpersonal concerns, & others' feelings
Increased "rights" focus (justice, rationality, etc.) vs. "ethic of care"
Low interest in people, emotional concerns, & interpersonal matters; prefer "Thinking" & conventional, rights-based morality
Higher SES, materialism
Decreased interest in public interest work
Focus on economic bottom-line of settlement options
Normal levels of psychological problems
Elevated levels of psychological problems
Elevated levels of psychological problems & substance abuse
HOW LAWYERS DIFFERED...
KRIEGER & SHELDON STUDIES• Intrinsic motivation and community service values decreased in the
first year• Appearance values increased in the first year• Those with the most intrinsic motivations attained the highest grades• But, those with highest grades most often shifted in career
preferences towards "lucrative" and higher-stress law careers, and away from "service"-oriented and potentially more satisfying law careers
During Law School:• Shift from interest in public interest work to private practice• Ethic of care disappears• Subtle fostering of: pessimism, competitive peer relationships,
introversion, and Thinking style of decisionmaking• Values shift from intrinsic to extrinsic rewards• Distress develops (depression, lowered wellbeing)
The “Comprehensive Law” Movement
Therapeutic Jurisprudence
Restorative
Justice
Holistic Justice
Problem Solving Cts (DTCs, DV cts, MH cts, UFCs)
Procedural Justice
Mindfulness & Spiritual Practices
Creative problemsolving
Collaborative Divorce Law
TransformativeMediation
Preventive Law
Mentoring Do’s�• Structured, supportive
workenvironment
• Interactive relationships
• Immediate, direct feedback
• Be prepared for demands, highexpectations
• Collaborative, team learning
• Personalized work• Validate importance of
satisfaction, fulfillment• Work/life balance• Embrace tech literacy• Avoid lecture;
involve/engage