Generations

About this course

About this e-learning module

Welcome to this module on generational differences. For the first time, we have all 4 generations – BABY BOOMERS, GENERATION X, MILLENNIALS and GENERATION Z – in the workplace at the same time. This brings a wealth of diversity in motivations, values, perceptions and understanding.

It may also bring some challenges as we may struggle to understand why some things appear important to someone else and not to another.

This module will help you to identify and understand some of the principles and approaches to successfully acknowledge and recognise the generational differences in values, perceptions and motivations.

Learning objectives

The module aims are:

  • To understand key influences and trends for different generations and how these impact the workplace.
  • Be able to learn and practice modelling behaviours to help team andcolleague cohesion and inclusion.
  • To enable you to learn and engage more confidently with different generations at work.

The module content will cover:

  • Why this topic matters for leaders and staff.
  • What generational difference means and explore examples, research has highlighted.
  • Link to some models of behaviour to help leaders explore generational differences with their teams and colleagues.
  • Explore ways to engage the different generations at work.
  • Look at learning from others’ generations through Reverse Mentoring.

Content index

Introduction and context

Introduction

Having employees of different ages working side by side is nothing new. But a heightened focus on generational differences in recent years has altered the conversation.

With multiple generations now filling the corporate ranks, the ability to manage and engage these diverse cohorts will, in many cases, be a key determinant of the winners and losers in the battle to find and retain the best and the brightest.

Each generation is defined by a set of stereotypes that emerge from some clear truths. Awareness of these, but also acknowledging that people are inherently individual too, is critical for any leadership success.

In this e-learning package, you will find out about key differences and similarities that exist amongst the generations and be challenged to think about how this might influence your leadership style. As you move through each section, you will have the opportunity to test your knowledge and learning, and also be able to access some resources to help you keep exploring this topic area in your own workplace.

The multi-generational workforce activity

Which generation is the most motivated by working for a well-run, well-managed organisation that demonstrates care and concern for its employees, as well as producing meaningful work?

Which of the following do you think is the correct answer?

  • Baby Boomers
  • Generation Z
  • Generation X
  • Millenials
  • Verterans
  • All of them
The correct answer is: All of them.

Why generational difference matters to leaders

Introduction

Understanding Generational Differences in the workplace is intrinsically linked to the whole essence of national equality, diversity and inclusion agendas. If leaders are to move towards a more mature understanding of Inclusive Practice, then being aware of how generations see things and behave meets this.

As a leader, it is important to:

  1. Be aware of the range of elements important to the health and well-being of staff at work, as well as how to engage with them.
  2. Utilise these elements to get the best from your teams, which includes understanding generational differences.

The generational differences in values, expectations, perceptions and motivations in the current workforce are important considerations for effective staff education and engagement.

Understanding differing motivational needs across these generations offers employers and education providers a real opportunity to better align support to meet individual needs and to improve recruitment and retention.

Understanding the perception of generational difference

In a report by Robert Half exploring the perceptions of generational differences, chief finance officers (CFO’s) were asked, “In which one of the following areas do you see the greatest differences amongst your company employees who are from different generations?”

The responses were:

  • 30% communication skills
  • 14% cross departmental collaboration
  • 7% no difference
  • 23% technical skills
  • 26% adapting to change

Forbes offered examples

Click on the button below to see Forbes’s offered examples of ways leaders and managers can make the most of these differences across the generations.

Use ‘Team Make-Up’ as an opportunity for team building. Think in terms of “complementary skills and diverse perspectives.” This can prompt innovation and new problem-solving techniques.
A good tactic. It can be a way of integrating newer employees into the operation and enabling them to share their own skill set and background. Invite team members from all generations to share their unique areas of expertise.
Anything that shakes up usual patterns of behaviour and takes people away from their daily routines can be productive. It gives employees a chance to get to know each other better in a less formal setting.
In successful management, one size does not fit all. Staff possess common attributes, but also have individual needs, the study noted. Tailor your management for each person’s strengths, personality and aspirations.

Generational differences

Click the reveals to explore characteristics, cultural influences, and technology innovations.

Characteristics:
Hard work
Respect authority
Duty before fun
Adhere to rules
Cultural Influences:
Great Depression
World War 2
Technology innovations:
Electronic Numerical Integrator
Computer (ENIAC) machine
Characteristics:
Team orientated
Optimistic
Formal
Strong work ethic
Used to hierarchical structures
Emotional wisdom
Cultural Influences:
Cold War
Sexual revolution
Civil Rights
Full employment
Increasing prosperity
Technology Innovations:
Colour TV
Stereo systems
Tape decks
Washing machines
Characteristics:
Self-reliant
Ambitious
Hard working
Cynical
Informal
Resourceful
Cultural Influences:
Fall of Berlin Wall
Gulf War
AIDS
Miners Strike
Brixton Riots
Technology Innovations:
Video cameras
CDs
Dish washer
Walkman
Mobile
Characteristics:
Feedback orientated
Community orientated
Realistic
Flexible
Multitasking
Cultural Influences:
9/11
Austerity
Student debt
Normalisation of LGBTQ+
Gig economy
Technology Innovations:
iPod
Email
Social media
Smart phones
Wi‑Fi
Netflix
WhatsApp
Characteristics:
Globally orientated
Socially progressive
Extremely tech-savvy
Environmentally aware
Cultural Influences:
Global terrorism
Populism
Climate change
Gender fluidity
Mental health awareness
Technology Innovations:
On-demand video & music streaming
SnapChat
Camera phones
Apps

Satisfaction levels by age

We should also remember that generations are influenced by other generations, by life and experience, by learning and education, by family and friends, and more – not everyone will fit neatly into one generational box!

Generational work gives us an insight into trends across research, such as ‘Why Generational Theory Makes No Sense’. They provide information and insight, but not definitive answers: every person is uniquely different!

In this article, The Huffington Post explores some of the myths of generational differences, highlighting that we need to be careful that we don’t stereotype: The Myths and Reality of the Workplace Generational Divide

Satisfaction levels by age – Hay Group global employee opinion data 2014:

The company provides employee benefits that meet my needs:

  • Under 30: 63%
  • 30 to 39: 64%
  • 40 to 49: 62%
  • 50 to 59: 64%
  • 60 to 69: 68%
  • Over 60: 71%

I believe I am paid fairly for the work I do:

  • Under 30: 56%
  • 30 to 39: 45%
  • 40 to 49: 44%
  • 50 to 59: 49%
  • 60 to 69: 55%
  • Over 60: 59%

I believe my pay is fair considering the pay of people doing similar work in other companies:

  • Under 30: 45%
  • 30 to 39: 41%
  • 40 to 49: 40%
  • 50 to 59: 49%
  • 60 to 69: 50%
  • Over 60: 51%

The better my performance, the better my pay will be:

  • Under 30: 45%
  • 30 to 39: 41%
  • 40 to 49: 40%
  • 50 to 59: 41%
  • 60 to 69: 44%
  • Over 60: 49%

Activity 1

Which age group do you think is most likely to say employee benefits meet their needs?

  • 20–29 years
  • 30–39 years
  • 40–49 years
  • 50–59 years
  • 60+ years
The correct answer is: 60+ years.

Activity 2

Which age group do you think is least likely to believe they are fairly paid for the work they do?

  • 20–29 years
  • 30–39 years
  • 40–49 years
  • 50–59 years
  • 60+ years
The correct answer is: 30–39 years.

Key differences between generations

Generational ages are not to be stereotyped

Research exploring the impact of different generational traits has grown, and there is a fundamental need to acknowledge these differences when considering the effect on workforce satisfaction and retention of healthcare practitioners in the NHS.

It is important to note that the broad descriptions of any generation are stereotypes and should be considered a general guide to understanding only (Lower 2008). We currently host four different generational cohorts within our workforce, either employed or in higher education, undertaking practice placements within healthcare organisations.

In the next few pages, you will see each of the 4 generational cohorts’ values, perceptions and motivations.

Baby Boomers, X and Y Generations dominate the majority of the workforce in the NHS today.

Gen Z: “new kids on the block”, the workforce and higher education.

Generational ages are not to be stereotyped part 2

Generation Z

  • 1995–2010 – I am a digital native.
  • I am self‑directed
  • I am the ultimate digital multitasker

Education

  • I keep up to date with technology. I leave other generations behind. I go viral!
  • No way like the new way!

Employment NHS

  • Don’t “force fit” me into a traditional work environment — I will not engage!

Connected and communicating

  • I expect to keep in touch. Connectivity is as important as breathing.

Digital native

  • Everything should be interconnected.
  • I get frustrated with manual methods of working.
  • I want one device to access everything.

Informed

  • I expect to be informed, and you must listen to and acknowledge my responses.

Work, home and money

  • I will spend more time changing jobs and job‑hunting.
  • I will be less well off than my parents.
  • I will struggle with independent household management.

Values

  • Personal freedom is non‑negotiable.
  • Transparency, self‑reliance and flexibility.
  • Value diversity.

Generation Y

  • 1980–1994 – I am a millennial.
  • I expect support to achieve.

Education

  • I am ambitious with high career expectations.

Employment NHS

  • I need frequent recognition and feedback.
  • I am career‑motivated but not company‑loyal.
  • I prefer flexibility; work–life balance is key.
  • I will change jobs if my needs are not met.

Optimistic

  • I want to work with you and not for you.
  • I want a sense of community in the workplace.

Technology

  • Technology is developing fast — I need mentorship, coaching and reassurance.
  • My development relies on support and feedback.

Team player

  • I have high expectations.
  • I am productive and efficient, but need the right tools.

Work, home and money

  • I will rely on my parents for financial support.
  • My friends are important to me — I want to be liked.

Values

  • I need a sense of purpose and contribution to the greater good.
  • I earn to spend, travel, enjoy life and be with friends and family.

Generation X

  • 1965–1979 – I am a latch‑key kid.
  • I like structure and direction.
  • I am self-reliant.

Education

  • I see education as a means to an end.
  • What I do needs to be meaningful.
  • Don’t waste my time.

Employment NHS

  • I work to live and want a work–life balance.

Pragmatic

  • I work smarter, not harder.
  • I am practical and independent.
  • I can multitask.
  • I like rewards and gratification.

Entrepreneurial

  • Don’t micro‑manage me.
  • I can innovate. I adapt well to change. I am a problem‑solver.
  • Tell me what to do, not how to do it.

Communication

  • I am tech‑literate, but I don’t live and breathe tech.

Work, home and money

  • Money is a means to an end.
  • I want a good balance.
  • Family are important to me.
  • I have saved money and can live comfortably.

Values

  • I have high expectations.
  • I am a pragmatic individualist.
  • I can be cynical and sceptical.

Baby Boomer

  • 1946–1964 – I am a post‑war child.
  • Work defines me.
  • I am ambitious and will question everything.

Education

  • I am better educated than my predecessors.
  • I want to make a difference.

Skilled

  • I am motivated and hard‑working.
  • I am team-oriented.
  • I live to work and work well in crisis.
  • I believe in equality and respect.
  • My skills are my ingredients for success.
  • I will challenge authority.

Multi‑tasker

  • I will take risks and like excitement.
  • My development relies on support, feedback and status.

Communication

  • I have high expectations.

Technology

  • Technology is developing — I will either pay for it and support it or deny its importance.

Work, home and money

  • Money is a status symbol. Buy now, pay later.
  • I like to be liked and want recognition for achievements.

Values

  • I am driven and experienced.
  • I am 25% of the NHS workforce.
  • I am an over‑workaholic, often to the detriment of my family.
  • Hard‑working.
  • Skilled and experienced.
  • Team‑oriented.

Behaviours and expectations

  • Motivated to make a difference.
  • Believe in equality and respect.
  • Willing to challenge authority.
  • Take risks and enjoy excitement.
  • Development relies on support, feedback and status.

Work and money

  • Money is seen as a status symbol.
  • Like recognition for achievements.
  • Known for being highly dedicated to work.

Activity

Which of the following statements fits best with the 4 NHS workforce generations?

  • The most ambitious and will question everything
  • “A latch key kid” and is the majority of the NHS workforce at 40%
  • Needing a sense of purpose and contributing to the greater good
  • Has to have personal freedom as a non‑negotiable
Baby Boomer: The most ambitious and will question everything.
Generation X: “A latch key kid” and is the majority of the NHS workforce at 40%.
Millennials: Needing a sense of purpose & contribute to the greater good.
Generation Z: Has to have personal freedom as a non‑negotiable.

What can I do?

Click the reveals to explore what you can do:

Find out what drives the different age groups in your workplace. Analyse employee feedback, for example, through your employee survey, to identify their needs and motivations.
Audit what demographic change will mean for your organisation.
Consider: How to get the best from each age group’s skills, knowledge and experience. The learning and development needs of different groups of employees. the career paths and HR policies required to meet the needs of each age group. your reward packages (compensation, benefits, wellbeing programmes and so on).
Adapt learning and development to the needs of each age group. Establish age‑diverse workgroups to enable mutual, intergenerational knowledge sharing. Create processes to help managers lead junior team members — for example, by providing more direction, support and continuous feedback. Train leaders on intergenerational management, including performance management, coaching and development planning.
Support the needs of different generations through flexible working arrangements. Nationwide, for example, offers older employees in critical roles the opportunity to work on specific projects as ‘expert consultants’ following retirement. This helps retain the extensive knowledge of experienced workers. Understand the career aspirations of different generations, and develop multiple career paths that take employees in and out of different business areas. Clear communication of what this involves, why it’s happening and how employees can benefit is crucial. Without this, younger employees in particular could become disengaged, as such an approach may not follow typical perceptions of progression.
Reward considerations:
Analyse and adapt to the different reward needs of each age group. Use the results to help tailor reward packages, for example, by offering a flexible ‘benefits menu’.
These kinds of ‘age‑friendly’ policies send a message that you trust your staff to work in different ways and continue to give their best. Intergenerational teams also help create a climate of trust and respect between different age groups. Tesco has established a mentoring scheme for this purpose, enabling knowledge transfer between age groups. This sort of scheme works well for both ends of the age scale: younger generations thrive on connections, while older staff are happy to leave their legacy.
Identify your most critical roles and skills gaps, and ensure you have succession plans in place. Starbucks puts a strong emphasis on strategic workforce planning (SWP). The company has a dedicated global SWP team whose purpose is to help leaders think beyond short‑term reactionary hiring, and focus on medium‑ and long‑term planning aligned with business strategy.

Models to understand different behaviours

Using different models

Using different models is a useful way of understanding our values and beliefs and how they can influence our actions and behaviours. This can be important for understanding some of the differences not only across generations but also those that are unique to each person.

The Iceberg Model

The Iceberg Model is a useful model that helps us understand why behaviours can differ from person to person in similar circumstances. At the top of the iceberg, we see results or outcomes. These outcomes are being driven by a person’s behaviours or the “things they do”. Both Results and Behaviours are the observable 10%–15% of a person. Underneath the waterline, we see emotions influencing behaviours that in turn are shaped or formed by a person’s values. Values are the things that are really important to a person and inform what a person thinks about and what they notice. When we are in harmony with our values, we are comfortable; when we behave in ways that conflict with our values, it can create inner conflict. What people believe about the world can be influenced by culture, upbringing and education. Some beliefs may be known to the person and guide their values; other beliefs may be unconscious or not known.

The Anchor and Buoy Model
The Anchor and Buoy Model is another way of understanding Values, Attitudes and Behaviours. Values guide attitudes and define how people behave with each other in an organisation or company. Attitudes can predispose how we respond to influences such as ideas or situations, and behaviours are how we choose to act and react, especially towards others. In this model, the values are the anchor; they rarely change. They are linked to the Buoys via a chain, which represents Attitudes. Attitudes are rarely seen, but as with values, they can direct the way we behave. The Buoys represent Behaviours, which are seen and can change or be influenced by what is happening in your personal, social or work environment. This model is important because understanding it can help people recognise how and why they are responding to environmental influences, and support people to develop a clear, concise and meaningful set of values.

Why the softer skills matter

Soft skills, people skills, emotional & social skills; they are all names for that elusive set of qualities that allows people to interact effectively with others. But there is nothing ‘soft’ about the impact they have on organisations. Studies show that in complex jobs:

  • Two-thirds of the difference between an average and a top performer is down to emotional & social skills.
  • Nine tenths of the business leaders and HR directors in the Hay Group survey 2015 said that employees with strong people skills make a bigger commercial impact.
  • 88% of them also described graduates with these skills as ‘worth their weight in gold’.

Maslow’s Hierarchy of Needs

Maslow (1971) identified a hierarchy of human needs, suggesting that people are motivated to fulfil their lower-level needs before addressing those that are at a higher level. As Cherry (2012) explains, Maslow’s Hierarchy of Needs is mostly presented as a pyramid, with the lowest level of needs being the most basic.

These lower-level needs are essential physical requirements, including the need for food and shelter, etc. Once these lower-level needs have been met, people can consider the next level of needs, which is related to safety and security.

As people progress up the pyramid, needs become increasingly psychological & social. Higher up the pyramid, the need for personal esteem and feelings of accomplishment takes priority. Physiological, security, social & esteem needs are deficiency needs, meaning that these arise due to deprivation.

Self‑fulfillment needs

  • Self‑actualisation: Achieving one’s full potential, including creative activities

Psychological needs

  • Esteem needs: Prestige and a feeling of accomplishment
  • Belongingness and love needs: Intimate relationships, friends

Basic needs

  • Safety needs: Security, safety
  • Physiological needs: Food, water, warmth, rest

Satisfying lower-level needs is essential to avoid unpleasant feelings or consequences. Maslow termed the highest‑level needs as ‘growth needs’. Growth needs do not stem from a lack of something, but a desire to grow as a person.

Maslow’s Hierarchy provides an ideal framework to begin to consider the important development needs of each Generational Group in the workplace, enabling us to build an inclusive culture of support for all.

In worker motivation, identifying generational distinctions across the workforce provides a valuable framework for building awareness & understanding of individual needs in the workplace (Guthrie 2009).

The more we learn about man’s natural tendencies, the easier it will be to tell him how to be good, how to be happy, how to be fruitful, how to respect himself, how to love, how to fulfil his highest potentialities […] The thing to do seems to be to find out what one is really like inside, deep down, as a member of the human species and as a particular individual (Maslow, 1987, p. 6).

One of Maslow’s lasting and most significant contributions to psychology is what he calls the “hierarchy of needs.” In his quest to understand human motivation and the pursuit of happiness, he formulated a list of basic human needs that had to be fulfilled for maximum psychological health. Through his interviews and studies, he came to categorise a hierarchical list of needs that need to be fulfilled for increasing life satisfaction.

Understanding different behaviours through different models

Click the reveals below to find out what each model can help us understandabout different generations:

Helps us to understand & see the ‘observable’ and the ‘invisible’ in each of us.
Helps us to understand how to bring someone back to calm waters when under stress.
Describes to us what our core human ‘lower level’ and then ‘higher level’ needs are.
Helps us best understand different generational behaviours.

Key steps in engaging employees across generations

  • Be intentional in your approach to leadership to get greater productivity and results.
  • Determine which rewards are most valuable to different employee groups and then give managers the tools to offer those rewards.
  • Support the needs of different generations through flexible work arrangements.
  • Foster an intergenerational team and learning.
  • Identify your most critical roles and skills gaps, and ensure you have succession plans in place.
  • Make your reward packages flexible and individual.
  • Make sure that your people are being paid the right amount.
  • Check what they need and what they want.

Refreshing on the different generations

1922–1945: Matures / World War II

Workforce Values:

  • Recognition
  • Willingness to sacrifice
  • Hierarchy
  • Resistant to change

1946–1964: Baby Boomers


Workforce Values:

  • Dedication
  • Face time
  • Team orientation
  • Focused on personal health and wellness

1965–1980: Generation X


Workforce Values

  • Feedback
  • Recognition
  • Fulfilment
  • Advanced technology
  • Fun
  • Open‑minded

1981–2000: Millennials


Workforce Values:

  • Work/life balance
  • Autonomy
  • Flexibility
  • Informality
  • Diversity
  • Globally orientation

Developing a Coaching Culture

Developing a coaching approach to conversations, in meetings or in appraisals, is a great way of encouraging ideas, fostering resilience, removing assumptions and encouraging inclusivity. Using a coaching approach encourages people to listen, understand and can help people feel valued. A coaching conversation asks you to:

  • Ask open-ended questions to find out how the person feels or to share ideas, rather than telling them what they should think or do.
  • It encourages people to come up with their own solutions and ideas, tapping into resourcefulness, helping people feel empowered.
  • Checks out their commitment to take action and personal responsibility.

Some questions that you can use:

A coaching approach can be used in team meetings, small groups or in one‑to‑one conversations. Here are some questions you can use to help get you started; they allow a person the space to explore issues without judgment:

  • What do you think is the best way to manage this?
  • What have you tried so far?
  • What has worked for you in the past, in similar situations?
  • What do you think are the main barriers stopping you?

Questions to help you work with generational preferences: Career focus

Example Questions:

  1. What is important to you in relation to career development & progression?
  2. What are your expectations from your leaders around care & support at work?
  3. What are the most important elements of teamwork for you?
  4. What sort of feedback & guidance would you find most useful?
  5. When thinking about work-life balance, what’s important to you?
  6. What support do you need to help you in your role?
  7. How can I help you ensure you feel your work is meaningful & engaging?
Clear, structured career development and progression
“to have a clear framework for career options”
Career and support (personally and professionally) from leaders and teams
“Expectation of the profession that [we] will be supported professionally and emotionally”
Team spiritedness to be valued and appreciated
“Need to feel supported and part of the team”
Feedback guidance and development
“mentorship, preceptorship”
Flexibility to achieve work-life balance
“Good secure job with flexible shift patterns to complement family life and give good work”
To be supported and enabled to meet the expectations of patients and the public (resources to deliver quality)
“Reputation of hospitals and standards of care – to feel valued and appreciated by the public”
Clear, structured career development and progression
“Pay and feeling valuedare expected; however its more important to ensure that the public receive good healthcare by people who are not incentivised.”

“Engaging the generations” Activity – 1

What are the key elements to engage and retain differing generations?

  • Reward
  • Flexible working
  • Staff rooms
  • Car parking
  • Inclusive leadership
  • Diverse work roles
  • Increased pay
  • Free WIFI
Reward
Flexible working
Inclusive leadership
Diverse work roles

“Engaging the generations” Activity – 2

From the list below, what are some of the 7 key elements to help you work with generations in relation to their career focus?

  • Structured career development
  • A great manager
  • Care and support
  • To be respected as an individual
  • Flexibility for work-life balance
  • Provide state-of-the-art technology
  • Engaged to make a meaningful difference at work
  • Team spiritness
  • Education paid for
  • Feedback, guidance & development
  • Maintained shift patterns
  • Support to meet patients’ needs
  • Resources for patients
  • Payment by results
Structured career development
Care and support
Flexibility for work-life balance
Engaged to make a meaningful difference at work
Team spiritness
Feedback, guidance and development
Support to meet patients’ needs

Summary

Recommendations from “Mind The Gap” report – part 1

The generational differences amongst the healthcare workforce are multi-faceted, and this is essential to be considered for future-proofing for education, recruitment and the retention of staff.

This work provides a compelling case for change in how we attract, recruit & retain early career healthcare staff to better reflect the needs of our younger generation. The characteristics of generations play a major part in how we function, work, see the world and in particular the workplace.

If we are not open to change, the economy’s attraction alone will not keep these younger generations. They have strong values and specific needs, and they are prepared to change employer & job role if these are not addressed.

Click here to view the “Mind The Gap” report.

Recommendations from ‘Mind The Gap’ report – part 2

Summary: You are urged to reflect on the following, considering the opportunities for enhancement:

  • Raise awareness of differing generational needs and implications for the workforce
  • Live the Values
  • Develop an Inclusive Generational Career Framework
  • Value and recognise individuals’ achievements
  • Promote excellent teamwork
  • Facilitate & nurture work-life-balance
  • Further research & evaluate your current workforce generational differences
  • Pre-plan for the incoming Generation Z!!!
Your more senior colleagues are far more likely to have been in their role for a long time. They’ll probably have a much higher level of knowledge with regard to the company, products and wider context, which is important for you to keep and share.
A greater range of skills can mean a larger pool of talent when it comes to dealing with problems or selling something. And when you combine experience with new skills, you can end up with something brand new.
Different generations have different perspectives – this can be really useful when it comes to working out a new approach to a challenge. And that doesn’t mean youthful eyes – any group can get a bit blinkered in their approach at times.
Younger colleagues will likely be much more digitally fluent. But older colleagues might have better skills in dealing with customers or clients, which come with experience – younger colleagues could benefit from learning about these.

Reflection summary

Here are some Reflective Questions for you to answer to assist you in your own Generational.

  • What Generational Group do you fit into?
  • Of that Generational Group, look at its description values, perceptions & motivations and see how they relate to you…. What specific elements cry out to you about yourself?
  • Now think about your team at work; their generational differences, the way they are perceived by you re: their values, behaviours & motivations
Click to download the generational reflection chart

Congratulations, you’ve completed the module