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Changing Workforce Diversity
- 1. Greg Woodyard, George Mason Univ. Melanie Freeman, NAEP How Diversity is Changing America’s Workforce 1
- 2. Agenda • Welcome and Introduction • Understanding Today’s Changing Workforce • Creating a Culture of Respect • Managing in a Multi-Generational Workplace • Closing, Evaluation, Adjourn Annual Meeting April 7 - 10, 2013 Orlando, Florida 2
- 3. Program Objectives 1. Recognize the impact that the changing workforce has on higher education. 2. Implement techniques that promote greater respect and collaboration in the workplace. 3. Identify the unique challenges associated with managing a multi-generational workforce. Annual Meeting April 7 - 10, 2013 Orlando, Florida 3
- 4. Annual Meeting April 7 - 10, 2013 Orlando, Florida 4 Source: CUPA-HR Diversity: Individual differences (e.g., personality, learning styles and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin and ability, as well as cultural, political, religious or other affiliations) that can be engaged in the service of learning.
- 5. Annual Meeting April 7 - 10, 2013 Orlando, Florida 5 Gender Race Age Ethnicity M ental/Physical Abilities Sexual Orientation Education Religion Work Style Income Communication Style Work Experience Family Status Geographic Location Languages
- 6. Annual Meeting April 7 - 10, 2013 Orlando, Florida 6 Then Now
- 7. Annual Meeting April 7 - 10, 2013 Orlando, Florida 7 Student Enrollment Projections Total enrollment = 13% (20.6 million) Hispanic = 38% Black = 26% White = 4% Female = 16% Men = 9% Source: The Chronicle of Higher Education
- 8. Annual Meeting April 7 - 10, 2013 Orlando, Florida 8
- 9. Intergroup Dialogue is a face-to-face facilitated conversation between members of two or more social identity groups that strives to create new levels of understanding, relating, and action. Examples of groups that have participated in intergroup dialogues on college campuses include men and women; white people, biracial/multiracial people, and people of color; blacks, Latinos and Native Americans; lesbians, gay men, bisexual, and heterosexual people; people from working-, middle-, and upper-class socioeconomic backgrounds; and Christians, Muslims, and Jews. 9 50 Broward College faculty, administrators, and staff participated in Intergroup Dialogue workshops
- 10. Annual Meeting April 7 - 10, 2013 Orlando, Florida 10 Day of Dialogue
- 11. Annual Meeting April 7 - 10, 2013 Orlando, Florida 11 NOTE to Greg: This video is a group of NYU students sharing thoughts on their Intergroup Dialogue experience. If we use it, I will cut it down so it is about 1 minute in length. There is another one from NKU that I feel is even better but it is very long and is still downloading.
- 12. Annual Meeting April 7 - 10, 2013 Orlando, Florida 12
- 14. •Hardworking and dedicated •Prefer structure •Accept figures of authority in the workplace •Conservative and traditional Veterans (born 1920 - 1942) •Self-reliant •Technology-savvy •Like informality •Learn quickly •Seek work/life balance •Embrace diversity •Have a youthful self-identity •Optimistic •Driven by results •Team players •Competitive •Technology-savvy •Fast-paced •Multi-taskers •Fun-seeking •Learn quickly •Embrace diversity Generation X (born 1961 – 1979) Millennial / Generation Y (born 1980 - 2000) Baby Boomers (born 1943 – 1960)
- 15. Annual Meeting April 7 - 10, 2013 Orlando, Florida 15
- 16. The Value Added Proposition 16 The 21st Century College/University is no longer seen as essential to American prosperity. Technology, online learning outsourcing and specialization has driven higher education institutions to act and behave as a small to medium size company in both how they procure goods and services and talent.
- 17. The Value Added Proposition For any organization to succeed in the 21st century workplace the ability to recognize and respond to issues inherent to a diverse, multi-generational, highly diverse workforce is the value added proposition. Those businesses, agency’s and institutions who prepare for the new workplace by offering good salaries and benefits along with fair policies will benefit with loyal employees with highly evolved skill sets, and strong values. Remember, “Failure To Plan, Is A Plan To Fail.” Annual Meeting April 7 - 10, 2013 Orlando, Florida 17
Editor's Notes
- History of Change The rippling effects of the massive demographic changes that occurred within the U.S. population over the latter part of the 20th century will create further changes in the first half of the 21st century. The civilian labor force was 62 million in 1950 and grew to 141 million in 2000, an increase of nearly 79 Million, or an annual growth rate of 1.6% per year between 1950 and 2000. The number of Minorities in the USA today is equal to the total number of humans alive in 1929. Minority population to surpass majority population by 2050. Additional Information: Men- 65% Women- 63% Young Adult Population 24-50- 27% Mature Population >50- 64% Ethnic Population Shift- 820,00/ year Military- 1,500,00 Active Military 153,516,000 Total / 337,000,000 Americans
- The student body on American college campuses will continue to become more racially diverse, older, and more female over the next decade, according to new projections from the U.S. Department of Education. The numbers behind those trends are contained in the latest edition of the department's annual report, "Projections of Education Statistics to 2018," released today by the department's National Center for Education Statistics. The report estimates that total enrollment in degree-granting institutions will increase to 20.6 million by the fall of 2018, an increase of 13 percent from 2007. During the same period, enrollment is expected to grow by 38 percent among Hispanic students, 26 percent among black students, and only 4 percent among white students. Enrollment among women is projected to grow by 16 percent versus only 9 percent among men.
- Law of Similarity The law of similarity states that elements within an assortment of objects will be perceptually grouped together if they are similar to each other. This similarity can occur in the form of shape, color, shading or other qualities. For example, the figure illustrating the law of similarity portrays 36 circles all equal distance apart from one another forming a square. In this depiction, 18 of the circles are shaded dark and 18 of the circles are shaded light. We perceive the dark circles to be grouped together and the light circles to be grouped together forming six horizontal lines within the square of circles. We don’t automatically see the columns and/or diagonals of alternating colored circles or that they are evenly spaced and form a square. In the second example, an object can be emphasized if it is dissimilar to the others. This is called anomaly. The figure on the far right becomes a focal point because it is dissimilar to the other shapes.
- The intergroup dialogue approach began as part of an undergraduate initiative on intergroup relations in a small living-learning community at the University of Michigan during a time of heightened racial strife. It has since developed into a successful and nationally recognized programming effort sponsored by both student and academic affairs. This approach to intergroup education has been used or adapted by a number of universities, including Arizona State, University of Illinois at Urbana-Champaign, University of Maryland–College Park, University of Massachusetts– Amherst, University of California–Long Beach, University of Washington–Seattle, and Mount Holyoke College. Picture shows Broward College. Information from their training includes: Broward College President J. David Armstrong, Jr. welcomed the Intergroup Dialogue facilitators and participants. Dr. Edna Chun, Broward College’s vice president for human resources and equity, facilitators from the University of Michigan Dr. Charles Behling and Dr. Jennifer Yim, and Broward CollegeProfessor Maria Bernal-Dobek, chair of the Intergroup Dialogue Advisory Council. For two days in March and two in April more than 50 Broward College faculty, administrators, and staff participated in Intergroup Dialogue workshops designed to help people promote social justice. “The necessity of doing this program is to help embrace and celebrate what we bring from our culture and backgrounds,” said President J. David Armstrong, Jr., welcoming the group. He noted that Broward College students hail from 157 countries of origin. “The more we work on communication and dialogue, the more we will be able to deal with the challenges,” he said.
- The campuses of Five Colleges, Inc.—Hampshire College as well as Amherst, Mt. Holyoke, Smith, and the University of Massachusetts—initiated a Day of Dialogue on October 27 for staff and faculty on each campus to discuss issues of race, class, gender, and religion.The effort was an example of intergroup dialogue, in which participants listen to the points of view of others, work toward common ground, examine different perspectives, and search for understanding and agreement.The Day of Dialogue idea was launched by the Five College Intergroup Dialogue Committee in 2008, and expands upon the strengths of current intergroup dialogue programs at all five campuses.The Day of Dialogue, endorsed by the presidents and chancellor of the five schools, is intended to be a starting point for continuing conversations about important issues on all Five College campuses. The long-term goal of this initiative is to develop sustained opportunities for dialogue among college employees led by a trained Five College cadre who can facilitate dialogues on various topics. Intergroup Dialogue has been practiced at a number of colleges and universities across the nation in an effort to engage students, faculty, and staff in sustained discussions with others from diverse backgrounds. To prepare for the Day of Dialogue, 60 staff and faculty from the five campuses participated in a three-day training session at Amherst College last June. The session included the pioneering work of lead presenters Ximena Zúñiga, associate professor of social justice education at UMass Amherst’s School of Education and Mark Chesler, professor emeritus of sociology at the University of Michigan.“Increasingly,” says Zúñiga, “research tells us that sustained dialogue across racial and other social divides, when facilitated well, can help participants develop a sense of personal and collective responsibility about diversity and social justice issues impacting their communities.”
- For the first time in American history, there are four different generations working together. These four generations bring drastically different influences to the American Workforce. Increased diversity, strong expectations, and cultural differences never before seen in an American workplace add to an already complex work environment. Employer understanding of these areas of common ground is essential to developing high performance workplace strategies. Veterans: Called the Greatest Generation, this group brings a traditional, heroic attitude to work. The oldest group is practical respectful and accustomed to hierarchical leadership. They are a reliable and steadfast presence, but somewhat uncomfortable with wild blender of technology and age/gender/ethnic diversity in today’s workplace. Baby Boomers: 80 Million children of post WWII, driven, optimistic, and a bit self centered. Grew up as center of attention enjoying the thrilling progress of TV, the space age, and modern suburbia. Carry some of Veterans work habits, originators of the collaborative workplace. Cautiously pro-Technology, interested in helping younger generations learn. Generation X: Born between 1964-1979, This group was highly influenced by sweeping economic and social change sandwiched between optimism of post WWII generation and the growing complexity of a global world community. Often the children of divorce, this group grew up much more self reliant and not nearly as trusting as boomers. They have a tendency to be skeptical. Their so-defined anti-personal aptitude toward company driven commitment has garnered them term “slacker.” However, given work that is meaningful to them and technology that matches, colleagues they respect, and a work schedule with work-life balance, they are a creative and productive group that adds value. Millennials: 76 Million young people starting their careers have lived with unprecedented economic prosperity and the optimistic influence of “make the world a better place.” Raised by parents determined to provide them the best, they are smart and sophisticated yet keep very close ties with their parents as they enter the workforce. This generation has digital DNA and knows the world with DVDs, IPODS, wireless access, multiple cell phone families and homework done over the web. After years in play groups and organized activities, they are natural and highly sophisticated collaborators and even date in groups. ASK participants:“How can generational differences create challenges when working on teams and establishing, implementing, and managing strategic initiatives?”
- ASK participants to identify three (3) characteristics of each generation.
- How the generations are different Feedback and communication styles Work processes and technology focus Work motivation and rewards (work/life balance) Business etiquette Dress and grooming Authority, leadership, and hierarchy Views about what is or is not respectful
- Dos and Don’t When Working/Communicating with Different Generations Recognize that generational differences influence our ideas, expectations, values, and behaviors at work. Recognize that respect might look different to different generations. Focus on what really matters--productivity, teamwork, and customer relationships. Stereotype--judging your colleagues’ capabilities by what they wear and what their work hours seem to be. Make derogatory remarks like “dinosaur,” “bureaucrat,” “slacker,” or “kid.” Assume every member of a generation thinks or behaves exactly alike.