Literature Review – Millennials

Another section completed for your reading pleasure and my remote backup. These are long posts and so there is no reference section. If you want a reference post a comment for which one or ones you would like and I am happy to respond. The 1st draft of the literature review will be posting tomorrow.

Current estimations cite13,304,000 full-time employees in the United States between the ages of twenty and twenty-four (Bureau of Labor Statistics, 2008). As workers, this population is technologically savvy, focused, and adept at multitasking (Kyles, 2005). As such, this increasing workforce operates and learns differently than previous generations, requiring more discovery, collaboration and non-linear activities (Howe & Strauss, 2000; Tapscott, 1998). A careful examination of how Millennials learn and work leads to a greater understanding of this generation and the need to adapt work and learning environments to produce sustained success in organizations (Glass, 2007). This subsection defines and describes the Millennial generation members, examining learning preferences and work habits. The subsection concludes with an analysis of the interaction of Millennials and members of earlier generations.

Definition and Descriptions

Howe and Strauss (2000) estimate that the Millennial generation has a population of 100.2 million people. Born from 1982 to 2001 (Shih & Allen, 2007) Millennial generation members grew up in a world that has always known computing technology, faster paced lifestyles, and a host of world events that shape the lives of every person; these triggers define and describe the Millennial generation (Shih & Allen). Tapscott (1998) describes Millennials using themes found in members’ characters: (1) independence, (2) openness, (3) inclusion, (4) strong viewpoints and free expression, (5) innovation, (6) early maturation, (7) investigative, (8) immediacy, (9) consumer savvy, and (10) authenticity. Add to these characteristics the need for interactivity, connectivity, and collaboration (Skiba & Barton, 2006).

Millennials function in a world that is enabled by fast technology and open access that is available around the clock and on every day making the generation members expect instant access and response from many aspects of life (Eisner, 2005; Skiba & Barton, 2006; Shih & Allen, 2007). This always-open world furthers the Millennials’ characteristics of consumer savvy, immediacy, investigative, openness, independence (Tapscott, 1998), interactivity, and connectivity (Skiba & Barton). Because the world is available to Millennials around the clock, members often feel that faster communication is more appropriate; preferring more instantaneous electronic communication over traditional interpersonal communication (Glass, 2007).

Millennials are highly technically literate (Howe & Strauss, 2000; Eisner, 2005; Martin, 2005; Glass, 2007) as a result of living in a world that has always experienced computing technology (Shih & Allen, 2007) and allows for instant electronic communication (Skiba & Barton, 2006; Shih & Allen). As such, Millennials are intelligent and educated (Howe & Strauss; Eisner) fitting the themes of independence, openness, early maturation, strong viewpoints, and free expression (Tapscott, 1998).

The openness of the world surrounding Millennials also means that the group is experience an expansive diversity that previous generations did not experience (Howe & Strauss, 2000; Eisner, 2005). This diversity prepares Millennials to be more inclusive in the approach to schooling, work, and life (Howe & Strauss; Eisner) fitting the themes of openness, inclusion, consumer savvy, authenticity (Tapscott, 1998), connectivity, and collaboration (Skiba & Barton, 2006). The inclusionary nature of Millennials in a diverse world makes the population more focused on the betterment of society versus the pursuit of capital wealth or material goods (Eisner). However, the population as a whole is considered to be more affluent than earlier generations thanks to the inclusionary characteristics and the wealth provided by previous generation members (Howe & Strauss). The combination of affluence and focus on society leads Millennials to value a work-home life balance not sought by previous generations (Allen, 2004).

Millennial Generation Learning Preferences

Traditional learning designs promote a linear approach to the student receipt of information and knowledge; however Millennials do not learn in a linear fashion (Tapscott, 1998; Tapscott, 1999; Prensky, 2005; Arhin & Cormier, 2007). This generation of learners lives in a technology-enabled world that promotes the ability for Millennials to multitask on a variety of items while remaining engaged in learning (Skiba & Barton, 2006). Millennial students are immersed in interactions through collaborative and social technology tools like blogs, wikis, and podcasts that engage the generation’s desire to learn in non-linear modalities (Prensky). Millennials’ adept use of technology creates a population of masterful information collectors and researchers (Shih & Allen, 2007). The inclusion of collaborative computing technologies and the immersion in a technology-enabled world promotes the multitasking behavior of Millennials forcing a shift from traditional learning theories to those grounded in social constructivism allowing for more independent and collaborative discovery and knowledge creation (Skiba & Barton).

Millennial students want to be engaged in learning not only as consumers but as creators of knowledge (Thompson, 2007). This shift to a constructivist learning preference demands that learning environments allow for interactivity, collaboration, and creation (Skiba & Barton, 2006). Blending of traditional instruction activities with experiential activities is essential to keep Millennials engaged in the learning cycle (Billings, 2004). Moreover, the blending of instruction must include the use of computing technology (Gardener & Eng, 2005; Skiba & Barton; Arhin & Cormier, 2007; Wagner, 2007). Although computing technology is capable of doing more than legacy systems familiar to previous generations, the operations of the software and hardware is less complex and offers more to users in terms of consumption and creation (Wagner).

Millennial Generations Work Habits

Most notably, Millennials prefer a balance of work and personal lives (Wagner, 2007). This generation of workers chooses not to commit extended hours in the office while sacrificing important personal lives (Wagner). To facilitate this balanced life, Millennials exhibit resourcefulness in accomplishing tasks through collaboration and the use of computing technology (Martin, 2005; Tapscott, 1998). By accomplishing tasks more efficiently and effectively this generation seeks the flexibility to be managed by accomplishment versus hours spent at work (Eisner, 2005). This expectation of work-personal life balance does not mean that the generation is uncommitted to accomplishing work, to the contrary this generation of workers exhibit the ability to follow rules, guidance, accomplish tasks, and respect authority (Tapscott; Howe & Strauss, 2000).

Millennials express a desire to accomplish work through collaboration with peers (Martin, 2005; Skiba & Barton, 2006) and with members of previous generations (Tapscott, 1998). Additionally, the generation of employees requires frequent and meaningful feedback from earlier generations (Wagner, 2007) while maintaining the ability to complete work in a manner best suited for the individual (Martin).

Meaning is an important element in Millennial work expectations (Allen, 2004; Martin, 2005); this generation expects the work being done to be social responsible (Martin) and important to the business (Eisner, 2005). Similarly, Millennials distaste being assigned work considered as chores or menial; preferring tasks important to the success of the organization (Eisner). The expectation of meaningful work relates to the Millennials’ lack of inherent loyalty to employers (Allen; Hulett, 2006). Rather this generation of employees aligns with organizations that best fit the need for balance and meaning (Allen; Hulett).

The Millennial generation employee also desires continued learning (Tapscott, 1998; Allen, 2004; Eisner, 2005; Sutton-Bell & Narz, 2007). To meet the need for lifelong learning, employers must maintaining workplace training, leadership and management development (Eisner), coaching from more senior employees (Hulett, 2006), frequent performance feedback (Martin, 2005) and job development training and projects (Allen). Related to the need for skills development is the desire for work settings to be enabled with new and innovative technologies (Tapscott; Glass, 2007). Millennials want to be working with technology that benefits the company and themselves and as early adopters of technology the population demands the same from organizations in terms of work accomplishment and workplace learning (Tapscott; Glass). Because Millennials are multitaskers, development and tasks are parallel activities (Sutton-Bell & Narz).

Diversity and inclusion are important to Millennial employees (Glass, 2007; Sutton-Bell & Narz, 2007). This generation adapts to new people, settings, and tasks quickly (Martin, 2005). The Millennial generation exposure to varied populations in terms of sexual orientation, race, ethnicity, creed, religion, cultures, and lifestyles create a workforce that is tolerant, accepting, and prepared to collaborate without prejudicial hesitations (Sutton-Bell & Narz). The preparedness to include a variety of personal characteristics makes Millennials ideal change agents and adept to rely on a variety of experiential input (Sutton-Bell & Narz).

Millennials and Previous Generations

The current workplace is experiencing the presence of four generations that actively participate in organizational operations (Wagner, 2007). Each of these generations exhibit different working styles that result in conflict, change, and organizational growth (Wagner). Bridgers and Johnson (2006) describe the workforce makeup as 10% Traditionalist generation members, 44% Baby Boomers, 34% Generation X members, and 12% Millennials making for a workforce in flux from the employees beginning careers to those exiting into retirement. The exodus of Traditional and Baby Boom generations from the workforce creates a drain on intellectual capital and organizational knowledge (Davis, 2005). The diversity of the workforce and looming departure of 54% of current employee base warrants discussions that stave off repercussions of knowledge and operational gaps (Davis).

The generational makeup of the workforce consists of four different generations. Traditionalists, as 10% of the workforce (Bridgers & Johnson, 2006), are employees born from 1900 through 1945 are more likely to respect hierarchal command structures and the notion that employees earn respect through hard work and proving themselves worthy (Allen, 2004; Sutton-Bell & Narz, 2007; Wagner, 2007). Baby Boomers comprise 44% of the workforce (Bridgers & Johnson) and exhibit loyalty, hard working ethics, and dedication to task and employer (Allen; Sutton-Bell & Narz; Wagner). With slightly less presence in the workforce Generation X members make up 34% of the employment population (Bridgers & Johnson) and transition from loyalty to employer mentalities to a more entrepreneurial spirit that is looking fro reward from equally hard work as previous generations (Allen; Sutton-Bell & Narz; Wagner). Like Millennials, Generation X members are computer literate and expect technology to aid in accomplishing work (Allen; Sutton-Bell & Narz; Wagner). Entering the workforce are Millennial generation members, 12% of the existing workforce (Bridgers & Johnson) and increasing with each passing year (Howe & Strauss, 2000), are technologically savvy, seeking guidance common with newer generations, and looking for a work-personal life balance that produces personal and social gains (Howe & Strauss; Allen; Sutton-Bell & Narz; Wagner).

The differences in working styles lead to opportunity to grow organizations through conflict, change and understanding (Wagner, 2007). Workplaces commonly involve the use of teams and groups to accomplish organizational goals (Skiba & Barton, 2006). Group work for Traditional, Baby Boomers, and Generation X members is not preferred (Skiba & Barton). This contrasts with the Millennials need to collaborate and work in social groups (Tapscott, 1998; Skiba & Barton). Another difference is the use of computing technology in work efforts. Traditionalists and Baby Boomers recognize the use of computers, the preference is to work through more interpersonal and manual processes to accomplish organizational goals (Davis, 2005). Generation X members and Millennials agree that using computing technology enhances work outcomes but differ in the adoption time lines of new technology (Davis). The Millennial generation population are technologically literate and savvy to new and innovative tools that emerge inside and outside the workplace making the population ideal early adopters and frustrated when adoption is not as quick throughout the workforce (Tapscott; Davis; Glass, 2007).

Overcoming conflicts, frustrations, and roadblocks is an integral component of sustained organizational success, something all generations agree is important (Skiba & Barton, 2006). To this point, all generations must accept accountability for actions, behaviors and attitudes while agreeing to develop the wisdom of the other generations (Wood, 2005). Traditional generation members need to engage the organization as mentors and guides capitalizing on a long history of success and experience (Wood; Eisner, 2005). Baby Boomers, in turn, must link later generations to the experience of Traditional generation members; ultimately creating themselves as guides and mentors prior to retirement (Eisner). Successively, Generation X members must continue focusing on the organizational outcomes and provide feedback to employees that sustains success (Eisner). Millennials entering the workforce share much with Traditional generation members, in terms of respect for responsible business and social values, making them well suited to receive the mentorship from Traditional generation employees (Allen, 2004).

Facilitating the blending of generations for continued success requires innovative thinking and systems acceptable for all employees (Billings, 2004). Where earlier generations do not require and are less inclined to provide feedback to later generations and Generation X members and Millennials needing feedback to sustain performance, a system must be developed to bridge the gap (Billings). It must be equally unobtrusive for Traditional and Baby Boom employees while offering meaningful and frequent enough feedback to satiate Generation X and, more so, Millennial generation employees (Billings). More research is required to determine what systems can facilitate the blending and preparations for the future of all generations in the workplace (Glass, 2007).

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