During workshops with managers, I often hear questions (and criticism) about Generation Z. Not only from middle-aged professionals, but also from many millennials who struggle to understand the young people they hire. It seems to them that times have changed, as have young people, and some are convinced that today’s younger generations do not know how to work.
Times have indeed changed, but the quality of work is generally no different than it was before. What has changed is the way we work, and that change is not necessarily a bad thing. When you think about it, there is a lot we can learn from younger generations. For example, how to stand up for ourselves, how not to silently accept things we should not accept, and how to speak openly about mental health. They would also have plenty to say about us, things we might not necessarily like hearing, but that could be valuable for us to understand. It is important to emphasise that not all young people are the same. They are just as diverse as any other generation. However, successful collaboration with younger team members requires mutual understanding and a few practical tips.
To support you on that journey, we have created a guide based on direct experiences of successful intergenerational collaboration, which we witness and contribute to every day through development programmes for managers and teams in numerous companies.
Below, you can find a list of the most common managerial concerns and advice for each of these situations.
Wanting faster career progression and a pay raise
A desire for faster learning and advancement is a positive thing, recognise and acknowledge ambition. Try to understand the impatience that often comes with youth. Show empathy through your words and demonstrate that you understand that this need is healthy and natural. You certainly need motivated people who are willing to learn. At the same time, explain the possible development paths, how career progression works within the organisation, and present the criteria required for reaching a higher salary grade.
Explain the typical timeframes along that journey, but avoid thinking about how long it took you to reach that stage. Instead, focus on the person you are having the conversation with. Offer support and, together with the employee or with the help of a mentor, create a skills development plan and provide additional support where needed.
Lack of motivation for less complex tasks
Show understanding and explain the importance of “boring” tasks in daily operations. Help employees see how this part of the work enables the final outcome and allows them to recognise the importance of their role in achieving business results. Encourage patience while they are learning the fundamentals of the job that they will later be able to connect into a meaningful whole. Explain that some level of “boredom” is necessary for further learning and development. Remind them of the many less complex tasks they completed during education, training, or onboarding, tasks that were necessary steps in the learning process.
Avoid taking a condescending approach. Consider what you can offer to make the learning process more engaging, while recognising that learning methods have changed, as has people’s attention span. You can offer the possibility of more interesting tasks in the near future, but do not enable a lack of responsibility—do not immediately assign attractive projects if initial responsibilities have not been completed with sufficient quality and on time.
Overconfidence
It is expected that, at the beginning of the learning process, we are not always able to accurately assess our own level of knowledge. Be patient. People who are learning usually gain a much clearer understanding of what they do and do not know quite quickly. Be there for them if their enthusiasm suddenly drops, as they may need your honest support and encouragement. (We did not say “gloating”.) Emphasise that an important step towards being open to learning is recognising that there are things we do not know. Explain that this is a journey we have all been through and that it can be challenging to accept that we are not yet fully independent, but that nobody expects them to be at that stage yet.
It can also help to explain how satisfied you are with their current level of knowledge and skill development, while highlighting that growth takes time and that they have that time available—as well as your support along the way.
Avoiding responsibility
For some people, regardless of age, accepting their own mistakes can be difficult. We do not need a PhD in psychology to understand that a person may have been exposed to a great deal of criticism, unrealistic expectations, or punishment for mistakes. Avoid harsh criticism, calling someone out (especially in front of others), or phrases such as “you should have known this by now”. Be supportive and patient, and explain that a mistake is only a failure if nothing is learned from it. Clearly demonstrate the negative consequences of a mistake—both the actual and potential ones. Together, agree on steps that can prevent similar mistakes from happening in the future. Try to remain calm, as anger does not lead to progress; it only makes the learning process more difficult.
Attitude towards authority and criticism of existing ways of working
Every generation of young people questions authority and occasionally challenges it—that is part of their developmental journey. The only thing that has changed is the way young people do this: they are more direct, more vocal, and more determined. And we have changed as well (we are no longer young), which is why it bothers us more now. Try to hear and understand the message behind the “inappropriate” tone. You can point out that this approach is not acceptable to you or that you perceive it as disrespectful. Emphasise that becoming aware of one’s own communication style is an important part of personal development.
In cases of particularly inappropriate or uncomfortable reactions that challenge your authority, set clear boundaries and first provide feedback on the way the person communicates. React immediately, clearly, and firmly, but without criticising, embarrassing, or patronising the person.
If you are facing criticism of existing ways of working, it is important to show openness to new ideas and feedback while also guiding the conversation towards concrete suggestions and solutions. Instead of perceiving criticism as resistance or a lack of respect for existing practices, it is useful to explore what the employee has noticed and how they suggest improving the process.
Receiving corrective feedback
Although the external impression may be that a young person has extremely high self-confidence, there is often vulnerability behind it. At the beginning of a professional journey and during young adulthood, confidence can fluctuate, and it can happen that someone “falls apart” when receiving criticism, leaving you wondering: (Is this the same person? What just happened?!) Carefully balance the amount of positive and corrective feedback you provide (approximately 5:1 if you want a precise ratio), and make sure feedback is specific and focused on behaviour (“you missed including this information here” rather than “you were careless”). Remind the person that they are still in the learning phase, that mistakes are a natural part of the process, and that you do not think less of them because of one mistake. Feel free to share your own past mistakes that do not present you in a perfect light. End the conversation with an optimistic perspective and agree on how similar mistakes can be prevented in the future.
Lack of informal communication
The days when we were afraid that a neighbour would tell our parents we had not said hello because we were too busy playing are long gone. Explain to younger employees that making eye contact and greeting even someone they do not know in the workplace is a common way of interacting and that doing so does not interrupt anyone’s work. Do not criticise their behaviour or label it as rude or poorly mannered. Instead, try to understand that it may be a matter of uncertainty, a lack of understanding of social norms, or simply shyness.
Younger generations are less accustomed to communicating in person, so they may need some time to adjust. They also need time to get to know people, a new environment, unwritten rules, and expectations.
The goal is not to change someone’s communication style, but to develop the ability to adapt to different professional situations.
Challenges in communication by phone and in person
Young people today communicate with others much less frequently than previous generations and are primarily used to written and online communication.
Emphasise the importance of face to face and phone communication for building relationships in the workplace, especially if they show interest in learning and career development. Help them understand the importance of direct communication for better understanding and building collaborative relationships. Be patient, as it may take time for them to overcome shyness, become more relaxed, and practise this new skill.
Let us know how it goes!
Inappropriate dress
Every new generation has its own fashion style that may seem inappropriate to previous generations. Of course, this is expected. No one wants to dress exactly like their parents. Even if you consider something too unusual, formal, torn, tight, short, oversized, or simply different, first consider whether it is an actual written dress code in your organisation or only your personal perception. If there is no defined dress code or recommended way of dressing, you can point out to the person that when interacting with clients it is common to wear certain types of clothing and that there is an unwritten rule to avoid certain choices. Explain that this can strongly influence how they are perceived by clients and colleagues. A positive impression they create is certainly important for career development. Avoid other comments and personal judgments. However, if the issue concerns work clothing or protective equipment, there is, of course, no room for negotiation.
Using mobile phones during working hours
If an employee frequently uses their phone during working hours, it is important to approach the conversation through the lens of work expectations rather than assumptions about their generation. Instead of comments such as “young people are always on their phones”, clearly explain when and how phone use interferes with work, collaboration, or communication with colleagues and clients. It is useful to define clear rules and expectations for the entire team and explain the reasoning behind them.
At the same time, keep in mind that part of today’s business communication and access to information takes place through mobile devices, meaning that not every use of a phone is necessarily unproductive.
The focus of the conversation should be on results, presence, and professional behaviour, rather than the device itself.
Intergenerational collaboration is a skill that is continuously developed
Intergenerational collaboration is a skill that is built continuously, with the right structure and support, through observing our own reactions and being willing to occasionally change our perspective.
The good news is that managers who invest effort into this quickly notice a difference in their relationships with younger colleagues, as well as in the overall atmosphere within the team.
If you recognise the challenges described in this guide in your everyday work and would like additional support, get in touch with us. We deliver development programmes for managers focused on strengthening intergenerational collaboration, communication skills, and team leadership in a changing work environment.
