Generations

Hammill begins by trying to illustrate some of the differences between the four generations, Hammill explains that while certain reactions and interactions between individuals of differing generations could be misunderstood as dismissive, condescending, or plain rude. Instead, Hammill writes that these exchanges actually are representative of a different set of core values that have been adopted by the individual as a result of the zeitgeist they grew up within.

Hammill chooses to tackle the issue of generational diversity and creating a functional working climate in the midst of generational diversity. Hammill describes an example of how office relations can break down between members of different generations because of disparate methods of communication and productivity. Hammill suggests that when working with a generationally varied group of individuals, which extends to any group of people, that first the group must come to a consensus concerning means of communication and how the group should function by assigning roles and discussing how they would prefer to work.

Hammill writes that when assigning positions to individuals to consider who they will be working under and with. Hammill suggests that supervisors should be assigned to members of a preceding generation, for example a member of generation X should probably be working under a a veteran or boomer, as Hammil asserts that the reverse can result in animosity between the two. While this may not always be possible or practical Hammil suggest doing so whenever the option appears.

While Hammill’s words are not specifically meant for the field of education many or his suggestions can still be applied to it. In most cases the teacher will represent an earlier generation than their students, and their students will likely all be from the same generation, the lesson to communicate fully and understand each other’s goals and methods is still highly applicable.