Reaching Multiple Generations
Becky Hagen Jokela & Lori HendricksonExtension Educators,
University of Minnesota Extension
Barbara Haynes, Extension EducatorUniversity of Wisconsin Extension
Increase knowledge and understanding of the six generations.
Enhance comprehension of how generational differences affect communication patterns and specifically financial education.
Promote skills for effective intergenerational communication and financial education.
Generally about 20 year span
Happenings during formative years affect attitudes, values and perceptions
Core values of the large group
Stencel and Bjorkland (2008)
Depression/GI 1901-1924 Silent 1925-1940 Baby Boomers 1941-1964 Gen X 1965-1980 Millennials 1981-2000 Generation Z or @ 2001 – present
Underwood (2007)
Depression/GI 1901-1924
Uniformity - good and normal for all to agree, work & look the same
Cooperative - put trust in government, authority & community; civic-minded Winners and achievers Leaders Public interest over personal gain
Underwood (2007)
Silents
Silents 1925-1940
Ambitious, seeking achievement, power and status Spend money freely Strong work ethic Respect for authority Delayed reward Loyalty to organization Desire to be youthful & vital
Underwood (2007)
Boomers 1941-1964
Enjoy working in creative and independent manners Teamwork Personal gratification Health & wellness Require lots of interaction and “talk” time Workaholic
Underwood (2007)
Gen X 1965-1980
Fiercely self-reliant Require regular feedback Are adaptable and informal Technologically capable May lack interpersonal skills Require relevance in tasks given
Underwood (2007)
Millennials 1981-2000
Social Easily able to multi-task Comfortable with active learning Motivated by money and earning
potential Goal-oriented Experienced with technology
Generation Z or Generation @ 2001 - present
Highly connected to media and technologies Less used to interpersonal communication Active consumers High influence over how parents spend
money More highly indulged Strong work ethic and social conscientious
Financial tasks differ at different stages in life
Various generations deal with these tasks in different manners
The generation we are born into influences our expectations
Find ways to promote financial education through methods to meet each generation’s needs
*These are generalizations, not necessarily applicable to all individuals with whom we work.
Building the foundation Early accumulation Rapid accumulation Financial independence Conservation Distribution Sunset
Bert Whitehead, Cambridge Advisors
Financial tasks differ at different stages in life
Various generations deal with these tasks in different manners
The generation we are born into influences our expectations
Differing methods will help to meet each generation’s needs
Give plenty of time for activities & group work
Provide both group & individual response opportunities
Provide opportunities to share experiences, but don’t make everyone respond
Change activities often-variety of types Use technology pairs-teaming up learners Games, puzzles- individual or group Role play-use cautiously! Be flexible in allowing participants to opt
out
Communicating Across the Generations JCEP PPT, Beverly J. Stencel, Professor Community Resource Development, University of Wisconsin-Extension and Annette Bjorklund, Associate Professor 4-H Youth Development, University of Wisconsin-Extension
Teaching Across Generations. Effective Teaching & Learning Department, [email protected], Baker College, 2005.
Teaching Strategies/Methodologies: Advantages, Disadvantages/Cautions, Keys to Success
The Generational Imperative, Chuck Underwood, 2007 Bert Whitehead, Cambridge Advisors
Becky Hagen Jokela- [email protected] Lori Hendrickson- [email protected] Barbara Haynes –
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