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Generation z

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Developmental Advising 101 Generation Z

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Generation z

  1. 1. Developmental Advising 101 Joeven  R.  Castro   Director,  FEU   Student   Development   jcastro@feu.edu.ph  
  2. 2. “Communica@on  enables   leadership  and  produc@vity”     (Johansson,  Miller,  Hamrin,  2011;  Herriot,  2002)    
  3. 3. •  Developmental  Advising   Issues  &  Trends   •  Genera@on  Z   •  Communica@on  Landscape  
  4. 4. Communica<on  Landscape   S     R   S   R   C   C  
  5. 5. Communica<on  Landscape  
  6. 6. •  Born in 1996 to present •  Can’t clearly remember details of 9/11
  7. 7. •  Adept  Smartphone  users   •  Acquire  informa<on  on  demand   •  Trust  the  advice  of  friends  more  than  authority  figures,   organiza<ons,  and  brands  on  social  media   •  Frequently  use  technology  to  escape  struggles  of  offline  life   •  Less  face-­‐to-­‐face  communica<on   •  Constantly  deal  with  cyber-­‐bullying  as              par<cipants  or  vic<ms   •  Penchant  for  instant  gra<fica<on   •  Mul<-­‐taskers  who  prac<ce  par<al  aRen<on    
  8. 8. •  Preference  for  quick  answers  than  longer  problem-­‐solving   approach   •  Inability  to  curate  voluminous  data   •  Task  switching  leading  to  shorter  aRen<on  span   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐     •  Increasingly  collabora<ve   •  Always  in  search  of  feedback  &  rewards   •  Want  jobs  with  more  social  impact   •  More  entrepreneurial,  community-­‐oriented,     •  More  prudent   •  More  realis<c   •  More  tolerant  of  diversity  
  9. 9. So  What?  
  10. 10. Learner-­‐centered     mentoring  is   developmental  for   both  mentor  and   mentee.     Mentoring  and  coaching   will  require  more   processing  and   investment.  
  11. 11. MINDSET   •  Students  as  allies  or                co-­‐creators  of  policies   •  Consulta<ve,  not  top-­‐down   Issue/s   1.  Will  I  not  lose  my  “posi<on”  as  a  teacher?   2.  Should  all  school  policies  be  consulted   with  students?  
  12. 12. PLANNING   •  Framework  for  student  ac<vi<es   •  Thrust  of  Projects  (short-­‐term,   medium  term)   •  Deliverables  per  student  leader,  per   organiza<on   Issue/s   1.  What  are  the  bases  of  the  framework  and  thrust?  
  13. 13. Communica<on   Collabora<on   Cri<cal  Thinking  &   Problem  Solving   Crea<vity  &   Innova<on   Cultural   Adapta<on   Sample  1:  5  Cs  of  the  21st  Century  Leader  
  14. 14. REWARDS  SYSTEM   •  Paradigm  shib  from  punishment  due  to  non-­‐ compliance  to  rewards  for  compliance   •  Example:  Priori.ze  endorsement  of  proposals   for  organiza.ons  that  completed  post-­‐event   reports   Issue/s   Will  there  be  no  penal<es  at  all  for  a  student     leader’s  misdemeanor  or  an  organiza<on’s     non-­‐compliance?  
  15. 15. COMMUNICATION  STRATEGY   1.  Use  mul<ple  channels   2.  Ini<ate  small  talks   3.  Implement  note  taking  as  a  house 4.  Respect  privacy  and  confiden<ali 5.  Create  communica<on  protocols in  social  media  use.  
  16. 16. MEANINGFUL  LEADERSHIP   •  Engage  in  community  projects  (from  immersion,                    design,  execu<on,  evalua<on)   •  Provide  op<ons  of  student  experiences   •  Increase  socio-­‐poli<cal  awareness  
  17. 17. “We  are  in  an  era  of  ‘networked  intelligence’  that   provides  opportuni<es  for  co-­‐learning  and   collabora<on.  As  mentors  and  coaches,  our   fundamental  role  is  to  bring  out  the  best  in  our   students  according  to  their  individual  defini<ons  of   success  and  their  learning  pace.  Guide  them   especially  on  the  ob-­‐forgoRen  core  values.       We  need  more  allies  in  development  and  let’s  tap   their  crea<vity  and    willpower  to  achieve  common   goals.”     Joeven  R.  Castro  

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