Generations of culture

For this month, we take an expanded look at how generations can be present in the workplace and within our communities.

In this issue: Feature: Cultural Generations , Tools: For the Generations, Reel Reviews: Sabah and Spanglish, Book Nook: On Generations , Kudos, and Calendar of Events .

Feature: Cultural Generations

In her article “ Under One Roof, Managing Across Generations and Cultures”(2009), Maria Morukian highlights that “it is important to note that within any generation, multiple cultures exist; and within any culture, multiple generations exist”.

Morukian underscores how the advancements in technology, international mobility, and demographic changes have affected the workforce to make it more diverse – and a key variable is how age makes an impact.

When we hear the word “Generations” we think of the terminology given to the varying segments of the population by age, such as: “Matures” or “Traditionalists”, “Baby Boomers”, “Gen-Xers” and “Generation Yers” or “Millennials”. Differences amongst these groups include contrasting work styles, career goals, use of technology, and major events in their lifespans that cause them to conceive of the world in distinct ways. For example, the Millennial group have never known the world without the internet or ATM machines! This may be hard to imagine or understand, for other groups.

Same Culture: Different Generations

But – what about generations within a cultural community, i.e.: “first generation” “second generation” or “native-born” individuals (what we call “cultural generations”)? Specifically: what are the characteristics of individuals from a single culture who have had a history (short or long term) of migration to a country? How are cultural generational differences in these groups addressed?

One example comes from Japanese culture where the connection with one’s “cultural generation” is placed with high importance. Terminology such as Issei , Nisei , Sansei , and Yonsei describes a person’s ancestral migration by acknowledging one’s birth as a 1 st generation, 2nd generation, 3rd generation or 4th generation emigrants to a particular country. These labels allow for a person to understand the common experiences faced by a certain generation, such as war, relocation, internment, and being born in a new country. The terms also help others understand the variations in worldview developed by each generational group.

Individuals who are born in one country but move at a very young age (before teens) to another can be referred to as “generation 1.5”. They demonstrate characteristics of both first- and second-generation individuals, and affiliate with home and host countries to varying degrees. Interestingly, siblings from the same family and cultural / linguistic upbringing may identify in opposing ways, depending on the point in their lives that they migrated or the experiences they have had assimilating to a new culture.

The challenge of having members of the same national or ethnic culture but of differing generations within a particular work environment is that the norms and values of the culture may – or, may not – be passed on. These standards may also manifest themselves in different behaviors and preferences. What to be aware of with Cultural Generations in the workplace:

• Values and Norms. Traditional cultural values and family expectations hold different importance to individuals, depending on their experience or country of origin. These may be expressed openly or indirectly.
• Example: A US-born Asian female technology employee is up for a promotion with more responsibilities at work, and is mentored by her supervisor. Over time, she eventually decides not to take the promotion due to family and cultural pressures to fulfill the role of a wife and spend more time with her spouse. This surprises her supervisor who has not observed the more “traditional” values expressed by the woman.
• Acculturation. (Berry, 1980; 2004) Approaches towards assimilation and integration within a new country can differ from one cultural generation to the next. An individual may also experience separation from one’s original national culture or marginalization.
• Example: A first generation immigrant from a culture that places high value on hierarchy may not participate fully in collaboration or team activities, believing that it is the “boss’s responsibility” to give directions. This can lead to the person not being fully integrated into the work team. A second generation individual from the same culture may work very hard to become collaborative and value “equity” which can lead to their being marginalized in their ethnic community.
• Retention of Cultural Characteristics and Language. Second- and third-generation individuals may have strong ties to a cultural community but may not express outward cultural characteristics such as language.

Example: Children of immigrant parents may be encouraged to speak English at home and in public “without an accent” in order to achieve “success in a new country”. These second-generation individuals may, as adults, regret the “loss” of their heritage and encourage their children to learn their family’s original national language. Second generation immigrants may understand the nuances of a culture that is helpful in global negotiations or an overseas assignments but may be overlooked for such assignments, in favor of colleagues who are from the same culture, yet are recent immigrants.

• Roles. When different cultural generations come into contact, role expectations might play out in terms of gender, age, marital or socioeconomic status.

Example: Although the director in charge of business development has made first contact with a potential client, the client chooses to submit a business proposal directly to a manager within the same department. This could be because the client comes from the same original location as the manager, and recognizes the manager’s last name as belonging to an esteemed family in the client’s country of origin.

With increases in migration between countries and companies establishing strategic partnerships worldwide, the cultural and generational complexity of a work environment has also grown. In addition to being aware of national cultural differences and immigration status, we must also take into account the added layer of cultural generations for a complete picture.

Tools: For the Generations

This month’s tools are two video series from Quality Media Resources. QMR produces some of the most outstanding training tools on the market—and while EDS rarely uses videos, when we do they are almost exclusively QMR products. QMR allows previews on line before you purchase.

Dialogue: Now You’re Talking! Is a 4-program series, including one on Dialogue among Generations, that can be purchased as a stand alone. Using a scenario set in a workplace “retreat”, this video demonstrates how dialogue can be used to bridge both personal and professional differences between employees of different ages. It uncovers how differences in experiences across age can result in misunderstandings, mis-trust and conflict and then proceeds to show how dialogue can build greater understanding to bridge age barriers. Not only do we love this video but EDS staff also act in it (which has nothing to do with our recommendation—really!)

The video is 24 minutes in length and includes a comprehensive facilitator guide, reproducible handouts and PowerPoint slides for classroom use. This series is the winner of the Telly Award for Best Training Video of 2004.

AWESOME is a two-part series exploring Generation Y from their own perspective—what better source of information could you have?! The first part is a 10 minute presentation by 24 Gen Ys in a wide range of occupations who share what makes them enjoy (or not) their work—what matters to them and why. The second part provides comments from five managers on how to help Gen Ys succeed. If you want to engage your younger employees—and prepare them to take over the business world—this video will be a very useful tool.

Support materials include a facilitator’s guide, PowerPoint slides, reproducible handouts and program transcripts.

Each of the above programs is $625 for a single DVD with quantity discounts and streamlining available.

Contact QMR at 800-800-5129 or www.qmr.com . Mention EDS ‘s newsletter when you do.

Reel Reviews: Sabah and Spanglish

This month’s featured movies are on the light side—and do not take place in a work setting. Rather, they each demonstrate the challenges across generations in immigrant families. Understanding these challenges can facilitate working more effectively with immigrants. And here’s a chance to learn something and still be fully entertained.

Sabah: A love story. (2005) This is an entertaining story that has cultural issues carefully woven throughout the movie. Sabah’s father dies after her Arab family immigrates from Syria to Canada , leaving her only brother, Majid, to “take care of his mother and three sisters” and Sabah (as the oldest daughter) to be responsible for her mother. When Sabah falls in love with Stephen, who is not Muslim, it generates an active collaboration between Sabah and her niece, who is resisting a marriage arranged by Majid. Tensions arise between Majid and the women in the family, across both generation and gender. The story demonstrates the tensions between first and second generation immigrants and the values of family versus individualism. – Donna Stringer

Spanglish. (2004). This story demonstrates generational differences between an immigrant mother, Flor, and her daughter, Cristina as well as value clashes related to family and individualism. Flor works as a housekeeper for the Clasky’s, wealthy family that exposes the daughter to a world well beyond Flor’s means. Deborah Clasky provides Cristina with material gifts that begin to undermine Flor’s authority—and assault the values she wishes to instill in her daughter. My favorite scene is one where the daughter is translating between her mother and John Clasky—demonstrating the role that children in immigrant families often have in helping parents understand both language and cultural differences. As with Sabah, this movie demonstrates many of the tensions and challenges new immigrant parents experience with their children as their traditional cultures collide with the values of their new home land. – Donna Stringer

Book Nook: On Generations

There is an abundance of books on generational differences that are helpful in understanding generational difference in the work place and how to be most effective with individuals across age diversity. The caution, of course, is to treat people as individuals and not as an “age”. A search of Amazon.com will find many useful resources. Some of our favorites include:

Connecting Generations: The Sourcebook for a New Workplace (2003) Crisp Publications by Claire Raines, one of the most recognized experts in the field of generational studies. This book offers information about values, behaviors, and expectations of four generations in the work place. The author discusses the importance of understanding the differences while cautioning about stereotyping individuals. She discusses opportunities to develop cross-generational teams in order to have fun and be productive. This is a great source of anecdotes and suggestions including principles for mixing generations and tips for recruiting different generations.

Generation Me (2007) Free Press by Jean M. Twenge focuses on Generations X and Y. Twenge provides information about the values and behaviors of these combined generations, exploring media, dating, racial and gender attitudes, and parenting behaviors. She offers considerable research data, many anecdotes, and suggestions for effectively working with these populations.

Generations at Work: Managing the Class of Veterans, Boomers, Xers, and Nexters in Your Workplace (2000) AMACOM by Ron Zemke, Claire Raines, Bob Filipczak. While this is an older publication, it is filled with some of the most useful charts and comparisons of any book on the market.

And, finally, don’t miss the opportunity to learn from Bruce Tulgan by visiting his website:www.rainmakerthinking.com