Name:______________________



Self Awareness Name:______________________________

Generational Values

Point of the Assignment: To help you to identify how your generation shapes your values.

The values you have towards careers and work will usually impact how you make decisions about pursuing jobs and why you leave jobs. They are important to consider when making educational and career choices because it is stressful to work in a career (or study a subject) that is not consistent to what is personally important to you.

Identify your generation based on the chart below. Generation:___________________________________

Review the descriptions listed about your generation.

Highlight or underline those statements which you agree with, and note anything you do not.

| |Millennials |Generation X |Baby Boomers |Matures |

| |(Born about 1977 – 2000) |(Born about 1965 – 1977) |(Born about 1946 – 1964) |(Born Before 1945) |

| |75 Million |41 Million |76 Million |34 Million |

|Other |Generation Y |Busters |Yuppies |Stabilizers |

|Common Nicknames |Ritalin Generation |Latch Key Kids | |Strivers, Survivors |

| |Mosaics | | |“The Greatest Generation” |

|From: Sukiennik | | | |Builders (born prior to 1946) can also |

|McIntosh | | | |include: |

| | | | |GIs (prior to 1925), |

| | | | |Silents (1926 – 1939) |

| | | | |War Babies (1940 – 1945) |

|General Description |The newest members of the workforce. Large|Represent one third of the work force, and will|Forty-five percent of the workforce population,|This generation built most of today’s |

| |group – second only to the Baby Boomers. |take over when the Baby Boomers retire. They |and the largest group. Focus is on personal |institutions (education, business and |

| |Have been raised with three other |are smaller in number, and will have multiple |goals and achievement. Willing to sacrifice for|church). Often called Traditionalists. They|

| |generations and are comfortable with them. |options. They are comfortable with job hopping.|success and worthwhile causes, and often |value history, work experience, company |

|From: Sukiennik |They are multi-taksers who value |Bring a breadth of experience with strong |labeled workaholics whose motto is “live to |legacy, and a strong tradition based on |

| |flexibility and freedom as much as money. |independent spirit; they are unimpressed with |work.” Often referred to as the “Me” generation|loyalty, hard work, and conformity. They |

| |They want a job on their own terms with the|authority and titles. They are loyal only as |and sometimes view the younger generations as |are civic minded and help oriented. |

| |opportunity to make a difference, learn, |long as they get what they want from the job or|unwilling to “pay their dues” to succeed. Excel|Sometimes perceived as authoritative and |

| |grow, and have fun. They are well educated,|company. They insist on a life and work balance|in teams and make decisions by consensus. They |unwilling to accept new ideas or change. |

| |globally aware, civic minded, polite, and |and willing to leave a job to get it. Often |are beginning to retire. |They want respect and the opportunity to |

| |tolerant of authority. Value and learn from|reject the Baby Boomers value system since they| |continue to make a contribution. Keep |

| |peers and are more inclusive and group |experienced is consequences (divorce, career | |personal problems private. Often frugal, |

| |oriented than any other group. |climbing, drug use, etc.) | |savers and patriotic. Less tolerant of |

| | | | |diversity because most grew up with people |

| | | | |like themselves. |

|What the world was like during their formative years (birth to young adult): |

|Events that shaped the |Postmodern Era, technology/Internet, |Increased technology, video games, Challenger |Cold war, media-oriented (TV and radio), |World War I, , Pearl Harbor, Black Tuesday,|

|world view of the times |September 11, terrorist attacks, MTV, |Disaster, end of the Cold War ended with the |economic affluence, education and technology, |The Great Depression, World War II, Cold |

| |Diversity, school shootings (Columbine). |fall of the Berlin Wall, music, variable |rock and roll, Civil Rights movement, Space |War began, GI Bill opened doors of |

|From: |This generation grew up believing anything |economy (parental affluence to weaker |Race, Assassinations, Vietnam War, Energy |opportunity (education & home ownership, |

|McIntosh |is possible. |prospects), Desert Storm, AIDS, Oklahoma City |crisis, Watergate and Nixon resignation. This |etc.) to many; Korean War. Rural lifestyle |

|Levine, etc | |Bombing, Clinton Administration, Y2K Scare. |generation grew up distrusting authority. |was still common. Life often revolved |

| | |This generation grew up being conflicted by | |around family, school, and church. This |

| | |fear over world problems, but with a hope for a| |generation grew up trusting authority. |

| | |better future. | | |

|Institutions |Many unions have lost their power due to |Computers increasingly continue to replace many|Computers and other technology begin to be used|Bureaucratic with many levels of management|

|(Government, Education, |increased “two-way” communication between |human functions (this process is accelerated by|in many institutions and slowly start to slowly|and supervision in large organizations. |

|Business, Church) |management and employees. Technology has |Y2K), and demand to keep up with globalization |replace many routine operational functions that|Business processes are slow. Communication |

| |replaced many functions. Communication is |and free trade competition force organizations |were once done by humans. Unions still held |flow is slow; and between management and |

| |instant, and change is rapid with an |start to “flatten”, restructure, and/or |power and prestige. |lowest-level employees, is almost always |

| |unpredictable future. |eliminate many employers. Formalized structure | |“top down” only; or mediated through |

| | |is loosened. Many mid-skilled, mid-management, | |unions. |

| | |and factory jobs are eliminated or sent out of | | |

| | |the country. | | |

|Technology Available |“Digital Natives” grew up using technology,|Cable TV grew in popularity. Video games |“Digital Immigrants” grew up without access to |Many inventions during this time take hold |

|during formative years |including hundreds of TV cable channels, |invented. MTV revolutionized the music |technology. Mass Media: Color TV (few |and become accessible to the middle class |

| |the Internet and cell phones. Social |industry, making it more visual. With advances |channels), Radio, magazines, newspapers, and |(cars more popular, Radio, TV, etc.). |

| |Networking provides a way to “connect” |in visual media and constantly-changing visual |books. Computers generally did not exist, |Magazines and newspapers, landline |

| |instantly with peers and becomes “the |stimulation, newspaper readership declines and |except in large institutions. Typing was |telephones become more available to the |

| |norm”. Many newspapers either go digital |its survival is threatened. |restricted to typewriters. Landline telephones |middle class. Much communication was |

| |or out of business. | |common in most households. |through letter writing (by hand). |

|Rate of Change during |Change was a constant. This generation grew|Rate of change increases and this generation is|Rate of change was slower than younger |World was slower and did not change as |

|formative years |up with change and is consequently much |generally more adaptable then prior |generations, but faster than the older |fast. Many inventions during their |

| |more adaptable than prior generations. |generations. |generations. This generation is the |formative years. This generation mostly |

| | | |“transition” generation, which grew up doing |learned to do things manually; and may |

| | | |everything manually, but is generally willing |likely resist converting to doing things |

| | | |and able to somewhat convert to doing things |through technology. (Except for a few ‘data|

| | | |through technology |processing’ professionals responsible for |

| | | | |generating the Y2K dilemma.) |

|Typical career options |Demographic variables do not necessarily |Technology-based jobs were growing in demand. |The Civil Rights opened doors to some |Options were often limited by demographic |

|available upon H.S. |limit individuals’ options. Many employers |DOT-Com Boom encouraged young entrepreneurs. |populations giving more career opportunities to|variables (socio-economic status, race and |

|graduation |are not willing to invest in employees by |Telecommunications industry and jobs were |more people. Unions were still powerful and |gender). Individuals were usually expected|

| |providing on-the-job training; instead look|growing. Many factory and labor jobs started to|offered good prospects for the working class. |to follow in their parents’ career path. |

| |for employees already qualified through |disappear. Job security diminishes. |Individuals were often still expected to follow|Women (if they worked at all, were usually |

| |formal education. Many jobs are available | |in their parents’ career path. Many good jobs |expected to become house keepers, nurses, |

| |for “knowledge workers” who produce and | |were available through on-the-job training, |secretaries or elementary school teachers. |

| |work with information instead of products. | |thus less formal education was necessary. Often|If they went to college, it may have been |

| |Access to education provides multitude of | |were told, “just get a good job and you will be|to find a good husband. For many the |

| |choices. Individuals maybe paralyzed by an | |set for life.” Or, “if you have a certain |skilled trades (plumber, electrician, |

| |infinite amount of choice. | |education, skill, or employer, you will always |construction, and factory jobs) and other |

| | | |be guaranteed a job.” |professions supported by strong unions |

| | | |Those in the “mid-skill” range are forced to |provided a good living for the working |

| | | |retrain for new jobs during their career years.|class. Most business and jobs revolve |

| | | |Eventual mid-life layoffs often are traumatic |around producing “goods” (tangible objects |

| | | |and hard to take. |such as cars, TVs, vacuums, etc.) |

|Trends in Higher |Higher education is accessible to anyone. |Students began to enter college under prepared |The Civil Rights era opened up access to higher|Opportunities for education were limited to|

|Education |Educational systems are slowly changing |due to grade inflation. Americans With |education to under-represented groups (women, |those who had the means to pay for it and |

| |from teacher-centered to student |Disabilities Act (ADA) was enacted, forcing |older, ethnic minorities, disabled). People |the “intelligence” to handle the academic |

| |learning-centered. |schools to accommodate. Greater access to |who previously would not have access to |rigor. Concept that education provided |

|From: | |higher education due to financial aid. |education were now able to attend college. |“upward mobility” grew. GI Bill opened up |

|Cohen | | |State-supported institutions of higher |higher education to veterans returning from|

| | | |education grow in numbers and popularity. |WWII other groups followed suit. Many |

| | | |College attendance up 500%. |state-supported institutions of higher |

| | | | |education are started during this time. |

|Educational Philosophy |Education is necessary in order to support |Changes in the workplace are forcing business, |Education will provide a ticket to a better way|A high school education was usually |

| |a family in today’s society. Everyone |education and adults to embrace “Lifelong |of life. Those who are educated earn more money|sufficient preparation for a good-paying |

| |should have access to an education. |Learning” as a value, but some still resist. |in the long run and have more options. |job. Education was only for “certain |

| |Lifelong Learning becomes a necessary | | |people”. Those who were “smart” or “rich” |

| |survival skill. | | |enough. |

|“Typical” family during |“Traditional families” (Dad, Mom & kids) no|Legalized abortion and increased access to |Women’s Liberation movement led many women out |“Traditional” family: (biological father, |

| |longer the norm. Now, typical families also|birth control reduced the numbers of births for|of the house and into the work world. Divorce |mother and children). Dad worked, mom |

| |include single-parent households, blended |this generation. Divorces are increasing, but |becomes more common. Sexual Revolution |stayed home and cared for children. Mom |

|From: |families, multi-racial, multi-generational |emphasis on developing family ties not |encouraged exploration. Out of wedlock births |cooked dinners and family ate at the dinner|

|McIntosh |and same-sex partner-parent families. |previously available. |increased. |table together. Mixed-race couples were |

| | | | |unusual. Divorces were rare; because |

| | | | |marriage meant “…Till death do us part – |

| | | | |regardless of life’s circumstances.” |

|Their Generational Values |

|Work Philosophy |Optimistic and tolerant; they value |Do not value loyalty, but instead want to know |Value achievement, accomplishment, hard work, |Disciplined, responsible, conservative and |

| |diversity, challenge, and creativity. Self |“What’s in it for me.” They are independent, |the traditional work ethic, and a democratic |loyal, and willing to sacrifice. They value|

| |confident, technological wizards, |self-reliant, flexible and technologically |work environment where anything is possible |security, history, tradition, and a clearly|

| |multi-taskers, and they value fun, |confident, informal, quick paced, and often |given enough effort expended. |defined set of rules and hierarchy. |

|From: Sukiennik |team-oriented work environment. |irreverent. They have high performance | | |

| | |expectations and want to be rewarded for merit | | |

| | |alone. Unwilling to sacrifice life balance for | | |

| | |work. | | |

Identify whether you disagree with anything listed about your generation as a whole? If so, why?_______________________________________

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How much does this information reflect you as an individual? (In other words, how much does this describe [or not] you personally?) Explain your response. _____________________________________________________________________________________________________________

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Notice which generation is largely responsible for creating and shaping many of today’s institutions. What do they value? How is their value system and world different from (or like) your own value system?

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Which generations do you see are currently running the institutions of which you are a part? What do they value? How is their value system and world different from (or like) your own?

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Think of a teacher you have had whose teaching style did not match your preferred learning style. What was that teacher’s generation? Review what the information says about his/her generational values. How do you think this could impact his/her teaching?

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Do you have a job? If not have you had a job before? If so, what is your bosses’ generation? Review what the information says about his/her generational values. How do you think this could impact his/her leadership style? (If you have never had a job, then write “N/A”)

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Identify a significant person in your life (parent, child, etc.) who is of a different generation from you. According to this chart, how are his/her values different from yours? How do these differing values affect your relationship with that person? How does this affect their ability to be a “support system” as you pursue your education and career goals?

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What information does this reveal to you about what is important regarding education and career choices you should be making?

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Test your understanding:

What is the main point of this assignment?

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Why were you expected to do this exercise?

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What type of person would need to do this exercise?

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How well do you fit the profile of the person for whom this assignment was created?

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Reflection: (Write down your response after completing this assignment.)

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Works Cited:

Bridges, W. (1991). Managing Transitions: Making the most of change. Reading, MA: Perseus Books.

Cohen, A. M. (1998). The Shaping of American higher education. San Francisco, Jossey-Bass.

Drucker, P.F (1999). Management Challenges For The 21st Century. New York: Harper Collins.

Fowler, J.W. (1984). Becoming adult, becoming Christian. San Francisco: HarperSanFrancisco.

Guder, D.L. (1998). Missional church: A vision for sending of the church in North America. Grand Rapids, MI: Eerdmans Publishing

Grubb, W.N. (1996). Working in the middle: Strengthening education and training for the mid-skilled labor force. San Francisco: Jossey-Bass.

Levine, A., and Cureton, J. S. (1998). When hope and fear collide: A portrait of today's college student. San Francisco: Jossey-Bass.

McIntosh, G.L. (2002). One church four generations: Understanding and reaching all ages in your church. Grand Rapids, MI: Baker Books.

McNeal (2003). The present future. San Francisco: Jossey-Bass.

Miller, K.A., (2004). Surviving information overload. Grand Rapids: Zondervan.

(2005). American Generations: Who they are and how they live. (5th ed.). In N. S. Publications, American Generations (5th ed.). Ithaca, New York: New Strategist Publications.

Olson, K. (2009). Wounded by School. New York: Teacher's College Press.

Pew Research Center. (2010, December 20). Baby Boomers Approach 65 -- Glumly. Retrieved December 20, 2010, from Pew Social Trends:

Rowley, D.J., Lujan, H.D. and Dolence, M.G. (1998). Strategic choices for the academy: How demand for lifelong learning will re-create higher education. San Francisco: Jossey-Bass.

Simonsen, P. (1997). Promoting a development culture in your organization. Palo Alto, CA: Davies-Black.

Sukiennik, D., Bendat, W. Raufman, L. (2010). Career fitness program, the (9th Ed.). Upper Saddle River, NJ: Prentice Hall,

Swenson, R.A. (1998). The overload syndrome. Colorado Springs, CO: Navpress.

Tichy, N.M. & Sherman, S. (1994). Control your destiny or someone else will. New York: HarpersBusiness.

Vivian, J. (1995). The media of mass communication (3rd Ed.). Boston: Allyn & Bacon.

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