Podcast: The Millennials, The Next Power Generation In The Workforce

Our latest featured podcast is Claire Schooley's "The Millennials, The Next Power Generation In The Workforce".

 

In this podcast, BP&A Senior Analyst Claire Schooley discusses the rise of the millenial in the workforce — and strategies for most effectively using their skills.

 

 

We look forward to your questions and comments.

 

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The Generations React During Our Teleconference on “Gen Y and the Future of the Workplace”

Claire-Schooley By Claire Schooley


TJ Keitt
, Heidi Lo and I presented a Forrester Teleconference about the Millennial or GenY on September 2, 2009. The multi-generational chat was by far the most active I’ve seen during a Teleconference with over 100 entries in an hour. TJ and I presented for a half hour and then opened the phone lines for voice questions. Heidi handled the tweets. Having two co-presenters helped us to participate in the chat. Because the pace of chat was so fast with so many conversations, participants were reacting to comments of others rather than just responding to a presenter comment or question. It was dynamic and truly community generated.

The premise of the teleconference was that the youngest generation in the workforce (Gen Y or Millennials) is neither revolutionizing the workforce (yet) nor acting as entitled employees. Some of the highlights of the participant interaction follow:

  • “It’s hard to get a job because as a new grad we can’t meet the ‘years of experience’ requirement.” Recommendation: Apply anyway. Be tenacious and prove that you can do the job. One Baby Boomer participant is about to start a company that mentors new employees at corporate customers to address this “experience” requirement. Another GenYer suggested using your social network to reach the hiring manager. Another said that that GenXers in an organization can be excellent mentors for the GenYers.
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The Generations React During Our Teleconference On “Gen Y And The Future Of The Workplace”

Claire-Schooley by Claire Schooley

TJ Keitt, Heidi Lo and I presented a Forrester Teleconference about the Millennial or GenY on September 2, 2009. The multi-generational chat was by far the most active I’ve seen during a Teleconference with over 100 entries in an hour. TJ and I presented for a half hour and then opened the phone lines for voice questions. Heidi handled the tweets. Having two co-presenters helped us to participate in the chat. Because the pace of chat was so fast with so many conversations, participants were reacting to comments of others rather than just responding to a presenter comment or question. It was dynamic and truly community generated.

The premise of the teleconference was that the youngest generation in the workforce (Gen Y or Millennials) is neither revolutionizing the workforce (yet) nor acting as entitled employees. Some of the highlights of the participant interaction follow:

  • “It’s hard to get a job because as a new grad we can’t meet the ‘years of experience’ requirement.” Recommendation: Apply anyway. Be tenacious and prove that you can do the job.  One Baby Boomer participant is about to start a company that mentors new employees at corporate customers to address this “experience” requirement. Another GenYer suggested using your social network to reach the hiring manager. Another said that that GenXers in an organization can be excellent mentors for the GenYers.
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The Millennials, The Next Power Generation in the Workforce

Claire, in her podcast, discusses the rise of the millenial in  the workforce - and strategies for most effectively using their skills.

http://a964.g.akamaitech.net/f/964/714/1h/www.forrester.com/role_based/images/author/imported/forresterDotCom/Podcasts/BPA/ClaireSchooley_Millenials.mp3

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eLearning And Knowledge Acquisition Are Up In A Down Economy

Claireschooley By Claire Schooley

Daily, we hear about more layoffs and downsizing. Along with this comes scrutiny of all internal budgets including learning and development. Companies are not lopping off learning as drastically as in previous recessions. Companies know that skilled employees make their business successful. But, at the same time, some budget cuts are inevitable. This is where eLearning comes in. Most organizations already have some eLearning but they are not using the full capabilities like the rapid eLearning tools or the virtual classroom from their Web conferencing provider, or the informal learning using collaboration tools like blogs, podcasts, and wikis.

Yes, classroom training will be cut since travel costs are a quick savings. But this doesn’t mean you can’t have effective learning . . . via a different approach! This is good time to take stock of what tools and features you have but haven’t used from your LMS or your online meeting providers and exploit these online synchronous and asynchronous forms of learning.

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Learning Simulations: Harvard Business Publishing Sets The Stage For Exploring Real Business Situations

Claireschooley_2By Claire Schooley

In the beginning of the year, Harvard Business Publishing launched a collection of online simulations as part of its curriculum that expose learners to real business situations and enforce essential corporate skills. Learning simulations are interactive models of real-life processes, events, or interactions that have distinctive learning outcomes. Users can manipulate variables that change the state of the model — they can make mistakes, learn from them, and try again — emulating a real "learning by doing" approach. With these online simulations, learners can engage in common business situations within realistic scenarios, and learn how to fine-tune their communication, analytical, and decision-making skills.

The first simulation, Universal Rental Car is a pricing simulation focused on teaching employees pricing skills in a managerial environment, as learners take on the role of regional marketing manager at a rental car agency, and are tasked with pricing rental cars in cities across Florida. Sample the Universal Rental Car simulation (login = user, password = user) for three rounds, and explore the Prepare, Analyze, and Decide tabs.

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Podcasts From Forrester

ClaireschooleyBy Claire Schooley

We're doing podcasts at Forrester now, and I'm the internal resource for how to get them done. Here's what we've learned so far:

Post new podcasts on a regular basis. Decide on a schedule — twice a week, every week, every two weeks and stick to it. Listeners look forward to new material on a consistent basis. Consistency helps you gain and maintain an audience.

Name your podcast. Consider a contest to identify a good name. At Forrester we are still working on a name. Any ideas? In the meantime, you can name the podcast after your company like we have — Forrester Podcasts.

Identify upbeat music. Start and end each podcast with three-to-five seconds of music. Use the same music each time to give your podcast an identity, like NPR's All Things Considered. Do you have in-house musicians who might enjoy creating your theme music?

Keep podcasts short. Six-to-twelve minute podcasts are ideal. If the topic takes longer, break it into two or more podcasts and let listeners know this podcast is the first of a two- or three-part series.

Plan a podcast format that fits the topic. Vary the format depending on the topic and the presenter but keep the music and podcast name consistent. Here are some formats we've tried:

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Travel Benefits Challenged By Environmental Damage

ClaireschooleyBy Claire Schooley

An article in January 25, 2008 Chronicle of Higher Education really caused me to sit back and reflect. The author, a university professor, questions the contradiction of conference travel thousands of miles away to hear or give presentations in light of global warming, with air travel one of the greatest polluters. Academics as well as business people travel all the time. In many cases it's critical for executives to gather for multiple-day meetings that address an issue or for academics to conduct research and interact with colleagues. But these are often the exceptions. People travel all the time to one-day meetings or even two-to-three-hour events and then turn around and come home. In fact I fall into this category. Recently I traveled from California to Amsterdam to deliver a half-hour speech, have Q&A, and do a five-minute Website video. At the after-party, I had an opportunity to meet and make connections and learn lots. It was great! I loved it! And that's why people travel. . . as social animals we like the face-to-face interaction, the new environment, or the invigorating atmosphere of a new culture. But is that always enough reason (as the author states) to "put more carbon dioxide into the atmosphere than do 110,000 Chadians or 11,000 Indians in an entire year?" But patterns are hard to change, especially when we like and get additional value from traveling. After the speech I didn't turn around and come home but traveled on to Belgium and Germany (by fast train) to see friends and deepen those cross-cultural human bonds that are so important in our challenging world today.

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The New Software Industry – Forces At Play, Business In Motion

by Claire Schooley.

I attended a conference sponsored by Carnegie Mellon West; The Fisher IT Center at the Haas School of Business, UC Berkeley; the Software Industry Center at Carnegie Mellon University; and Services: Science, Management, and Engineering Program at UC Berkeley. The one-day event was held at the Microsoft Campus at Moffitt Field in Silicon Valley. The goal of this conference was to discuss where the software industry is going. Ten sessions including individual speakers and panels from university and business communicated the strong message that software is at a crossroads and will dramatically change in the future, and . . . the change has already begun. To access slides of the speaker presentations go to http://west.cmu.edu/sofcon/postcon.

The changes are around growth of software-as-a-service, new roles of services as a value- add to commoditized software, and new businesses and pricing models. The overwhelming consensus was that software-as-a-service is where the growth is today. Speakers pointed out some of the most successful companies in terms of generating revenue like WebEx, Amazon, Google — all service-based. At the same time they do not see companies that have built their business around software like Oracle, SAP, and Microsoft going “down-the-tube” just yet. In fact Oracle already has Oracle On-demand, a very successful service solution while supporting their enterprise installed customers. Companies that have these installed applications will not find it easy to change to a service-model, even it they wanted to. It requires architectural, economic and cultural changes and requires a ten-year time table to move from an installed software model to a services model. It seems much easier to start from the ground up like Salesforce.com.

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Organizations Need Two Dramatically Different Kinds Of Learning

by Claire Schooley.

Organization’s learning leaders hear the words “informal learning” or “eLearning 2.0” and think, “Oh my, now we have to change the way we provide training!” Yes, you may want to make some changes but, more importantly, you need to look at existing learning within your organization and determine what is training and what is education or development. I see two distinct types of learning that are both complementary, but also dramatically different. Today’s knowledge workers need both.

Training refers to the learning that employees access in order to do their job. This includes traditional mandated training for fields like accounting or pharmaceuticals. But a large percentage of training should be the “just-in-time” kind that gives the employees the information or knowledge refresher that they need to continue their work task. This informal learning is driven by the employee and is generally not tracked except to indicate the number of employees who have accessed the sites. Examples include online mentoring, clicking on the “just-in-time” learning related to the work topic for a three-to-five minute learning nugget, accessing the context-sensitive learning built into the application, or clicking on “expertise location” on the intranet to find a person in the organization who has the expertise to help. This kind of training or knowledge seeking requires a good search engine to find a document, PowerPoint, video, blog, wiki, etc. on the organization’s intranet site. A good practice is to make the five to ten-minute learning objects or course components searchable so an employee can find the exact part of a module or course that will provide the assistance they need.

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