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Leading the Multi-Generational Workforce
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Attention New York Engineers:
This course cannot be taken to fulfill your
continuing education requirements in the state of New York since the course does
not fall under the category of "Areas of Practice" or "Law/Ethics".
For more information, check the
New
York State Board Requirements.
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Richard "Dick" Grimes, CPT
Overview
Recorded history shows us
there has always been concern about generational differences. Excavations of
Roman ruins dated hundreds of years B.C. provided translated statements of
alarmed city officials talking about their problems with the younger generation
and wondering what will become of their society when the “stabilizing influence”
of their elders passes away.
Technological advances in
medicine, nutrition, exercise, and communication have given us increased life
expectancies while social and economic changes mean people may be working longer
instead of retiring or coming back into the workforce after retiring.
The workforce is becoming
more diverse in terms of generational makeup. Since each generation, the
Builders (born 1925-1945), Boomers (1946-1960), Generation X (1961-1980 the
first wave of Boomer children), and Generation Y
(1981-present the second wave of Boomer children), was formed during different
social climates, their values and beliefs do not automatically mirror those of
their parents.
In addition, we encounter
people in the workplace with whom we work very easily regardless of generation
while there are others with whom we have difficulty working. This is because of
our ‘working styles’ and that has nothing to do with age.
This course will help the
student identify the reasons why the generations and individual working styles
are different, give you insight into seeing the workplace from a
new perspective, and provide guidelines on what a leader can do to help members
of each become as productive as possible within the multigenerational mix of
today’s workforce.
The
student must take a multiple-choice quiz consisting of forty-five (45)
questions at the end of the course to obtain PDH credits.
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The
generational literature contains many different terms for these distinct
groups and these were chosen for no particular reason. The important
aspect is their timeline, not their names.
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Specific Knowledge or Skill Attained
This course teaches
students the following specific knowledge and
skills:
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The distinguishing traits
of each generation
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How to
identify their values and general work characteristics
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How to capitalize on their
work assets and help them overcome their liabilities
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What their leadership style
may be considering generational and working style characteristics
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What differences there may
be between knowledge, experience, and competency
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How each generation is
perceived by their coworkers
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How to view the employer’s
benefits and programs from their perspective as an aid in recruiting and
retention
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Five differences between
generations about issues involving: career, speed, loyalty, balance, and
heroes
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How to view their daily
work from a leader’s perspective;
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How to analyze their daily
interactions for potential opportunities for change;
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The choices of reaction you
have when working under stress;
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The messages we send to our
coworkers before we say a single word;
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How to deal effectively
with unhappy employees of every generation and working style and still retain
good will;
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How
to identify your individual working style and those of others;
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How to deal effectively
with working styles other than your own;
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How to identify your “back
up” working style and use it effectively;
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Tips on saying “No” and
retaining good will
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Discover what motivates
your employees individually.
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Apply those motivational
discoveries to get increased morale and productivity.
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Improve your interaction
with employees who are your minimal performers.
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Identify reasons why those
employees are minimal performers and develop strategies to remedy them.
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Channel employee motivation
into improved departmental morale and performance.
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Develop measurements for
objective and
subjective behaviors for effective performance management.
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Work with employees to
identify measurable work performance goals for them.
Course
Click on the link below to review the course
"Leading the Multi-Generational Workforce" prior to taking a quiz for credit.
Leading the Multi-Generational Workforce (816 KB)
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To obtain PDH credits for this course, you will need to take a quiz for
credit. Click on the link below.
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