Leadership Development

Strategies for Developing Millennials

Presented by: Frances Gelder, CPHIC, Masters of Arts (Leadership Studies)

NEHA AEC 2014, Las Vegas

Overview

Introduction

Workforce Composition

Generational Diversity

About Millennials

Leadership Development Best practice

Recommendations

Comments and Questions

Leadership is about People

PEOPLE propel organizations

Leadership: is to engage, enable, encourage, and empower individuals toward achieving a shared vision (Gelder 2013)

Management/Leadership

Management Leadership

Specific Strategic

Measureable Motivating

Assignable Appropriate

Results oriented Resonant

Time-lined Time-sensitive

Leadership Development: “job of a leader is not to create more followers, its to create more leaders” Ralph Nader

“ expanding the collective capacity of organizational members to engage effectively in leadership roles and processes” (McCauley et al 1998)

Best Practices for Leadership Development (Day, D. 2001, 2007)

360 degree feedback

Coaching Mentoring Networking

Job Assignments

Action Learning

Workforce Composition 2010

Statistics Canada 2010

2014/ 50% (HBR)

2028/ 75% (Globe and Mail 03/13)

Canadian Labour Force

Matures 6.6%Boomers 40%Gen X 32%Millenials 23 %

Generational Diversity

Generation Birth Years

Experiences Values and preferences

Traditionals, Matures, Silents, Veterans

1925-1942(age 89-72)

Great depression, WWII Honesty, Loyalty, Dedication, hard work, respect for authority loyalty

Baby Boomers 1943-1960(age 71-54)

Civil rights, JFK, women's’ rights, anti protest movement

Honesty competence, loyalty, optimism, personal growth, worklife balance

Gen X 1961-1981(age 53-33)

Aids, technology, latch key generation, race and cultural diversity

Honesty competence determination, independent learners, practical

Gen Y, Nexters(Millennials)

1981- 2000(age 33-14)

Terrorism, technology, down sizing, economic collapse, social media, connected 24/7 to parents and friends

Independent hopeful civic minded, achievement oriented, ROWE, inclusive, worklife blending, believe in collective action, skeptical of institutions

(Arsenault 2003),(Sessa 2007), (Mcguire et al 2007), Hill 2002, (Giancola 2006), (Erikson 2009), (Raines 2002)

Generational Theory

common culture, political and social events

share a collective memory

integrates the generation over a period of time

common traditions and culture

style, and appearance

beliefs and attitudes

effects attitudes toward family, gender roles, faith and lifestyles

these common values, beliefs, attitudes and behaviours become imprinted over time and do not change with age or maturation

(Arsenault P, 2003) (Mcguire et al 2007) (Sessa V, 2007) (Raines 20100.

Millennials 1981-2000

“They’re sociable, optimistic, talented, well-educated, collaborative, open-minded, influential, and achievement-oriented”. (Raines)

Largest Cohort Since the BoomersMost Racially IntegratedMost Culturally DiverseHold Global PerspectivesFirst Digital Generation Most socially conscious generation since the 1960s.

“They have been learning with social classroom tools and chatting on Facebook, Twitter, and Instagram every waking hour. As a result, they actually conceive of communication in a one-to-many paradigm”

Transforming the workplace

More female leadersDownsizing office space/mobilizationBlending over BalanceMore texting less meetings and emailR.O.W.ERegular, immediate and social feedback Globe and Mail, 2013

Popular Stereotypes

EntitledAmbitiousImpatientUnrealisticHigh ExpectationsOverprotected

“They want to reach financial well-being and achieve social good simultaneously. Millennials are a driving force towards significant, scalable, and lasting social change that will benefit everyone, whether it’s about the environment, socioeconomic diversity, or just a healthier work-life balance” (forbes leadership forum 2014)

What Millennials want

Help to navigate their career pathFrequent and Specific Constructive and

Positive FeedbackMentoring and CoachingSupported for formal development programs Challenging workFlexible schedulesOpportunity to make a Social ImpactTo Contribute and be recognized for their

ideas

From the Organization

Strong values: respect, inclusion, diversity and participation

Flexible/Customizable benefits/reward packagesBlend work with the rest of my lifeOffers a clear career pathNurturing environment Meaningful work environmentOpportunity for Skills development

….to Learn

Technical skillsSelf-management and personal

productivityLeadershipIndustry or functional knowledgeCreativity and innovation strategies

Mentoring Millennials (Sessa et al., Arsenault P, 2003)

They are Independent

They want: clear direction, frequent feedback Flexibility and autonomy to complete tasks

They seek: active kinaesthetic learning experiences over traditional classroom education

They admire leader traits of: honesty, determination, loyalty and competence

Top 5 admired leadership behaviours: commitment, listening, focus, encouragement and optimism.

Benefits of mentoring

Protégés: greater compensation, more rapid promotion and improved career mobility for protégés

Mentors derive benefit through renewed commitment professional excitement, and satisfaction through the growth and development of their protégé.

Organizations benefit through more effective communication, loyalty and talent retention

(Ensher & Murphy, 2011) (Allen, Eby, O'Brien, & Lentz, 2008).

Mentoring

Helping relationship – usually Dyad, senior mentor to junior protege

Career Support Developing strategic perspective , promotes development of social capital through sponsorship, exposure, visibility

Psychosocial support : an important leadership skill for developing trust, respect and commitments, guidance, role modelling, acceptance , friendship

Success based on the quality of the relationship, and on positive reciprocity

Mentoring is blended with coaching to create interaction with a range of consultants, managers, specialists and HR professionals that contribute to development of the protégé

Mutuality perspective- Developmental Networks

(Kram, Higgins, Scandura, Murphy , Shore, Day, Chandler, Dobrow)

Phases (Kram 1985, Zachary 2000)

• Evaluation• Closure• Redefine

• Engage• Prepare• Motivate

• Enable • Support• Separate

• Set goals• Boundaries• Monitor

plant

nurture

harvest

till

Influencing Factors (Moore, Millar, Pitchford, & Jeng, 2008) (Allen et

al 2008). (Cho, Ramanan, & Feldman, 2011, p. 457)

Relational DynamicsAge and Age Diversity

Race: Diversity training

Culture: same cultures will share expectation and reciprocity rules and cultural mismatch can cause discomfort due to misunderstood expectations

Gender: the career path of women resuming a career later in life due to family responsibilities

“The Dark Side” Ensher et al , Scandura

Mentors : counterproductive with jealousy, control, bullying and exploitation.

Protégés: can sabotage by being unappreciative, uninterested and breaking confidence

Positive and negative elements may arise through-out phases of mentoring

Research has been focused to the positive aspects of mentoring potentially overlooking the negative aspects

Options for exit strategies should be available

Forms of Mentoring Formal and Informal Traditional Dyad Group mentoring Peer to Peer

Mutual (reverse) mentoring: the pairing of junior mentor with senior protégé. “….encourage more cross-generational interaction. Younger employees should learn to seek the experience and wisdom offered by senior employees. Older employees should learn to be open to the fresh perspectives offered by younger employees.”*

to e-mentoring, or computer mediated communication Multiple Mentors Developmental Networks(Ensher & Murphy, 2011 DiRenzo et al, 2010),*http://guides.wsj.com/management/managing-your-people/how-to-manage-

different-generations/ (wsj)

Recommendations

Integrate mentoring with other leadership development practices, coaching action learning, stretch assignments

Provide education and sensitivity training for diversity factors

Educate mentors and protégés on appropriate relationship behaviours and expectations

Watch for unethical conditions: unrealistic expectations. Design ways to resolve conflict and exit strategy

Watch for and resist overdependence : inappropriate alignment, resentment from others

Examine possibilities for informal mentoring across functions, levels and systems within the organization

Assess novel/e-approaches to engage mentors and protégés

Investigate Mutual Mentoring and Developmental Networks internally, externally, personal and professional

Reflections

If you listen to them and take them seriously,

“Millennials will shoot for the stars—and if they fall down, they’ll get right back up and try it a different way.”

“Managers can learn to recognize generational differences and adapt.”

“Discover what each person values and adjust your style to make the relationship productive.”

“It’s important that Managers change rather than trying to change the staff.”

http://guides.wsj.com/management/managing-your-people/how-to-manage-different-

generations/ (wall street journal)

Thank you

Questions?

References

Allen, T., Eby, L., O'Brien, K., & Lentz, E. (2008). The state of mentoring research: A qualitative review of current research methods and future research implications . Journal of Vocational Behaviour , 343-357.

Arsenault P. (2003). Validating Generational Differences: a legitimate leadership and diversity issue. The Leadership and Organizationsal Development Journal 25 (2) , 124-141.

Cho, C., Ramanan, R., & Feldman, M. (2011). Defining the Ideal Qualities of Mentorship: A Qualitative Analysis of the Characteristics of Outstanding Mentors. The American Journal of Medicine , 453-458.

Day, D. (2001). Leadership Development: A Review in Context. Leadership Quarterly11(4) , 581-613.DiRenzo, M., Linnehan F., S., & Rosenberg, W. (2010). A moderated model of e-mentoring. Journal of Vocational Behaviour , 292-305.

Dobrow, S., Chandler, D., Murphy, W., & Kram, K. (2012). A Review of Developmental Networks: Incorporating a Mutuality Perspective. Journal of Management , 210-242.

Ensher, E., & Murphy, S. (2011). The Mentoring Relationship Challenges Scale: The impact of mentoring stage, type and gender. Journal of Vocational Behaviour 79 , 253-266.

Erickson, T. (2009). Gen Y in the Workforce:How I learned to love millenials (and stop worrying about whatthey were doing with their iPhones). Harvard Business Review , 43-49.

Finkelstein, L., Allen, T., Ritchie, T., Lynch, J., & Montei, M. (2012). A dyadic examination of relationship characteristics and age on relationship satisfaction in formal mentoring programe. European Journal of Work and Organizational Psychology21(6) , 803-827.

Giancola, F. (2006). The Generation Gap: More Myth than Reality. Human Resource Planning , 32-37.Groves, K. S. (2007). Integrating Leadership development and succession planning best practicel. Journal of Management Development, 26(3) , 239-260.

Hill, R. (2002). Managing Across Generations in the 21st Century: Important Lessons from the Ivory Trenches. Journal of Management Inquiry 11(1) , 60-66.

Huizing, R. (2012). Mentoring Together:A Literature Review of Group Mentoring. Mentoring and Tutoring: Partnership in Learning, 20(1) , 27-55.

References (cont.)

Kur, E., & Bunning, R. (2002). Assuring corporate leadership for the future. Journal of Management Development 21(10) , 761-779.

Mcguire, D., By, R., & Hutchings, K. (2007). Towards a model of human resource solutions for achieving intergenerational interaction in organizations. Journal of European Industrial Training , 592-608.

Meister, J., & Willyerd, K. (2010). Mentoring Millenials. Harvard Business Review , 1-4.Moore, A., Millar, J., Pitchford, V., & Jeng, L. (2008). Mentoring in the millennium: new views, climate and actions. New Library World , 75-86.

Murphy, W. (2012). Reverse Mentoring at Work: fostering Cross-Generational Learning and Developing Millenial Leaders. Human Resource Management , 549-574.

Raines, C. (2002). Managing Millenials. In C. Raines, Connecting Generations:The Sourcebookfor a New WorkPlace. Crisp Publications.

Scandura, T. (1998). Dysfunctional Mentoring Relationships and Outcomes. Journal of Management 24(3) , 446-467.Sessa V, K. R. (2007). Generational differences in leader values and leadership behaviours. Psychologist-Manager Journal 10 , 47-74.

Shore, W., Toyokawa, T., & Anderson, D. (2008). Context-specific effects on reciprocity in mentoring relationships: ethical implications. Mentoring and Tutoring:Partnership in Learning , 17-29.

Welsh, E., Bhave, D., & Kim, K. (2011). Are you my Mentor: Informal Mentoring Mutual Identification. Career Development International , 137-148.