Episode 107: How to Effectively Lead Boomers, Gen X, Millennials & Gen Z

“Our research shows that, fundamentally, people want the same things, no matter what generation they represent. So the so-called generation gap in the workplace is, in large part, the result of miscommunication and misunderstanding, fueled by common insecurities and the desire for clout. Successfully leading across generations is actually pretty straightforward.”

Jennifer Deal, former Senior Research Scientist, Center for Creative Leadership

Fundamentally, people want the same things.

Our private schools often have a wonderful mix of Gen Z, Millennials, Gen X and Boomers. While they may have their differences, they all want to feel psychologically safe, engaged, valued, respected and heard.

On today’s episode of The Private School Leader Podcast, we are going to move past lazy stereotypes and learn How to Effectively Lead Boomers, Gen X, Millennials & Gen Z.

Thank you for taking me along with you when you are walking the dog, driving to school or running errands. I appreciate you and what you are doing for the lucky kids and teachers at your school.

Thanks so much for listening and thanks for making a difference!

Mark Minkus

Being a private school leader is a VERY difficult job. You have to make hundreds of decisions every day, and you have to keep everyone safe, increase enrollment, keep the parents happy, keep the board happy, motivate the teachers, deal with student discipline, beat last year’s test scores and come in under budget.

That can lead to you feeling tired, discouraged and stressed out. I’ve been there. That’s why I created THRIVE Academy just for you. THRIVE Academy is a digital course that will help you get out of survival mode and get back to feeling energized at school. To learn more, go to www.theprivateschoolleader.com/thrive

If you have gotten value from listening to the podcast, I would love to work with you 1-on-1.

I help my clients overcome imposter syndrome, set boundaries between work and home and how to actually get important things done instead of having your day ruled by the tyranny of the urgent. Sounds impossible right? It’s not. I can teach you how to make it possible.

I would love to be your coach and I have a few spots open. Go to www.theprivateschoolleader.com/coaching to learn more about working with me 1-on-1.

I am excited to share with you a new resource and I want to give this to you as a FREE GIFT to say “thank you” for listening to the podcast. It is called The 7 Secrets To Improving Teacher Morale. As private school leaders, we are always looking for ways to improve teacher morale at our schools, but it is hard to know where to start. Well, now you have a step by step plan and you can grab it at theprivateschoolleader.com/morale

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I want to say thank you for listening to the podcast by giving you a FREE GIFT. It is called The 7 Steps To Having A Successful Meeting With An Upset Parent. This guide is an 11 page pdf that gives you a step by step plan to have better meetings with the parents at your school. Every good coach has a game plan. Every good teacher has a lesson plan. Too many private school leaders don’t have a plan when they sit down to meet with an upset parent. Well, now you have a PLAN! You can grab this FREE GUIDE at www.theprivateschoolleader.com/meeting

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I want to give you a gift to say “thank you” for listening to the podcast. I have created a FREE guide for you called “5 Strategies To Help You Work With Difficult Parents”. We know that working with parents is part of the job and most of our parents are great, but some of them can be very demanding and emotional and difficult. This guide will give you the tools that you need to build better relationships and have better meetings with the difficult parents at your school. Go to www.theprivateschoolleader.com/parents to grab the guide. Thank you again for listening every week!

I am excited to share a brand new resource with you. It is a 9 page pdf called: “How To Use Verbal Judo To Have Better Conversations With The Parents At Your School” What is “Verbal Judo”? "Verbal Judo" is a communication strategy that focuses on using words effectively to de-escalate conflict, resolve disputes, and achieve positive outcomes in various interpersonal interactions, particularly in high-pressure situations.

George Thompson and Jerry Jenkins wrote a book called Verbal Judo: The Gentle Art Of Persuasion. So, I have taken several important strategies from the book and applied them to your life as a private school leader. Grab your free copy of “How To Use Verbal Judo To Have Better Conversations With The Parents At Your School” at www.theprivateschoolleader.com/judo

Please check out all of the free resources on my website that can help you serve and lead your school community. There are "Plug & Play PD's" (45 minute webinars with guided notes) as well as Top 10 Lists of Leadership Books, Productivity Books and TED Talks over at www.theprivateschoolleader.com/resources. You can grab the show notes for today's episode at www.theprivateschoolleader.com/episode107

Please write a review of this podcast and help the algorithm push this content out to more leaders. I would love to get your feedback about the podcast, ideas for future episodes and hear about how you are implementing these strategies in your life and at your school. You can email me at [email protected] Thanks!!

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TRANSCRIPT:

Welcome to the private school Leader podcast, where private school leaders learn how to thrive and not just survive as they serve and lead their schools. I strongly believe that it is possible • to have a long and happy and fulfilling career as a private school leader. And my passion is to help you figure out exactly how to do just that right here on the private school leader podcast. And I'm your host, Mark Minkus. • • • So, I usually start an episode by telling you what we are going to talk about. • • But on today's episode, I'm actually going to start by telling you what we're not going to talk about. • • So, you may have noticed that the • • title for this episode is how to effectively lead boomers, Gen X, Millennials, and Gen Z. • • • Well, what we are not going to talk about • • is how each group • • is, you know, like, kind of the negative stereotypes and perpetuate the stereotypes of each group about, oh, well, you know, boomers, they, this, that, and the other thing. Or millennials, they're this way and this way and this way. • • • We are not going to • • • perpetuate the negative stereotypes about any of these groups. And I'm going to explain why. • • So I'm going to prove it to you here in a moment, • • • and I want you to just think about two different people. • • Both of these people are teachers at your school, and I'm going to describe them for you. Okay, • so, Bridget is 44 years old. She's a black woman, mom of three, married for 19 years. • She's a big extrovert. Bridget, um, • • does not own a television. She works out every day. Um, she loves to go out dancing with her husband and with friends. • • And she's actually pretty obsessed with playing golf whenever she gets the chance. And Bridget teaches kindergarten at your school. • And so at 44 years old, Bridget is part of Gen X. • • • • • And I want to tell you about Andrew. So, Andrew's 45 years old. He's a white male. He's never been married, no kids, • • and he's a big introvert. Andrew is obsessed with reality tv, whether it's the bachelor or survivor or love is blind. He's a big homebody. Um, he's pretty obsessed. Obsessed with the civil war. And Andrew loves doing, uh, civil war reenactments. And he teaches high school history at your school. And at 45 years old, Andrew is also Gen Xendez. So Bridget and Andrew, they don't have very much in common. • • I talked to you about introvert, extrovert, married, not married. Their interests, homebody versus going out dancing. You know, like, they're pretty different. • • And I would venture to say that they have less in common • • • with each other • • and perhaps more in common • • with some millennials at your school. Pam probably has more in common with some millennial teachers at your school, and Andrew may have a lot more in common with several Gen Z teachers. • • • And so the point that I'm trying to make is • • that I think that the negative stereotypes about the different generations • • • have caused us to maybe accept that, well, it just is what it is, and this is hard, and there's no way to make it better. They're just different. • • Well, we're not going to accept that. And what we're going to do on today's episode is focus on how to effectively lead boomers, Gen X, millennials, and Gen Z. Today's episode is all about generational, • • • uh, leaders leading across generations. And • • we're going to get to the bottom of this.

Seven Secrets to improving teacher morale free for you on thrive academy

And so, um, before we get started, though, you know, we're talking about teachers today. We're talking about how to help them work together, uh, more effectively to have • a, ah, better school. • And teacher morale is a big part of that. • • And so I'm excited to share with you a new resource. I want to give this to you for free, just to, uh, say thank you for listening to the podcast. And this is called Seven Secrets to improving teacher morale. And this is a guide for you. You may be thinking, you know, • • we talk about it a lot, how do I improve the morale at my school? Well, now you know where to start. And so you can grab [email protected]. morale. And again, that's the seven secrets to improving teacher morale free for you. [email protected]. • • morale. I hope you'll grab that today. • • • And I'm going to tell you something that you already know, and that is, is that being a private school teacher is a very, very difficult job. • • You have to make hundreds of decisions every day. You have to keep everyone safe, increase enrollment, keep the parents happy, keep the board happy, • • • motivate your teachers, deal with student discipline, • • beat • • last year's test scores, and, oh, by the way, you need to come in under budget, • • • and that can lead to you feeling tired and discouraged and stressed out and maybe a little bit overwhelmed. And I understand. I've been there. • • And at the beginning of every episode, I say that I believe that it's possible • for you to have a long and happy and fulfilling career as a private school leader. • • And so I want to ask you a question. • • • Is that how you're feeling right now? Are you feeling happy and fulfilled and that you want to do this for a long time. • • • • • • Well, if not, then I have something that I think can change that for you, and that's thrive academy. • • And it is a step by step. • • I can just step by step, I can guide you through this transformation • in this online video course that also has live office hours. And we can go through this transformation • • step by step, strategy by strategy, and get you to that point where you are happy and fulfilled and you feel like you want to do this for a long time. So check out more about thrive academy at, uh, theprivateskillader.com • thrive. • •

There is a generation gap in the workplace, it does exist

All right, so • • the center for Creative Leadership • has done some research on • this generational • • • • leadership aspect of our jobs. • • And their research shows that fundamentally, people want the same things no matter what generation they represent. • • Okay? People want the same things no matter what generation they represent. And this so called generation gap in the workplace, it does exist. • • • But in large part, I believe that it's • partly because of miscommunication and misunderstanding, and then it's fueled by stereotypes and insecurities and maybe a desire for • • • • position and status from people who have been doing something for a long time. So there's a lot of complexity to this as far as the why behind it. But I also believe that if we can look past that, we can see that we have a lot of things in common, and a lot of our employees, regardless of age, want the same things. • • And I actually believe that leading across generations is actually pretty straightforward. • • And so that might not resonate with you, but hopefully I can convince you of that before the end of the episode. And so I would just ask you to kind of let go of some of your assumptions • • about the challenges of this multigenerational workforce that we have • • • • and just kind of lean in and have an open mind to what we're going to talk about today.

The focus of this episode is to help you see generational differences as strengths

All right? And the focus of the episode is also going to be to help you see generational differences as strengths and not as obstacles. • • • So I told you before, I'm not going to bash any of the generations, and I'm not. I'm not going to perpetuate those stereotypes. But I am going to take a moment before we jump into • • the six keys to effectively lead across multiple generations. Before I jump into that list, I am going to take a moment • and tell you why each of these generations is so awesome and what they bring to the table, what they bring to school every single day. • • • • • Boomers bring experience. • • They have a deep understanding of your school's history. If they've been there for a long time. They have been in education for a long time, most of them. They have a commitment to traditional values, and they can mentor the younger generation • • and provide stability when things are changing and things are always changing in our schools. • • And Gen X teachers are pretty pragmatic. • • Um, they are the ones who often bridge the gap between • the boomers and the millennials, between the older generation and the younger generation. And they do some amazing work in our schools to help • • connect their connectors. • • Um, Gen X teachers are versatile and adaptable and • having that experience that has, um, • • been where they've come up through and lived in a world where there wasn't • • a proliferation of technology, and now there is, • • they actually are, you know, that is pretty adaptable when it comes to technology and educational trends because they've kind of seen • that from, um, where it was to where it is now. • • • • • And millennials, they just offer a fresh perspective, and they're typically highly collaborative, and they are pretty eager to embrace using technology in the classroom. • • And • they really, many of them, thrive in environments that encourage innovation, and they're much more likely to experiment with new teaching methods and to be open to that. • • And then finally, Gen Z teachers, • • um, • they're digital natives, • • • typically. They're pretty tech savvy. • • Um, they can help modernize the approach at our school when it comes to technology • • innovation, • • • • bringing technology into our lessons. • • And they bring diversity and thought to our schools • and can honestly help push us to embrace • • • • • prioritizing, mental health and, um, inclusion and other priorities that may be previous generations. • • They weren't priorities for them. • • So these four different groups of people bring amazing strengths to our schools. • And again, most want the same thing. • And so I think that what we need is a nuanced approach • to the generational differences • • so that we can lead effectively • all of these different people in our schools. • • So I'm going to give you the six keys to effectively lead across multiple generations. So, here they are. Number one, learn from each other. Number two, have a culture of respect. • • • Number three, recognize shared values. Number four, • • adapt communication style. • • Number five, focus on well being and flexibility. • • • And number six, be intentional about technology. • • • • So we're going to just take them one by one, and, um, just try to give you a little bit of, uh, advice as far as what this could look like in your school. • • And again, we want to view this today, this topic, through the lens of what's possible. • • We want to view this through the lens of shedding stereotypes about what makes us different. • And we also want to view this through the lens of what's best for the kids, what's best for our school, what's best for the future, what makes our school strong, what makes our school, • um, that it's going to be built to last. And so hopefully you've captured that vision as far as how we're going to view this topic.

So emphasize that our differences in age are a huge strength in our schools

So let's get into it. Number one, so we're going to learn from each other. • • So • • • emphasize that our differences in age are a huge strength in our schools. • • • We want to do that as leaders, it's our responsibility, • • • whether you're the head of school or you're a division head, that in your school or in your division, that you're going to see • • that a difference in age • • • • is a, uh, strength • • and just really lean into that. Don't see it as a weakness, see it as a strength. See it as an opportunity. Is it going to be a challenge? Sure. But if you had all one generation in your division or every teacher in your school was from one generation, • • that would actually be a weakness. • • And so we're going to lean into this and then as leaders, • this learning from each other, because, you know, you might have different generations that don't think that they have anything to learn from someone that's younger than them. Okay. But we want to tie it to the kids, what is best for the kids. We're going to constantly shift the focus from • each other and how we're different. And this generation, that generation, what have you, • • and we're going to shift the focus to • • • tying it to the kids, what's best for the kids. And also shift the focus from m, how we're different to how we're the same. And I'll get to that in a minute when we talk about values. • • But let's look at the older workers, you know, the, uh, millennium, excuse me, the, um, boomers and the older, um, • • Gen X. • • • • These folks, you know, they have significant experience • • • • • that they can share with younger team members. And younger team members often appreciate it when that wisdom is shared, but it really depends on how it is shared. • So what I mean is if, • • um, • a person that's a Boomer in Gen X that has more experience than someone who's a millennial or Gen Z is sharing it, and it's like, well, you have to do it this way because this is the way we've always done it. And that kind of a way, and kind of in a condescending, • you should know better kind of way, well, that's not going to work. And so, • • you know, we're going to already mentioned when I listed the, um, six keys. One of them was a culture of respect and the communication. So that's key, and we'll get to that in a moment. But the experience. Generally, • • • older workers like to, • um, share their experience, • • • and younger team members are appreciative of that wisdom when it is shared, • • as long as it's shared in a respectful way. Okay. • • Um, • • • • • we can develop mentorships across generation. • • • I meant asking, • um, older, um, more experienced teacher. They're not always. • • There's a difference between old and older. I think that age has really just become a number. And so I'm not going to try to • • be careful about not saying older, younger, whatever. We're talking about generations. Okay. So some of that language is going to pop up. • • Um, I just really think that age is a number. And, um, so we're talking about mentorships from • • more experienced teachers towards less experienced teachers. Okay. And so • • when a • • more, um, experienced teacher is asked to be a mentor • • that acknowledges their expertise, • • um, it's a little bit of a, um, • • • boost to their ego. • Um, • • it can be a way for them to build rapport in those one on one or small group opportunities. • And, • • you know, you have to choose carefully as far as who you're going to match up that mentor, um, with. And, you know, I think that sometimes we need to get out of the box of thinking, well, if we have a history teacher that is more experienced and then we have a new history teacher that's less experienced, well, then we're going to join those two up, you know, but maybe their personalities are very different. And I think it's more important to give some thought to • • how these two people are going to vibe • • • and it has less to do about. I think that the trap we fall into is that it's about content, • • when really it's about teaching practice and it's about how to be successful in this school and how to work with parents. And, you know, I just believe that more experienced teachers can successfully mentor younger and less experienced teachers, • • um, regardless of whether or not they're mentoring someone that's in their content area. So that's just my opinion, but it's something for you to think about. And then mixed generation teams are going to be picked by the division head or by you as the head of school. • And, you know, if you just constantly let. It's like the kids, if we let them pick groups, they're always going to pick to be in the group with their best friends and they're not really going to branch out. And same with teachers, when it comes to committees or faculty meetings or, • um, retreats or teacher in service or professional development, • • when, you know, teams need to be picked. Yeah, of course, sometimes you'll let them do it, but you can be more, • uh, intentional and make sure that there's a wide range of • age and experience and generations represented presented on those teams. • • •

There's a stereotype that younger workers should be exempt from boring work

And one last thing, and I found this interesting when I was researching for this episode, and that is, there's a stereotype out there • • that younger workers think that they should be exempt from boring work • • and that there's. And then older members, more experienced team members sometimes think that, well, they have to pay their dues. And earlier in my career, you know, blah, blah, blah. And it's like, you know, the old • thing about, you know, walking, • • um, uphill, 5 miles barefoot in the snow to school, you know, uphill both ways. • Um, so, again, broad brush stereotypes. Here's the thing. Sometimes, um, younger workers, um, they're just more efficient at doing • work that's quote unquote boring, you know, manual, • • um, • • • m work, um, that is administrative, or that are administrative tasks with AI and with apps and, um, • • um, time management programs and things like that. There is so much out there now that, um, really reduces the amount of tedious, boring work. • And so, again, that's just one example that I wanted to give you to kind of shift your thinking is that maybe sometimes the reason that older generations • • perceive that younger generations want to get out of boring work or not pay their dues • is actually because the younger generation, the digital natives, have ways of getting that boring work done way faster by the use of technology. So, hopefully, you can kind of see the nuance there. But we want to break down those barriers. We want to eliminate those silos, and we want to get to see, • • uh, people, to see each other and see how they are. • • Um, • • • • that would be something that would be worthy of respect from an older, um, employee or a more experienced worker if they • • don't have to understand what the app or the program is doing, but that maybe they have respect for that person, it's like, hey, that's pretty cool that you figured that out. So, again, it's just one quick example of a way to kind of reframe that thinking.

Leaders have a responsibility to cultivate a school culture that respects every generation

All right, we're on to number two, which is to develop a culture of respect. • • So, I think that this is probably the most important • key on this list. • • And again, I've said it now three times. I think that it's not just what I think. There's research to support this. And from the center for Creative, um, leadership, that • • we all pretty much want the same thing out of our organization and out of our leaders. • • • And it's our responsibility to cultivate a culture of respect, • • • • but • • • different generations just define it a little differently as far as what a culture of respect might look like. Okay? And so it's our responsibility as the leaders to cultivate a school culture that respects and values every generation. • • Okay? That's the key. • • • • Just like we are, you know, sometimes we get focused on • • • making sure that everyone is feeling included, whether it's diversity in sexual orientation or, • um, race or religious, um, affiliation, or • • whatever the case might be, where some of the focus of Deib has been, • um, • • more, uh, in recent years. And that's important because those groups have been underrepresented for • • a long, long, long time. • • But I would just say that isn't it a value of our school that we want to treat every person with respect? • • And those generational differences and those drawing of lines and those stereotypes that are believed just causes division instead of unity, and that's not what we want. So we want to make sure that our efforts reflect inclusivity across all age groups and that we're having respectful communication, and that includes body language. Okay, so these might be meeting norms, or these might be things that you don't just let it slide when I. Someone's rolling their eyes and crossing their arms and • • kind of making that face when a younger, um, generation is sharing something, • • um, in all faculty meeting. And I'm not saying you necessarily need to call that person out right then, but to have that conversation later, that is not respectful communication. Remember that • about 90% of what we communicate is not through the words that we say. And so respectful communication includes body language. Some of these norms could be to be curious a little longer to use I statements instead of you statements, to be kind. • • Um, and so we want respectful communication, and then we also want to just have a recognition and an appreciation for • • what each generation brings, those different experiences and perspectives and work styles. And instead of that dividing us, it's our job as the leader to find the ways that, that can unite us. A lot of it has to do with curiosity and respect. • • If we don't have curiosity about someone that's different than us and we don't have respect for that human, we're not going to learn or move in the direction of that person. Okay? That's our job as the leader to make that happen in our schools. • • And so • • • • we can create a culture of understanding instead of frustration and alienation. • • • • And so I think that it's also really, really important, and I touched on this before, • • is that older generations • • show • value • towards the perspectives of • younger team members, especially around issues of, um, equity, diversity, and inclusion. And that's not to say that there aren't people in older generations that need to • feel, um, • • • um, safe, psychologically safe. We all need to feel psychologically safe. • • Um, but that is something that may be, again, with, uh, an older generation, that's unfamiliar territory for them. And again, that's why the curiosity and the respect is so important. • • We can learn and we can grow, and it's our responsibility as the leaders to make sure that's happening on our campuses. • •

Most people from different generations actually have very similar values, research shows

Okay, that brings us to number three, and I'm really excited to share this one. Um, shared values is number three. And again, going back to that research from the center for Creative Leadership, which I'll link in the show [email protected] episode 107. • • And it talks about how • • • most people from different generations actually have very similar values. • And in their research, the word family was the value chosen most frequently by people of all generations. • • • And then there are others, and I'm going to list them here quickly. Some of these values, they were widely shared regardless of the generation. Integrity, achievement, love, competence, happiness, self respect, wisdom, balance, and responsibility. • • Those values were widely shared among all generations in the research. • • And so we need to make • • • the values of our organization clear, • • but we also need to remind all of our teachers • • that most of them share the same values. Again, we're uniters, we're builders as leaders, and we need to make sure that the teachers are, uh, seeing each other for the things that they have in common instead of taking a step back from each other because of the things they perceive to be different about each other. • • And so we're going to communicate the vision and mission of our school often and in an inspirational way. And we're also going to set the example as the leader with that curiosity and that respect. • • • • And so, • • is that going to be easy? No, of course. Nothing. But • • one of the ways that people bond, you know, I'll give you an example. Let's say you're on vacation, okay? And • • • • • you're on vacation in Florida, and you're a, uh, Minnesota Vikings fan. You know, you're from Minnesota, and you're there, and you're at the airport or you're at a resort or you're at the beach or whatever, and you see, um, someone walking along, and they've got a Minnesota Vikings jersey on. Immediately there's a connection because you share something, you're both fans of the Minnesota Vikings and there's an instant connection and probably an instant conversation. • • Well, shared values can have the same impact • • when it comes to our teachers of different generations in our schools. • • •

Six keys to effectively lead across multiple generations are discussed in this podcast

All right, so we're talking about the six keys to effectively lead across multiple generations. • Number one, learn from each other. Number two, develop a culture of respect. • Number three, emphasize shared values. And number four, • • • • • um, adjust communication style. Okay, so we need to recognize that there are some different preferences here. • Um, the older generations, boomers and maybe older, um, Gen X, they may value face to face communication because • • they • • • • know a world that was before, • • um, you know, texting and • • email. While on the other hand, a millennial or a Gen Z might prefer quick updates via, uh, an instant message or a text or an email. • • And just acknowledging these preferences can allow you to tailor your communication style to make it effective. And you're like, well, I can't just • • have me, I can't have meetings with • • everyone just because they're above a certain age. No, you're right. Um, but I think if it's a big, um, if it's a big decision, • • um, and I'm going to talk about communicating about change in just a moment. • • • • • If it's a big decision, you know, make sure that you're doing it face to face with everybody and then following up with an email. Because let's face it, we've all been there where we have a meeting, especially if we're communicating something that might be stressful for them to hear, you know, it's a change. • • Um, then you're gonna, if you don't follow up with an email to say, you know, we discussed this, this and this, • • • then there's gonna be people like, well, you never said that. Or, well, I didn't hear that. Or the person that's out sick that day or whatever. So I'm a big believer in, you know, the higher stakes. And it doesn't have to be high, high stakes. I mean, there should be someone taking notes in the middle school team meeting, in the third grade team meeting, in the, • um, • • • • • intermediate school team meeting, in the specialists meeting, • • • and then that Google Doc should be reshared • • • with the people that are on that email group in your school so that they stay in the know. • • • And for example, the third grade team meeting, let's say it's two third grade teachers and a couple support teachers and the head of lower school. And that happens once a week or once a cycle. • • • You know, the minutes from that. It's like, well, why would that need to be shared out? Well, the specialist, the art teacher, music teacher, PE teacher, • um, technology teacher, librarian, they need to know about what's going on with this third grader that's having some challenging behaviors. And so my point is, is that where we get frustrated, where teachers get frustrated is when they don't know. • And that's our responsibility, is to make sure that clear communication is happening, and there are ways to do that that then just become the system. And you don't have to do everything. You don't have to be the one that's taking the notes in that meeting, the minutes. • • You can ask a teacher to do that and then ask that teacher to just share it out with the people on that email group. So I know I'm kind of beating that drum there or beating that dead horse, but it's so important, and it's a small thing, but it can have really negative impacts when people feel like they're being left out of important communications. •

There is a stereotype that older people hate change and younger generations thrive on change

And speaking of important communications, for just a moment, I want to talk about, uh, • • communicating about change. • • • So there again is a stereotype that older people hate change and that younger generations thrive on change. And that's actually not accurate at all because • • most research shows that people from all generations are uncomfortable with change • • • and that a lot of people can experience change fatigue, because at the rate that the world is going these days, there's a lot of change. And that happens in our schools as well. We're not immune to that. And so the big key here is to not just assume things • • that, well, we have to over communicate with the boomers. But, you know, the gen z, they're fine. They thrive on change. That's not true. Most people, • all generations are uncomfortable with change. And so my point is that we need to just clearly, clearly, clearly communicate, and probably more than once, maybe more than twice when it comes to things that are going to change. • • •

Number five on our list of the six keys to effectively leading across generations is well being

That brings us to number five on our list of the six keys to effectively leading across generations. And number five is well being and flexibility. • • • So, with well being, • • • I want you to think about • • • how you, um, want to keep your organization, um, • • • • • • um, your school competitive in retaining your teachers. Right? We want to hang on to our teachers, so we're going to embrace the best practice when it comes to supporting employee well being. And so I'm talking about focusing on health and nutrition and exercise and mental health and overall wellness and mindfulness, • • you know? And you're like, well, how do I focus on that? Okay, well, I don't even have a school nurse or we barely have time to do XYZ. Alright, well, • • there can be links in the daily memo, there can be, um, a guest speaker that comes in to a faculty meeting from time to time. You can have a step challenge. Um, we had, in the past, I've had step challenge at my school. People form teams. Someone years ago took like a kid's shoe out of the lost and found, probably, and spray painted it with gold paint and put it on, made this ugly little trophy. But people love that trophy because they won the step challenge. • Um, just access to healthy behaviors, maybe through the, • • um, • • • • • hospitalization that your school provides, um, just to try and be creative when it comes to well being. • And then, • • um, with regards to flexibility, you know, I think that there's also a stereotype out there that, you know, younger people • • • • want all kinds of, um, flexibility and that older generations are just like, put your head down and just, you know, you just go to work and never take a sick day and that kind of thing. Okay, well, here's the reality of the situation. Whether you're raising a family, a young, young, uh, kids, whether you're preparing for retirement, • • • maybe you have an elderly parent that is living with you or is in and out of the hospital, • • • um, maybe you're just pursuing some personal interests, or maybe • • • • you have, um, something going on and people have, everyone has something going on that requires some flexibility. And so, no, I'm not saying that we just need to throw the employee handbook and PTO and standards and expectations out the window, but if we can be flexible, • • it is one of the number one things that • teachers and employees from all generations • • appreciate. And it actually keeps them coming back year after year. • • • • It's well being. It's an emphasis on well being. And it's flexible flexibility. • • • And so just food for thought that that isn't generational, it is for all people. • •

The boomer generation and the gen x are slower to adapt to technology

And then that brings us to number six. • • • And just be intentional about technology. • • • • This, um, is one where • • • I do think there are perceptions and stereotypes out there, and then there are things that are facts. And I just think that it's a fact that, um, • • the boomer generation and the gen x, • • um, • • they are slower to adapt to technology • • than someone that was a digital native. I think that's just a fact and there are a few exceptions to that. But • • there's an opportunity there for, um, the more digital natives to help those who are a little less, um, familiar or a little more resistant to technology. • • We have to make sure that patience is, • • um, present and that when we're introducing new technology or a new teaching method that involves technology or a new expectation • • that we have to be really comprehensive in our training. And we just have to be patient and then create a supportive system where it's okay to ask for help. People still feel dumb asking for help. And • when it comes to technology in particular, • • • um, of all the things we've talked about today, this is the one that's probably the most valid as far as there being differences among the different generations. • • So our big takeaways from today's episode is that we want to lean into different generations in our school as a strengthen. We want to focus on the things that • • • we value, especially core values that are the same. • • We want to take a nuanced approach to generational differences. We don't want to focus on only those negative stereotypes and just accept them, because accepting those stereotypes is an excuse to not work hard to bring everybody together. • And then we're going to use these six keys to effectively lead across multiple generations. Number one, learn from each other. Number two, develop a culture of respect. Number three, • • uh, acknowledge shared values. Number four, adapt communication style. Number five, focus on well being and technology. And number six, be intentional about introducing new technology. • • • And your call to action. •

Mark Minkus: Download the seven Secrets to improving teacher morale

Um, I mentioned at the top of the episode the seven Secrets to improving teacher morale. • • Um, your call to action is to download [email protected] morale. And then also is to download the six things that every private school teacher wants from their leader • • at • • theprivateschoolleader um.com guide. And I'll talk about that in just a second. But I want you to remember, • • • • why am I asking you to download improving teacher morale. And the six things that every private school teacher wants from their leader? Because for the most part, good leadership • • is what every generation loves. Teachers of every age thrive under good leadership. • • And you can be that leader for your school. • • And the six things that every private school teacher wants from their leader. • It's just a, uh, six page PDF, but I think it can be a game changer for you. And if you do these six things, I am confident the teachers at your school will be happy to follow you anywhere. And you can grab that free guide at theprivateschool leader.com slash guide. • So I'm so happy that you took time out of your busy schedule to be here today. I know that you are very, very busy. And if you got value from this episode, please just send the link to another leader or an aspiring leader at your school. • And I've been your host, Mark Minkus. I appreciate you so much and all the hard work that you're doing at your school. And I'll see you next time right here on the private school leader podcast. And until then, always remember to serve first, lead second, and make a difference.