WINTER 2007 T O D A Y

The Changing Transition to Adulthood: Impact on Training and Development by Cathy Goodman, Ph.D. 3

Preparing Your Twenty-Something Employees for Career Success by Alexandra Levit 4

Defining, Nourishing, and Retaining the Multi-Generational Nurse Workforce: How WLP Professionals Can Help by Julie Lichtenberg, MA, RN 7

Diversity & Generations by Claire Raines 10

Adult Focused Training by Marianne Rowe-Dimas 11

CoPs for Cops: Connecting Communities of Practice Through a MBA Program Offered to Chicago Police Officers by Kathleen H. Watland, B.S.W., M.S., Ed.D, William J. Kresse, M.S., J.D., CFE, CPA, Stephen M. Hallenbeck, B.S., J.D. 12

A MAGAZINE FOR WORKPLACE LEARNING AND 1 PERFORMANCE PROFESSIONALS IN THE CHICAGOLAND AREA Letter from the Editor Generational Differences in Today’s Workforce

Do your new-hires seem to be getting In addition, the increased importance of In this issue, several of our members younger and younger? Relatively speaking, computers, software, and information provide their perspective on generational they are! Not only are they younger, but by technology in the workplace means that the differences and the ways that we can deal most accounts, they are also significantly experience hierarchy no longer corresponds with them. We also include an excerpt from different in personality, motivation, and to the talent hierarchy. Instead of building a book by Claire Raines, one of the most work style from those of us who have been worth over years of experience, today’s prolific writers on the topic. around a while. worker can find his or her education outdated in five to ten years. As a result, the Cathy Goodman What used to be called the “generation gap” new kid on the block may be worth more to The Final Draft has become a more complex generational the company than the experienced veteran. Ghost Writing and Editing Services divide. One reason for the increased [email protected] complexity is that people are staying in the These three factors create an unusual and workforce longer. This means that there are difficult situation for workers, and for more generations working together, in the those of us tasked with improving their same place, at the same time. performance. It’s not insurmountable, though. With proper foresight and Another factor is the increased rate understanding, new generations of workers of change in everything from family can bring energy, enthusiasm, and a link to structure to communication technology. the younger consumers of our goods and As each decade brings new norms and services. behaviors, each decade also brings different expectations into the workplace.

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2 Chicagoland Chapter • American Society for Training & Development The Changing Transition to Adulthood: Impact on Training and Development by Cathy Goodman, Ph.D.

My five-year-old daughter came home the with these kids. Programs that allow for function in the corporate environment other day singing the familiar tune, “First socialization may be more effective than may substantially increase workforce comes love, then comes marriage, then monetary ones. productivity. comes baby in a baby carriage.” I laughed appreciatively, so she would feel clever at Second, young people have seen their I suspect that my daughter’s daughter will having remembered a silly song to bring parents lose jobs due to “re-structuring,” still be singing about love, marriage, and home to me. “reduction-in-force,” and other lay-offs a baby carriage in twenty years, but her disguised in glowing pseudonyms. As a transition to adulthood will be much more If she were to expand the song to include result, they will expect more churn in complicated. Training and development leaving home, completing higher education, their career (Farber 2006), and will be programs that take this into account will getting a job, falling in love, getting thinking about educating themselves for help her be more successful in the 21st married, and then baby in a baby carriage, the next job as much as for the current one. century. she would accurately describe the transition Training that focuses on developing broad to adulthood for many of the Veteran capabilities instead of specific skills may be Cathy Goodman is a writer and editor for generation, the Boomers, and Gen Xers. more popular with this generation. The Hired Pen in Chicago, Illinois. The Today’s young people, however, are mixing Third, flexible schedules and Hired Pen is an academic publishing service those milestones in a variety of ways, accommodation for the multiple roles for research, public policy, and non-profit and delaying “adulthood” until their late that young adults play today will help communities. The Network on Transitions twenties and early thirties (Furstenberg, corporations keep their newer employees. to Adulthood, funded by the MacArthur Rumbaut, and Settersten 2004). Even as young women enter the workforce Foundation, is one of The Hired Pen’s in increasing numbers, many still have clients, and research from members of The For many, the chain of events is closer to: traditional family obligations. Without Network is the basis for this article. More get a job, complete higher education, leave flexibility, they may quit a job in order to information about The Network can be home, fall in love through match.com, take care of children, husbands, and elderly found at http://www.transad.pop.upenn.edu. marry, and have babies. (The last two are parents (Kelly 2007). When developing increasingly being reversed, even for those programs to increase corporate retention, REFERENCES not as famous as Tom Cruise and Katie this can play an important factor. Furstenberg, Jr., F. F., Rumbaut, R. G., Settersten, Holmes.) Jr., R. A. 2004. “On the frontier of adulthood: Emerging themes and For young women and men, the new directions,” in On the Frontier The impact of the changing transition requirement for a higher education in order of Adulthood: Theory, Research, and to adulthood on corporate training and to get a job that pays a living wage may Public Policy, Edited by Richard A. development programs is varied. First, force more young adults to combine a job Settersten, Jr., Frank F. Furstengerg, since young people are more comfortable and college than ever before (Fitzpatrick Jr., and Ruben G. Rumbaut. Chicago: staying at home than previous generations and Turner 2006). Flexible schedules that University of Chicago Press. (Grossman 2005), they may not be allow them to attend classes, study, and take Grossman, L. 2005. “They Just Won’t Grow Up,” Time Magazine. January 24, 2005. as hungry for advancement as their exams may also help employee retention. Chiteji, N. 2006. “To Have and To Hold: An predecessors. In addition, despite media Analysis of Young Adult Debt,” in The hype about their materialism and high debt, Fourth, a growing portion of young America Price of Independence: The Economics careful data analysis shows that they aren’t is first generation from Central and South of Early Adulthood. New York: Russell bigger spenders than Americans in general American, Asia, and the Pacific Islands Sage Foundation Press, forthcoming. (Chiteji 2006). Human resources policies (Portes and Rumbaut). Corporate training Farber, H. 2006. “Is the Company Man an Anacronism? Trends in Long Term that treat status and financial reward as and development programs that embrace Employment, 1973-2005,” in The primary motivators may miss the mark this diversity and help these young adults Price of Independence: The Economics of Early Adulthood. New York: Russell Sage Foundation Press, forthcoming. Kelly, E. B. 2007. “Leaving and Losing Jobs,” Perspectives: The Newsletter of the Rural Poverty Research Center, forthcoming. Fitzpatrick, M. D., and Turner, S. E. 2006. “Blurring the Boundary: Changes in the Transition from College Participation to Adulthood,” in The Price of Independence: The Economics of Early Adulthood. New York: Russell Sage Foundation Press, forthcoming. Portes, A., Rumbaut, R. G., Immigrant America: A Portrait, 3rd edition. (University of California Press, 2006).

Training Today • Winter 2007 3 Preparing Your Twenty-Something Employees for Career Success by Alexandra Levit

When I connect with a Training and being told directly, it’s hard for young and posture. Without even thinking Development manager or an HR employees to understand the importance of about it, he’ll decide whether he professional, one of the first things I marketing themselves, getting to know the wants to get to know you better and hear is that this new crop of twenty- right people, adding tangible value to the whether you are worthy of being taken something employees is different. I’m organization, learning transferable skills, seriously. No matter what you say or told that, although they’re innovative, and charting their own career paths. do going forward, his opinion of you entrepreneurial, and devoted to changing will be heavily influenced by his initial business for the better, they also tend to Because of what they don’t learn in college, perception. come into their first jobs with a sense of twenty-somethings typically experience entitlement. It’s as if they believe it’s the lower productivity and higher turnover Three seconds is not a lot of time, and responsibility of management to advance than other employees in your organization. in their first jobs, twenty-somethings their careers. Further, even though they You should recognize, though, that simple meet a lot of people who are important have just finished school, where the rules training can make a difference in the to their future success. In order to of engagement were completely different, degree to which your twenty-somethings make the most of these interactions, today’s twenty-somethings believe they contribute to the bottom line and increase they must develop a strong corporate already know everything and they want to your organization’s internal rate of return. persona that is professional and get ahead right now. I’ll highlight five key lessons in this article. competent. You can help them achieve this by providing instruction on As training professionals, you are 1. Teach them the role of a mature appropriate dress and appearance, empowered to make the transition from professional. Camille Lavington, a effective on-the-job communication, the university to the workplace a bit personal marketing consultant, says social behavior, and attitude easier for your young employees and their that when you first meet someone, management. managers. Twenty-somethings need to be you have three seconds to make an clearly taught that, unlike the situation at indelible impression (Lavington 2. Encourage them to establish school, success in the business world isn’t 1997). The moment an individual profitable relationships. Networking about how much information they cram sees you, he evaluates your clothing, and making friends on the job drive into their brains or how well they exceed hairstyle, grooming habits, facial cues career growth and give newly-minted a set of defined expectations. Without

4 Chicagoland Chapter • American Society for Training & Development employees a reason to come to work in “No” can be a tricky word in business, somethings shouldn’t reasonably expect the morning. However, many twenty- however, because one wants to be to be promoted after every review, they somethings think that it’s up to their perceived as a can-do employee. A should at least leave with an understanding fellow employees to approach the good strategy is to teach your twenty- of where their current responsibilities are new kid. We know better; the pace of somethings how to pre-empt situations leading. business today is so frenetic that they’ll in which they will have to decline be lucky if people even notice they’ve an assignment. Have them formalize These recommendations require an arrived. their daily responsibilities with their investment in twenty-something employees official managers and find out who is that your company might be reticent to put The twenty-something employee needs authorized to delegate work to them. forth. In questioning the value, however, to take responsibility for becoming just think about how much productivity professionally and socially integrated 4. Get them on the path of mastering you can conserve by doing a day of into her new department. You can help skills that will take them anywhere. “Welcome to the Business World” training by teaching strategies for getting to It’s sometimes difficult for twenty- at the very beginning of a career before a know new managers and navigating somethings to digest that their first single preventable mistake is ever made. your company’s social scene. Basic jobs out of college are not the be-all, And, since well-prepared and successful networking skills and company- end-all of career stardom. How can employees are happy employees, you’ll sponsored mentorship programs are they master the skills it takes to get keep your twenty-somethings longer than useful as well. ahead without spending any time in your competitors – long enough for them the trenches? to make measurable contributions to the One of the most important things you New twenty-something employees organization. can do as an HR professional is to train should be taught to de-emphasize the your new twenty-something employees importance of getting promoted as Twenty-nine-year-old Alexandra Levit worked in the art of people management. This soon as possible. Rather, they should for a Fortune 500 software company and goes beyond providing a handout on focus on making the most of their first an international public relations firm before “Managing Up.” Young employees jobs by setting short and long-term writing They Don’t Teach Corporate in need to learn strategies for enlisting career goals and developing critical, College: A Twenty-Something’s Guide to colleagues’ cooperation so that they transferable skills like problem-solving, the Business World (Career Press 2004; can increase the amount of control time management, oral and written http://www.corporateincollege.com). Known they have over their own success. communication, and risk taking that as one of the premiere career experts of They should also be schooled in will be useful no matter where they go her generation, Levit speaks frequently how to show gratitude, cope with or what they do. to new twenty-something employees at difficult personalities, and learn from major corporations around the country and constructive criticism. 5. Show them how to be proactive teaches strategies for adjusting to working about their own career growth. life, overcoming challenges and building 3. Mold them as humble, can-do In today’s era of streamlined a successful career. Formerly a nationally employees. Many of today’s twenty- organizations, companies have been syndicated columnist for Tribune Media somethings are blazing trails of flattened and downsized so that Service, she has recently appeared in media ambitious fire. They can’t wait to there are fewer middle management outlets such as the Associated Press, ABC make their mark on the company positions for twenty-somethings to News, USA Today, the New York Times, the and prove to everyone they’re worth be promoted into. Also, a “do more Wall Street Journal, Fortune, Money, and ten times what they’re being paid. with less” mentality often translates National Public Radio. While you should certainly encourage into increases in responsibilities initiative, you should also try to rein without additional compensation REFERENCES in your twenty-somethings so that or acknowledgement. Therefore, Lavington, Camille. 1997. You’ve Only Got Three they aren’t perceived as over-eager or while the first priority is to focus on Seconds: How to Make the Right Impression in Your Business and Social Life. New York: Bantam presumptuous by their new managers. learning transferable skills, twenty- Doubleday Dell Publishing Group, Inc. somethings must also do what they When looking for ways to prove can to ensure their future suitability their worth, twenty-somethings are for promotion while they’re young and safest if they start small. You can help unencumbered. them by asking probing questions such as, “What does the company or In many organizations, the quest for department need and how can you use promotion begins with a positive your unique set of skills and talents to performance review. Rather than merely provide it?” facilitating the review process, HR professionals would be well-served to Twenty-somethings must also learn coach new twenty-something employees to manage the needs of the many on how to approach reviews strategically. individuals who supervise them. Performance review objectives that you Inevitably, they won’t be able to do can share include soliciting feedback everything for everyone all the time from the manager on the employee’s and will have to say “no” on occasion. progress, identifying new goals and growth opportunities, and hammering out a long-term promotion plan. While twenty-

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6 Chicagoland Chapter • American Society for Training & Development Defining, Nourishing, and Retaining the Multi-Generational Nurse Workforce: How WLP Professionals Can Help by Julie Lichtenberg, MA, RN

The Shrinking Nursing Workforce Tips for Nourishing and Retaining Baby Provide yoga, tai chi, massage, The nursing industry needs our help! Fewer Boomers aromatherapy, or an onsite exercise center. young people are entering the nursing To motivate Baby Boomers, managers Encourage them to take advantage of tuition profession and experienced nurses are should treat them as a peer or as the star reimbursement as they are life-long learners leaving for other professions and retiring. of the team. Notice them. They want their and offer flexible scheduling so they can (Santi 2005, 1; Advisory Board 2002a, longevity and loyalty to be rewarded. Baby attend classes. Have an on-site learning 14). The industry needs more Workplace Boomers thrive on status markers such as library, offer “lunch and learn” sessions Learning and Performance professionals to nurse of the year, preceptor,1 leader of a and after hour training classes on current develop programs that will help recruit and committee, and the professional excellence clinical topics. retain nurses and nursing students in the award. hospital setting to maintain quality health When dealing with this generation, it is care in this country. In addition, send them personal thank also important to remember that although you notes. Encourage peer-to-peer awards, their competitiveness and striving As a leader and director of education highlight a Baby Boomer in a newsletter results in proficient workers, it can have programs in the health care industry, I have or on a hospital communication board, or disadvantages for the younger workers personal and academic experience with recognize them for going back to school. around them. Horizontal violence, where these issues. In this article, I want to present Recognize the impact they have on patients the Baby Boomers take out stress on their to you, the developers and implementers and their families (Weston 2001). colleagues and treat new nurses poorly, of Workplace Learning and Performance decreases the hospital nurse retention programs, the generational issues affecting Due to the demands of a hospital’s grueling rate. We need to develop management recruiting and retaining nurses. (Many hours, caring for children, aging parents, strategies to integrate the generation Xers other, non-generational issues could volunteering for their community and and Nexters into the predominantly Baby benefit from focused training programs as having the strong drive to be successful, Boomer workforce if we are to preserve the well (Martin 2003, 25) but are beyond the Baby Boomers would appreciate time saving profession (Bertholf and Loveless 2001). scope of this article.) I will also give you measures such as automatic teller machines 1 Preceptors in the nursing field are registered nurses who act as recommendations for the types of training and on-site postal or laundry services. the role model, educator, advisor, and evaluator for one or more and coaching that need to be presented in new staff in a clinical setting. this particular workplace setting.

Baby Boomers A majority of the workers in the current healthcare setting are members of the Baby Boomer Generation; born between 1940 THERE’S NO and 1960. Why is the nursing workforce filled with a majority of Baby Boomer PLACE QUITE nurses? When this generation was growing up, women had few work choices available to them. For many, there were only two choices: to become a nurse or a teacher, LIKE IT both service industry-related fields. The Premiere Baby Boomers are driven, competitive, and conference & training facility are motivated to make the world a better built by training professionals place (Weston 2001). Because there are for training professionals so many of them, they have always had to strive in order to stand out from the crowd. I have observed this in nursing units as a FLEXIBLE MEETING SPACE

Baby Boomer wants to be known as the GOURMET CATERING best at starting a percutanious line, running a code, or making out the schedule. To EXPERTLY APPOINTED get ahead, Baby Boomers are not afraid to ACCOMMODATIONS work long arduous hours and they may be perceived as workaholics (Bertholf, & Loveless 2001).

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Training Today • Winter 2007 7 Xers Since skill development is important for Having been a generation that is hovered The generation following the Baby Boomers them, build on that desire. Talk to them over, they have also been the busiest. They (born between 1960 and 1980) is often about opportunities that will further them have attended scheduled activities such as referred to as the Xer generation. They are in their career. Train them on the skills tutoring, music and sports from morning to the most misunderstood, often maligned, they need, check off the competency and night. The days of getting on your bike and generation. With a population of 46 million, let them do it. Explain and introduce them riding to your friends to spend your day off they are small in numbers but are still to all the latest technology your hospital in whereabouts unknown, such as the Baby important because they are difficult to retain setting offers. Boomer experienced, are long gone. in professions such as nursing (Cowin & Jacobsson 2003). Gen Xers want to hear the stories from Lancaster and Stillman noted, “Millennials the experienced Baby Boomer. Share the [Nexters] are realistic about the challenges Xers experienced a drastically different stories that have made nurses legends at the of modern life for a modern kid. Never childhood from Baby Boomers. As Baby hospital. They would much rather listen mind a missing kid on a milk carton, Boomer children ate breakfast they would to lessons learned in the past then risk how about the fear of a missing classmate search into the cereal box for the prize learning by making a mistake themselves. from the next desk as a result of a gun inside. Xers experienced a different wake up shot wound? Millennials [Nexters] have call each morning as Lancaster and Stillman Xers view all team members as equally been directly affected by personal threats pointed out; “Children mysteriously important and feel we all have a role to play. stemming from violent outbreaks such as disappeared from neighborhoods, and They want to be heard. Invite them to be Columbine, readily available street drugs, showed up frighteningly on the breakfast a part of committees and have time with and the proliferation of gangs” (Lancaster table on milk cartons. The message served decision makers. But, make sure they have and Stillman 2002, 29). up is that the world isn’t as safe as it used to respect for the decision makers as well. be” (Lancaster and Stillman 2002, 25). Tips for Nourishing and Retaining I have been amazed to witness an Xer Nexters Most Gen Xers were raised in single-family confidently walking into the hospital CEO’s As Nexters join teams desperate for young households as youths. They came to be office and getting an audience! Remind Xers players, it is important to remember that known as “latch key kids,” who came on the importance of the chain of command they may bring back the commitment, home to empty houses from school systems and they will listen (Weston 2001). To assist idealism, and growth of the Baby Boomers “that emphasized social skills and self the Xers in getting to know the strategic (Clausing, et al. 2003). esteem rather than academic achievement” players in the hospital encourage all leaders (Kupperschmidt 2000, 69). to make rounds in the department. Give them a welcome basket on their first day of work, invite them for breakfast after They were under-supervised by self- Xers like instant gratification. When the first few weeks, and make sure you sit absorbed parents, entertained themselves training them, break down their tasks into down with them at 30 and 90 days for an with video games, and cooked for smaller short-term goals so they can witness evaluation of their experience and your themselves in the microwave. Left to progress and achievement along the way to observations. themselves, they were exposed to adult reach the ultimate long-term goals. subjects, e.g. violence, before they were Be sure to develop an orientation program ready (Weston 2001). Since close family Work-life balance is important to this for them. Help them get their work done was not always available, Xers formed very generational cohort (Weston 2001). If while developing and spending time with strong bonds with friends from a variety of you ask them to work overtime, do not friends (Raines 2003, 100). Team the Nexter backgrounds. be surprised if they answer, “No.” If they with a recent hire she enjoys and delegate a have a difficult time with the 24/7 staffing project for them to do together. Xers are skeptical of institutions and demands in your department and they personal relationships. They have seen are top performers, guide the Xers to a Remind Baby Boomers that Nexters crime in the presidency, the military, department that has hours that can better are willing to work extra hours and are organized religion, and corporate America. meet their needs. committed to their jobs. But, they prefer a They have seen the divorce rate double team approach and value collective action during their generation (Lancaster & Nexters more than competition. This represents Stillman 2002, 25). They have seen their The Nexter generation was born from a stylistic approach, not a lack of interest parents and grandparents down-sized, 1980 to 2000. They are also known as (Clausing, et al. 2003, 375). reorganized, and reengineered out of jobs “Generation Y” or “Millennials” and with they worked long hours for (Weston 2001). a population of more then 81 million, I have witnessed Baby Boomer nurses who Even so, with the proper measures, this they make up approximately 30% of the are frustrated and did not want to precept group can be retained to do a good job for population (Clausing, et al. 2003, 373). the new employees for fear the new hire will the organization (Kupperschmidt 2000). just quit after a year. This is when you want Nexters have been well supervised by to make sure the preceptor and orientee are Tips for Nourishing and Retaining Xers schools, parents, and even marketing a good personality fit. Make sure the Baby Xers prefer casual and fun work; they organizations (Lancaster and Stillman 2002, Boomer preceptor understands and values prefer to be informal. Xers will respond to 27). They have been raised by a variety of the Nexter’s attributes. The orientation a manager who will take off a lab coat, give parenting styles including single, unwed program needs to be structured to last over them eye contact, sit down at a table with moms and overachieving Boomers who several weeks and it needs to move slowly. them, and share lunch and a laugh. They postponed having children until their forties want a sense of teamwork and camaraderie. (Zemke, Raines, and Filipczak 2000, 128).

8 Chicagoland Chapter • American Society for Training & Development Remember that Nexters need to be well Nurse leaders can help employees identify References supervised since they have academic role models or mentors that can help Advisory Board Company knowledge but not workplace experience all employees reach their highest level 2001 “Hardwiring right retention.” (Cowin and Jacobsson 2003). of competency. Partnering the different Washington, DC 2002a “Becoming a chief retention generations of employees, focusing on their officer.” Washington, DC. Delivering Training in the Hospital strengths and how they can be a fabulous 2002b “Managing a Multigenerational Environment resource for one another, is essential RN Workforce.” Washington, DC. The first thing that a training program to successful communication between Bertholf, L., and Loveless, S. 2001. Baby boomers aimed at retaining and recruiting nurses generations. Workplace learning and and generation X: must do is target the nurse leaders. Chief performance professionals can facilitate this Strategies to bridge the gap. Seminars for Nurse Officers must find ways to keep the process. Nurse Managers. 9(3): 169-172. different generations of workers working Clausing, S., Kurtz, D., Prendeville, J., and Walt, J. 2003. Generational well together (Advisory Board Company Do Resuscitate Diversity – The Nexters. AORN. 78 (3): 373 2002b, 2). Nurse leaders who understand I titled this article “Defining, Nourishing – 379. generational differences will be better at and Retaining the Multigenerational Nurse Cowin, L., and Jacobsson, D. 2003. The nursing recruiting and retaining younger nurses Workforce.” If you look at the first letter shortage: part way down the slippery (Parsons 2002). in each of the words in the title they form slope. Collegian. 10(3): 31-35. the acronym, DNR; in the health care Kupperschmidt, B. 2000. Multigenerational For their part, nurse leaders who are setting that stands for “Do Not Resuscitate.” employees: strategies for effective themselves dissatisfied with their managers In fact we Do need to Resuscitate the Management. Health Care Manager. 19(1): 65-76. are most likely to leave the hospital. multigenerational nurse work force. Lancaster, L., and Stillman, D. 2002. When Managers need to understand how to generations collide. New York: Harper. resolve issues and prevent turnover Workplace learning and performance Martin, C. 2003. Transcend generational (Advisory Board Company 2001, ix). professionals can play an essential role timelines. Nursing Management. in resuscitating the nurse work force by 34(4): 24-28. A program designed for leaders and analyzing needs, coaching nurse leaders, Parsons, L. 2002. Converging values: matures, managers should help them better and developing and facilitating instructional boomers, xers, and nexters in the understand and embrace the generational programs that promote understanding health care workforce. SCI Nursing, 19(1): 25-27. differences between the experienced among the generations. Understanding, Raines, C. 2003. Connecting generations. Baby Boomer nurses on the unit and nourishing, and appreciating the different California: Crisp. the newly graduated Nexters, as well generations is the route to increased nurse Santi, D. 2005. News reports from across the as the independent, Xers. Training that satisfaction, increased retention, and country paint picture of serious includes the characteristics and tips that creation of a vibrant work environment. staff shortage that might escalate in years I’ve discussed above would make a big ahead. The McHenry County Business difference. Julie Lichtenberg, RN, MA is a Journal. March 1:1. registered nurse with over twenty years Weston, M. 2001. Coaching generations in the workplace. Nursing Administration Nurse leaders also need to know how to of leadership in Service Excellence, Quarterly. 25(2): 11-21. coach and mentor the staff about what Patient Advocacy, Health Education and Zemke, R., Raines, C., and Filipczak, B. 2000. motivates them, how they can better Neonatal Intensive Care Nursing. As a Generations at work. New York: understand one another, have fun and work visionary leader she displays passion AMACOM. as a team together towards a mission of and optimism; inspires respect and trust; healing and hope to reach the ultimate goal mobilizes peers and subordinates to of excellent patient care. fulfill the vision.

A training program could also address Ms. Lichtenberg received her Master ways to build relationships between the of Art in Training and Development generations. Making mutual contact at Roosevelt University, Bachelor of diminishes prejudices. Misunderstandings Art in Leadership and Management and stereotyping create barriers that focus at Judson College. She is currently on differences and perceived limitations Director, Education Services & Service rather than identification of common Excellence, Provena, Saint Joseph thinking and focusing on strengths of each Hospital in Elgin. She manages all generation (Weston 2001). aspects of Service Excellence and Leadership Excellence. She assists I remember having a conversation with administration in developing goals, two newly hired Neonatal Intensive objectives, and standards for service Care Nursery Nurses. At the end of our excellence and patient advocacy exchange, they both looked at one another, managing the priorities and goals to then at me and exclaimed, “You are the achieve successful service excellence only nurse who has been nice to us!” This results and presenting information at is a point to remember as new nurses are employee forums, management team orienting to the nursing unit. meetings, staff meetings. She can be reached at 847-888 -3301.

Training Today • Winter 2007 9 Diversity & Generations by Claire Raines This article is an excerpt from Connecting Generations: The Sourcebook by Claire Raines, California: Crisp Learning, 2003.

Sorting the Cards for the same-colored shirts everyone was and appreciates a variety of perspectives, One of our trainers, Karl Krumm, got me to expected to wear. It was a manufacturing styles, and opinions—where differences are thinking about generational differences as model in which the company was judged sought out, valued, respected, and put to one of a variety of ways to sort cards. If you on its success at churning out consistent use. Business success requires a workforce had a deck of playing cards in front of you carbon copies of human capital. that is educated about diversity, where right now, you could sort the cards by suit. associates have developed their awareness You could sort them by color. You could sort Synergism is a term popularized by and appreciation for differences and have them into face cards and numbered cards. Buckminster Fuller. Like the principle learned useful skills for bridging the gaps You could sort them by numerical value. of yin/yang which has been known for and tapping into the best of everyone. This metaphor has been helpful to me in centuries in the Eastern world, synergism how I think about businesspeople and the recognizes that when we include divergent issues they face. Play along here. perspectives, the sum is greater than its Denver-based consultant, speaker, and parts. That, when a team includes people author Claire Raines is considered If your coworkers were a deck of cards, you from various ethnic backgrounds, and one of the nation’s leading experts could sort that deck in all kinds of ways. all those perspectives are utilized, the on generations at work. She has You might want to split the deck into two team is more effective. That, when the co-authored six books: The Art of stacks—one for men, one for women. You marketing group incorporates people from Connecting, Connecting Generations, could separate them according to ethnic all the generations, its campaigns are more Generations at Work, The Xers & background. You might stack the deck successful. That, when the executive board The Boomers, Beyond Generation X, according to sexual orientation. You could includes men and women and listens to and Twentysomething. She has been sort according to coworkers’ countries of both perspectives, the board’s decisions will featured on CNN “Financial News” origin. You could make sixteen piles that be more sound. and “The Today Show”. Publications represent the Myers Briggs™ types. include Business Week and Fast Stir-Fry Company. Karl, who has a Ph.D. in psychology and is When it comes to diversity, our nation and a student of human nature, believes—and I most of its businesses have historically Her experience with generations at think he’s right—that each time you sorted operated on the melting pot theory. It was work led her to create the board game the cards and then explored the ways the great for forming a country, but it’s time for “Connecting Generations,” and she stacks were different from and similar to the a new metaphor. After all, when you melt has hosted three training videos on others, along with the ways all the cards in a everything down, it gets mixed together and the topic. As a consultant, Raines has stack were similar to each other, you would it into a mass of gray sludge. The different helped a wide range of companies get helpful information that would give you groups lose their uniqueness. Everything more effectively manage generations valuable insights about every card. becomes uniform and we lose that variety of at work. Her client list includes perspectives. Potential goes untapped. Microsoft, Toyota, American Express, Of course, sorting the cards would never McDonald’s, Coca-Cola, MasterCard give you a picture of the complete person; I think it works better to think of corporate and Sprint. individual human beings are way too diversity as a stir-fry where the cook adds complex for that. But if you’re interested in a variety of things—genders, generations, To contact Raines, call her at 303- people and how to work more effectively ethnicities. Each retains its uniqueness 322-0474, e-mail her at with them, we’re certain you’ll find the and contributes flavor to the whole dish. [email protected], or log on to her generational sort to be an extremely Something wonderful is created that is Web site at www.generationsatwork.com. valuable one. The ability to relate effectively far tastier, more nutritious, and more to all types of people is one of today’s interesting than any one part. To lose even essential leadership skills. one ingredient would diminish the texture and taste. Synergism It seems like just a few years ago, most Today’s most effective organizations don’t companies in the Western world operated just tolerate diversity. They seek it out. They on the model that the best organization was go looking for people of all nationalities, made up of ranks of similar, like-minded political beliefs, backgrounds, ages, and people. Orientation sessions and training genders. programs sought to clone the best and brightest existing employees. I remember Today’s best companies create competitive seeing a couple of surveys that showed the advantage by becoming employer of typical interviewer tended to hire the person choice—by being the company all the who was most similar to him- or herself. best people want to work for. This Some organizations even became known requires a work culture that recognizes

10 Chicagoland Chapter • American Society for Training & Development Adult Focused Training by Marianne Rowe-Dimas

Business trainers often find they have a Regardless of how pertinent and meaningful Adults do not want to be treated like mixture of age groups represented in a the training may be, your delivery skills and students in a classroom, where the single training session, from Baby Boomers training methods have an effect on whether trainer looks, sounds, and acts like their (born 1946 – 1964), to Generation Xers participants’ interest will be sustained. high school teacher. This is true even (born 1965 - 1977), to Millennials (born Your energy level, vocal variety, gestures, for participants who have had positive 1977–1995). There are myriad differences and posture play key roles in keeping your school experiences. A trainer should represented by these groups, but one audience’s attention. If you are slouching, instead take the role of encouraging and thing they all have in common is they are appear bored with the subject, or speak in assisting participants to learn. He should comprised of adults. a monotone, you can count on participants respect different points of view, and never losing interest. In fact, you’ll probably put be condescending. If a participant is in Adult learning theory gives us guidelines them to sleep. a learning situation in which he feels about how we can help adults learn most uncomfortable, or one in which he is being effectively. This article provides information Take into consideration that the average “talked down” to, he is not going to learn on how some of the basic principles of attention span of adults is approximately and he may even become a distraction to adult education can be applied to business 12 – 20 minutes during uninterrupted others. training. It also outlines some of the lecture (Brookfield 1990). Certainly lecture things you as a trainer can do to engage has its place, but when you add variety Make It Worthwhile your participants, and make your training by juxtaposing it with group discussion, Adults are very conscious of time because sessions both beneficial and enjoyable for role plays, and other types of participant they realize how limited it is. “In the adults, regardless of age. interaction, you are much more likely to learning situation, adults prefer what can be keep your audience’s attention and interest. learned today or in the near future to what Malcolm Knowles, adult learning theorist can be learned over a longer period of time” who is considered the “Father of Adult It is also wise to keep tuned-in to your (Draves 1997), Learning,” lists several characteristics of participants’ body language. If they are adult learners in his book The Modern yawning, staring out the window, or Most adults live accelerated business lives. Practice of Adult Education: nodding off, take a quick break, quicken They don’t want to feel they have wasted • Adults want to understand the the pace, or have them engage in some type precious time in training that could have reason or the need to learn of activity. Once attention is lost, it is hard been put to better use back at their desks, something to recapture, so be alert to keeping it in the or out in the field. In order for participants • Adults learn by experimentation first place. to perceive the training as worthwhile, they and by bringing their past not only want to feel that it will benefit experiences to new learning Make It Meaningful them, they want to be able to immediately endeavors Adults come to training with different apply the principles they have learned. • Adults are interested in learning levels of knowledge about the subject to when they believe the subject is of be covered. They also bring with them How can you help participants recognize immediate relevance personally or experiences they have acquired throughout the value of instructor–led training? At the professionally their lives. These experiences contribute end of the training session, or at the end • Adults want to solve problems to their perceptions, attitudes, feelings, of a particular section of the training, have and apply what they have learned and behaviors. When adults use their past participants identify what their personal immediately experiences in a learning situation, what objectives are relative to what they have they learn becomes more meaningful, just learned. Once the objectives have been Make It Interesting and not only do they benefit, but other identified, have participants list several If your training is perceived by the adult participants do as well. “Adults call upon things they can do in the upcoming weeks learner as being personally relevant and their past experiences in the formulation that will move them closer to attaining practical, it will be of interest. Needless of learning activities, as well as serving as those objectives. to say, participants are more likely to stay one another’s resources in a learning event” engaged and involved in the learning (Merriam and Caffarella 1991). Adults want Let’s say that you facilitated customer process if they feel it is of value to them. So, to feel like full-fledged participants in the service training and one of the participants let your adult learners know up front the learning process—so let them. identified the following objective: To WIIFM (what’s in it for me). Make them improve my initial contact with customers. aware of the benefits of the training, and Make It Respectful She chose to accomplish this by applying explain how the concepts they learn can Adults want to be treated with respect. in the upcoming week the tips she learned serve them in their personal or professional They have questions to ask, ideas to share, about sounding more friendly and upbeat lives. and views to express. Let them know that when answering customer calls. In order their opinions are valuable and that their to chart her progress, she decided to record questions are important. her side of customer phone conversations. She later played back the conversations, critiqued them, and noted areas for improvement.

Training Today • Winter 2007 11 While learners can’t immediately achieve all of their objectives, they can work toward Biography References them by putting into practice what they Marianne Rowe-Dimas, Principal of Brookfield, Stephen 1990. The Skillful Teacher. have just learned. When this happens, not The Image Factor, is a certified image San Francisco, CA: Jossey-Bass Publishers only is the learning more likely to stick, it is consultant and business trainer who Caffarella, Rosemary and Merriam, Sharan 1991. perceived as more valuable. draws upon more than 20 years of Learning In Adulthood. San Francisco, CA: corporate management experience in Jossey-Bass Publishers Final Tips marketing, sales, and customer service in Enjoy it. The training itself should creating and delivering custom business Draves, William A. 1997. How To Teach Adults. be enjoyable for both you and your image and communications training. She Manhattan, KS: The Learning Resources Network participants. If you are doing what you is co-author of First Job Survival Guide: love, your energy and excitement will be How To Thrive And Advance In Your New contagious. Career, and has been quoted in major publications such as the Chicago Tribune. Be genuine. Your adult learners will She has contributed articles for Training appreciate you being yourself, and it really Today Magazine and has appeared on helps not taking yourself too seriously. Cable Television’s Library Channel. Her Showing yourself as a real person helps clients include Abbott Laboratories, develop rapport with participants. Bosch Rexroth, Caremark, Inc., CNH Capital, Northrop Grumman, Pace Be flexible. Sometimes we can’t predict how Suburban Transit and United Airlines. our adult learners will react to what we have planned. Be prepared to change course To contact Rowe-Dimas, call her to accommodate the needs and interests of at 847.279-0460, email her at the group. [email protected], or log on to her website at www.yourimagefactor.com

by Kathleen H. Watland, B.S.W., M.S., Ed.D, William J. Kresse, M.S., J.D., CFE, CPA, Stephen M. Hallenbeck, B.S., J.D. CoPs for Cops: Connecting Communities of Practice Through a MBA Program Offered to Chicago Police Officers

Connecting Communities of Practice and that depend heavily on knowledge and and passion for information related to the Academic Programs information sharing. profession of the Community, innovation A Community of Practice is a group of and creativity are often prevalent among people informally bound together by a Communities of Practice can serve as members. common interest, skill, and passion for vehicles for sharing “Best Practices” in a profession. These groups transcend a profession or organization, and are While interest in Communities of Practice is organizational boundaries, generational especially valuable for communicating increasing, there has been little research on divisions, and traditional hierarchies. across divisions or organizational them in academic settings or professional They are sometimes viewed as a form of boundaries (Wenger 1999). They can also programs. Ordinarily, continuing education social capital that is directed at a specific serve as effective learning structures to programs offered at universities and profession or practice. promote individual and organizational colleges are viewed as beneficial only for development. the individual student, and not as having a Communities of Practice (CoPs) are gaining direct role in organizational development or recognition as effective organizational Constellations of Communities of learning (Boyatzis, Cowen, and Kolb 1995). development and learning tools. They are Practice, in unrealized forms, exist in most particularly beneficial to organizations organizations (Wenger, McDermott, and However, the needs of individual learners Snyder 2002). Because of the joint interest and the needs of their organizations should

12 Chicagoland Chapter • American Society for Training & Development not be treated as being mutually exclusive. the city. Not only were professional their interaction and communication has Rather, an academic program designed to relationships created, but friendships provided to the Chicago Police Department. address the intersection of the learning were as well. Five years after receiving needs of the organization with the learning my MBA, I regularly speak with my Results needs of the individual student has the classmates about everything from work Each participant acknowledged potential to benefit both the organization related issues to family matters. ” collaborating with, or serving as a resource and the individual. for, other department employees whom they To encourage collaboration among the had met through the MBA program. Every The research presented in this paper students, we included three specific design participant also acknowledged becoming demonstrates the effectiveness of a factors: “better acquainted with” several department Community of Practice to solve many of members through this collaboration. the problems seen today with generational -we offered the program at the centrally Approximately 78% of participants differences in one of the most hierarchical located Chicago Police Department mentioned that they had learned new systems in our society; an urban police Education and Training Division facility information about the department or force. rather than at an on-campus location policing through their collaboration with others in the MBA program, and more Program Design -we maximized opportunities for class than 72% mentioned they shared this new In 1998, Saint Xavier University was invited discussions and group projects, enabling information back at their district or unit. to offer a Master of Business Administration the officers to view each other as fellow More than 69% of the participants believed (MBA) program for the officers and students thereby neutralizing rank that the opportunity to communicate and employees of the Chicago Police issues interact with others in the MBA program Department. Although introducing an MBA had a positive impact on the work of the program to a law enforcement agency may -we provided meals at break time, department. seem an unusual fit at first glance, further encouraging students to stay and reflection shows that it is not. Both private converse over the meal rather than leave For example, Lieutenant Bruce Lipman, for-profit businesses and governmental the facility and go off in separate and observed: agencies face identical challenges in the individual directions management of their three most essential “The Saint Xavier University MBA resources: human capital, financial capital Studying the Program Design classes, and specifically the lunch and intellectual capital. Approximately three years ago, we breaks, provide an opportunity to meet performed a qualitative study of participants and interact with department members In addition to providing a traditional MBA in the MBA program at the Chicago from various units throughout the city. program that addresses the management Police Department. To gather data for this The lunch breaks become a virtual of human and financial resources, we at study, more than 100 officers and civilian information sharing session in relation Saint Xavier University wanted to serve employees participating in the MBA to both what was being taught in class the organizational needs of the Chicago program at the Chicago Police Department and ideas, experiences, knowledge and Police Department. Specifically, Saint Education and Training Division facility problem solving strategies relating to Xavier University sought to assist the were surveyed, interviewed, and observed departmental issues.” second largest police department in the for the duration of an academic term. United States with the management of its These relationships and communication intellectual capital through the brokering Study participants represented various patterns provided evidence of the of knowledge and expertise across its ranks throughout the department, all emergence of Communities of Practice for organization. five detective areas, and more than two stewarding information and knowledge thirds of the CPD’s geographical districts. across many “boundaries” within the While expecting the MBA program to assist Approximately 12% were considered “new department including rank, geographical the CPD with information sharing across officers” with less than 5 years experience locations, and years on the job. the Department, Saint Xavier University on the job, about 58% were “veteran also hoped that the MBA program would officers” having more than 11 years on Discussion prove to be a forum where new officers, the job, and approximately 10% of the This study has implications for veteran officers, and officers of various rank participants had more than 20 years on the organizations that offer training, provide and assignments could share their insights job. support for academic programs, or design with each other. This additional benefit academic programs. Anecdotal data was viewed as especially important for a The responses from the survey and the identified specific instances of improved law enforcement organization, where the interview questions, along with the findings processes within the department. These requisite paramilitary structure can inhibit from the observations, provided valuable include: the flow of information. As MBA graduate insights on the communication patterns Lieutenant Bruce Lipman noted: of the program participants. Additionally, - improved training opportunities the areas of interest and themes of the - refined district plans “In a department of 13,500 officers and participants’ communications were also - increased collaboration across district 2,000 civilian members, you generally explored. Factors examined within this boundaries only share information with those study included those specifics of the - greater productivity for beat meetings officers that work in your area. The MBA program design that encouraged the - additional access to departmental MBA classes provided an opportunity emergence and connecting of Communities expertise to meet and interact with department of Practice, the capabilities of these - a general feeling of increased members from various units throughout Communities, and the specific benefits that confidence in the department

Training Today • Winter 2007 13 Additionally, participants who were new officers (less than 5 years) articulated William J. Kresse, M.S., J.D., CFE, numerous opportunities to interact with, CPA, is an Assistant Professor in the and learn from, more veteran officers (11 to Graham School of Management at Saint 20 years on the job). Xavier University in Chicago, Illinois. He holds degrees from the University of Conclusion Notre Dame, the University of Illinois at Institutions of higher learning routinely Urbana-Champaign, and the University design programs that focus solely on of Illinois at Chicago. He previously outcomes related to individual learning. worked as an auditor with a “Big-4” However, in designing the MBA program accounting firm, as a civil litigation for the Chicago Police Department, we attorney, and as a law clerk to a federal purposely planned to offer more than a district court judge. His e-mail address traditional MBA educational program. Our is:[email protected]. plan provided learning opportunities and outcomes far beyond those capable of being measured by final examinations. Specifically, by intentionally designing an MBA program Stephen M. Hallenbeck, B.S., J.D., a that would act as an incubator for emergent retired attorney and banking executive, Communities of Practice, non-traditional is a member of the Graham School and far-reaching learning opportunities have of Management’s adjunct faculty at been created that impact and benefit both Saint Xavier University. He has spent the individual learner and the sponsoring the last six years working with the organization. MBA program for the Chicago Police Department as both a classroom In the words of MBA graduate Sergeant instructor and program advisor. His e- James Marino: mail address is: [email protected]. “The classroom brought us together, creating a community of officers discussing and exchanging our REFERENCES thoughts and ideas on how we can solve Boyatzis, R. E., Cowen, S. S., and Kolb, D. problems and make our department A. 1995. Innovation in professional better. We found encouragement to education: steps on a journey from communicate and be creative; putting teaching to learning. San Francisco, forth a solution and bringing it to life CA: Jossey-Bass Inc. Wenger, E. 1999. Communities of practice: is empowering and contagious. We learning, meaning and identity. discovered a valuable resource in the Cambridge: Cambridge University free and open exchange of ideas and Press. thoughts and could be applied to the Wenger, E., McDermott, R., and Snyder, W. Department’s goals and direction.” M. 2002. Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Kathleen H. Watland, BSW, MS, Ed.D., Business School Publishing. is an Assistant Professor and Director of the Graham School of Management MBA Program for Chicago Police Officers, Saint Xavier University, Chicago. She holds degrees from University of Illinois at Urbana- Champaign, Purdue University, and Loyola University Chicago. Kate has developed courses and workshops to improve employee performance and to enhance leadership and communication skills for many organizations. Her e- mail address is [email protected].

14 Chicagoland Chapter • American Society for Training & Development CCASTD is sponsoring Marcus Buckingham, co-author of “First, Break All the Rules” and “Now, Discover Your Strengths,” in a special speaking engagement on March 13 from 10:30 a.m. to noon.

Be one of the first to hear him speak about his crucial groundbreaking book, “Go Put Your Strengths to Work,” that aims to help people maximize their success. Buckingham leads us into the next stage of the strengths movement - the action stage - where the real payoff is to be found. He explains how to identify what is best and most effective in you and then how to apply it in the real world. “Go Put Your Strengths to Work” is a six step, six week experience aimed at revealing what it takes to be truly successful.

You will receive a copy of his new book, “Go Put Your Strengths to Work,” as part of your admission fee. The book is also complemented by the short film series entitled Trombone Player Wanted. Join the strengths movement and thrive.

Register on or before March 5th and receive an early bird discount! Only $45 to attend. Registration closes promptly March 12th at 3 p.m. CDT. Space is limited. Register today at www.ccastd.org!

For more information please visit the CCASTD website at www.ccastd.org or send an e-mail to [email protected].

Training Today • Winter 2007 15 • CC ASTD ICFC Alliance Organizations International Coaching Federation of Chicago: www.chicagocoaches.com

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16 Chicagoland Chapter • American Society for Training & Development