Generational Differences and the Education System - Essay Example

Linking Research to Practice In current societies, research forms an essential part of education platforms. Research propels education through innovation and creativity. Human development in most aspects is influenced by educational development as well. Most of the adult populations who are employed currently went to school in the generation gone by. In this case study, the focus is on generational ages and their dominance at the places of work. The study is an evaluative and analytical introspection into the generational influences at places of work. Several scholars have previously conducted similar studies focusing on which generation and what influence they have in the job market. These scholars try to perceive exactly how generations that entered the job market in the days gone by relate and integrate with those that joined just recently. They try to understand why, despite the change in learning with time, all the generations tend to work together effectively without a collision in ideas. Some have retired but the greater number is still in most leadership positions. One of the studies was carried out by Rodriguez, Green, and Ree’s 2003 study of these two groups (Baby boomers and Generation X). They tried to find out whether the old rules still applied in the new generations. They classified that the job market of today is dominated by baby boomers, the older generation who were born in the 1946-1964. The other dominant generations are the generation X or in other words ‘baby busters’. These were born in 1965- 1979. They also found out that there was another generation also getting into the job market. They classified them as the internet generation or the nexters. They classified them as the generation that had just turned 22 (Rodriguez, Green & Ree, 2003). Retirement causes a gap that is not easily covered for. This gap is caused because the leadership training in the baby boomers (outgoing) is different with that of the baby busters (incoming) generation. The two main factors affecting effective leadership in the market are the demographic changes in the market and the competition. However, understanding how each generation thinks of effective leadership does not make the transition any easier (Rodriguez, Green & Ree, 2003). From the above summary, it is positive to say that the old rules have changed and the ones that were adapted by the baby boomers are not the same adapted by the baby busters. It was found out that the generations Xers, for example, do not stay in the same place of work for more than five years. They are always to get better working conditions and a quicker chance to be at the top. The baby boomers stayed in the same place until they achieved their goal and then moved on. The mailroom protocol was in action then where one started as a junior worker and was promoted due to their hard work (Rodriguez, Green & Ree). A survey that was carried out proved that the Xers preferred a challenging task to be completed in one day, while the baby boomers preferred several days to accomplish a challenging task. The Xers believed in saving time, and doing as much work as possible. The baby boomers preferred to do a challenging task perfectly with no hurry. This survey clearly showed that, the old rule is no longer effective and is being completely scrubbed out. Another study done by Behrstock, E., & Clifford, M. (2009), the author wanted to prove the innovativeness of the generation Y teachers and practitioners. This is the generation that was born in 1977- 1995. The level of education then was termed as high quality and the teachers were well qualified. The survey was however carried out on teachers born within this period. The author did not focus on the other two generations but focused on the behavior of the generation Y teachers (Behrstock & Clifford, 2009) The book shows and discusses the characteristics of the teachers. The author gives a table to compare this generation to the other generations in America alone. He also summarizes why this generation will be dominant in America’s job market by 2020. This is the generation that does not see any job as a lifelong career. They currently make up over 18% of the whole teaching force. They are those that teach with a passion, they are well qualified and extremely talented at what they do. They work for the success of the next generation and give ideas that will help them in the future. The other generation teachers taught the same thing that they had been taught (Behrstock & Clifford, 2009). They are characterized by six major distinguishing characteristics; they are open to rewarding teachers according to the output they give. They pay the teachers according to their years in teaching and the consistency of a good outcome. The other generations did not believe in motivation through rewarding and all teachers were treated the same. Until recently the gen Y teachers were not open to the financial rewards a s a means of improving performance. They saw as if the introduction of cash rewards would corrupt the effectiveness of the teachers. They are mostly dependent on the scores of tests to determine how effectively they are teaching (Behrstock & Clifford, 2009). It was also discovered that the introduction of bonuses to the over-performing teachers heightened competition more than it enhanced cooperation. The students, hence, were under constant pressure to give their best output. It thus beat the purpose of rewarding their output but it was not eliminated. There was hope for employing of better teaching techniques which is being adapted rather slowly (Behrstock & Clifford, 2009). This generation is however faced by a major problem. The teachers thought being given financial rewards for their output would help better it. However, the introduction of this practice led to higher incompetence of the teachers. The education system became corrupted and instead of the students being imparted with skills, they started being fed with books. The once all-rounded student now becomes a literate fool. The teachers started looking higher exam scores in order to get the bonuses (Behrstock & Clifford, 2009). This problem would help as arise with a study research question that asks. What are the other methods of rewarding teachers apart from the financial bonuses? It would also have a supporting question that asked what possible measures would be undertaken to ensure the education system is back to being complex and quality achieving in all aspects. Generational differences are characteristics of a diverse society. This is reflected in every sphere of life within the society. This would be eminent in the social circles as well as within the job market. In view of this, it is expected that the society should use the differences to its advantage. Cohesive existence and sharing of ideas should be encouraged in case of such generational differences. All this should be in tandem with human existence and objective o promoting peaceful and cohesive coexistence in all aspects of life. In conclusion, it is correct to state that, the leadership values are seen differently from one generation to the next but they are all effective. They usually change to meet the needs of the current generation. The more the world advances the more the gap between previous, present and future generations widen. Effective leadership, however, depends on the ability of the leader to integrate all skills perfectly and apply them. The above study gives an explanation as to why the level of education, though advancing, is not perfect and the product is only book oriented. References Behrstock, E., & Clifford, M. (2009). Leading Gen Y Teachers: Emerging Strategies for School Leaders. TQ Research & Policy . Bernstein, L., Alexander, D., & Alexander, B. (2008). GENERATIONS: HARNESSING THE POTENTIAL OF THE MULTIGENERATIONAL WORKFORCE. The Catalyst. ProQuest Education Journal , 17-22. Mullen, C. A., Greenlee, B. J., & Bruner, D. Y. (2005). Exploring the theory-practice relationship in educational leadership curriculum though metaphor. International Journal of Teaching and Learning in Higher Education. 1-14. Rodriguez, R. O., Green, M. T., & Ree, M. J. (2003). Leading Generation X: Do the old rules apply? Journal of Leadership & Organizational Studies . ProQuest , 67. The University of Wisconsin-Madison Writing Center. (2009). Writers Handbook: Common Writing Assignments: Critical Reviews. Wisconsin: Madison. Read More