Millennials power point.docPresentation Transcript
DEMOGRAPHICS• Second Largest Generation in United States.• Born 1982 – Present.• The most diverse of any generation.• Arrived on college campuses in the Fall of 2000.
DISCRIMINATING CONSUMERS• Because they have grown up using technology, they are as media-savvy as the marketers who are trying to target them. They are desensitized to media.• ―Tech-savvy youths absorb, process, and reject information faster than older generations‖ (Milwood 2007).• They scrutinize messages and immediately reject those that do not fit into their lifestyle. They see through hype.• ―This generation would prefer to hear a testimonial from someone they know rather than hearing a message from a company that is trying to make money‖ (Milwood 2007).
IMPLICATIONS• Millennials respond best to clarity, personal testimony, and honesty. Do not try to ―sell‖ what a college offers, instead, show them how these attributes will benefit them.• Utilize student-to-student groups to display personal testimonies and experiences. (ambassadors, mentorships, organizations).• Also, because millennials are ―special‖ make the message personal. How does this college/class/major/club specifically benefit them?
VALUES VOLUNTEERING• ―Millennials are trying to make a difference in the world and expect others to do the same. This rationale extends to their peers, parents, neighbors, communities, and to companies‖ (Millennial Cause Study 2006).• ―Just as the Great Depression and WWII shaped their grandparents generation, millennials view the world through the lens of 9/11, wars in Iraq and Afghanistan, and the economic meltdown. The events you grow up with have a lot to do with what a generation focuses on. This generation grew up at a time when there was a need to pull together‖ (Sayre 2009).
VALUES VOLUNTEERING The numbers… • ―…67% of students said helping others who are in difficult situations is an essential or very important objective‖ (Macsai 2008). • ―35.2% of undergrads think it’s important to become leaders, and 42.5% believe it’s important to influence social values‖ (Macsai 2008). • ―63% of millennials feel personally responsible for making a difference in the world‖ (Macsai 2008).
IMPLICATIONSPromote already existing volunteer opportunities, and encourage students to be creative and seek or create new avenues.Provide increased opportunities for service learning around the college community and within the classroom.Highlight positive social or environmental impacts the college is making in the local communities.Encourage the exploration of nontraditional post-graduation plans such as Teach for America and the Peace Corps.―Community service is part of their DNA. It’s part of this generation to care about something larger than themselves‖ (Sayre 2009).
HARD WORKERS• Millennials are a generation raised with heavy participation in extracurricular activities (sports, music lessons, arts). They have always been expected to work hard, make good grades, succeed, move on to the next level of education.• ―This generation is focused on achievement. They are used to filling every hour of the day with scheduled activities. They’ve been pushed to succeed‖ (Gleason 2008).• Because of their technological abilities and childhood filled with many different activities, they are extremely proficient in multi-tasking and dislike any delays or downtime.• They are goal-oriented, ―doing rather than knowing‖ (Jonas-Dwyer 2004) and thrive in structured environments.
IMPLICATIONS• ―Millennials are looking for growth, development and a career path. Provide opportunities that challenge students and allow for trying new things‖ (herdsa).• Helping them set and achieve educational and career goals is essential.• ―Include opportunities for experiential and authentic learning‖ (herdsa).• Because they thrive in structure and schedules, provide clearly defined expectations and directions.
TECHNOLOGYIncreased comfort and proficiency with technology Smart phones Computers, iPads, etc… Mp3 players Online social networks like Facebook and TwitterAdvanced technology has led to expectation of high speeds and instant gratification in other areas of life.
Millennial Outpace Older Americans in Technology Use Millennial Gen X Boomer Silent (18-29) (30-45) (46-64) (65+)Internet behaviors % % % %Created social networking profile 75 50 30 6Wireless internet away from home 62 48 35 11Posted video of themselves online 20 6 2 1Use Twitter 14 10 6 1Cell phones and textingUse cell to text 88 77 51 9Texted in past 24 hours 80 63 35 4Texted while driving 64 46 21 1Have a cell phone/no landline 41 24 13 5Median # texts in past 24 hours 20 12 5 --Note: Median number of texts based on those who texted in past 24 hour According to the Pew Research Center (February 2010)
IMPLICATIONS• Implement technology into services and academics as much as possible. • Smart phone apps.• Smart classrooms wherever possible• Online courses and Campus tours degrees Bus routes Class schedules Etc…
DEMAND SERVICES/HIGH EXPECTATIONS• Students are more ambitious, but less inclined to study or do homework—may lead to frustration when expectations aren’t met.• Expect instant gratification. Any delays in responses creates perception that they are not valued.• Have detailed plans for future—looking for school to help them meet those plans.• If you do not meet their expectations, whether in school, work, or organization, they will happily leave.
IMPLICATIONS• When recruiting—highlight all array of services and resources offered.• Must work not only to recruit students, but to retain them!• Expect demands with little recognition Career services
WORKING IN GROUPS/TEAMS• More team-oriented than past generations• Increasingly interconnected―The attraction of group work includes the opportunity not only to demonstrate their cooperativeness but also to reduce the risk of individual failure‖ (Lowery, 2004).
IMPLICATIONS• Offer opportunities to work in groups. Organizations Sports Group projects in classes Community service/civic engagement• Be aware of ―groupthink‖.• Seek and help students who have not found their place in community or campus.
DESIRE FOR STRUCTURE & MENTOR• Want to have prototypes, samples, and examples provided• Need direction and guidance• In need of everyday heroes and role models
LIFESTYLE• Tattoos• Body Piercings• Going Green• Exercise and Leisure
LIFESTYLEBody Piercing Silent s (65+) Boomer (46-64) Gen X (30-45) Millennial (18-29) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
LIFESTYLEGoing Green 90% 80% 70% 60% 50% 40% Recycle From Home 30% Buy Green Products 20% 10% 0% Millennial Gen X Boomer Silent (18-29) (30-45) (46-64) (65+)
LIFESTYLEExercise and Leisure 39% 56% Millennial 19-29 Gen X 30-45 Boomer 46-64 42% Silent 65+ 48%
“HELICOPTER PARENTS”• Parents are more and more involved. ―…always hovering, ultra- protective, unwilling to let go…‖ (Howe & Strauss, 2003).• Stronger bond with parents than past generations.• Parents are role models, loving, involved.• Decisions are made together: • “co-purchasing”.
HOW THIS AFFECTS HIGHER ED. • Involved in choosing college. • Seen as financial provider and stakeholder. • Increased parent-initiated contact with university from admission through graduation. • Parents often go straight to ―the top‖ with even the smallest complaints • I.e: contacting University President about roommate conflict
HOW DO WE RESPOND?• Include parents in recruitment efforts• Involve parents as part of the college experience• Develop resources specifically for parents about institutional policies and procedures.• Educate parents on proper protocol for reporting problems.• Educate parents on limitations of what information can be shared. • FERPA
WORKS CITEDWilson, L. (2005). Teaching millennial students. Informally published manuscript, School of Education, University of Wisconsin Stevens Point , Stevens Point, Wisconsin. Retrieved from http://www.uwsp.edu/education/facets/links_resources/Millennial%20Sp ecifics.pdfPew Research Center, . (2010). Millennials confident. connected. open to change. America’s next generation: the Millennials., Retrieved from http://pewsocialtrends.org/files/2010/10/millennials-confident- connected-open-to-change.pdfHowe, N. (2003). Millennials go to college [American Association of Collegiate Registrars and Admissions Office]. (PDF), Retrieved from http://eubie.com/millennials.pdf
Gleason, P. (n.d.). Meeting the Needs of Millennial Students, In Touch Newsletter, Volume 16, Number 1, Student Services, CSULB. California State University, Long Beach. Retrieved April 20, 2011, from http://www.csulb.edu/divisions/students2/intouch/archives/2007- 08/vol16_no1/01.htmGordon, J. (2007, February 15). Millennials on a Mission. Businessweek - Business News, Stock Market & Financial Advice. Retrieved April 20, 2011, from http://www.businessweek.com/bschools/content/feb2007/bs20070215_3 71042_page_2.htm
Jonas-Dwyer, D., & Pospisil, R. (n.d.). The Millennial Effect: Implications for Academic Development. University of Western Australia. Retrieved April 20, 2011, from www.herdsa.org.au/newsite/wp/wp- content/uploads/conference/2004/PDF/P050-jt.pdfMacsai, D. (2008, August 22). Marketing to Millennials - BusinessWeek. Businessweek - Business News, Stock Market & Financial Advice. Retrieved April 20, 2011, from http://www.businessweek.com/smallbiz/content/aug2008/sb20080822_5 37869.htmMillennial Cause Study. (n.d.). Cone Inc.. Retrieved April 20, 2011, from www.solsustainability.org/documents/toolkit/2006%20Cone%20Millenni al%20Cause%20Study.pdf
Milwood, A. (2007, January 29). The NRN 50. Natural Restaurant News. Retrieved April 20, 2011, from archives.lf.com/version2/assets/nonindexed/NRN/2007/pdf/849653.pdfSayre, K. (2009, April 19). Civic generation rolls up sleeves in record numbers - USATODAY.com. News, Travel, Weather, Entertainment, Sports, Technology, U.S. & World - USATODAY.com. Retrieved April 20, 2011, from http://www.usatoday.com/news/sharing/2009-04-13-millenial_N.htmDyk, D. V. (2008, February 21). Whos Holding the Handbag? - The Global Millennial Generation - TIME. Breaking News, Analysis, Politics, Blogs, News Photos, Video, Tech Reviews - TIME.com. Retrieved April 20, 2011, from http://www.time.com/time/specials/2007/article/0,28804,1714683_171462 5,00.html