Leveraging Multigenerational Workforce Strategies in Higher Education

Description

The higher education literature on workplace diversity has overlooked the development of　multigenerational　workforce strategies as a key component of an inclusive talent proposition. While race, gender, sexual orientation, disability and other demographic attributes have gained considerable attention in diversity strategic planning, scant research pertains to building inclusive,　multigenerational　approaches　within the culture and practices of higher education. Now more than ever, there is an urgent and unmet need to identify actionable strategies and approaches that optimize the contributions of　multigenerational　talent across the faculty, administrator, and staff ranks. With the goal of enhancing workforce capacity and creating more inclusive workplaces, Leveraging Multigenerational Workforce Strategies in Higher Education offers an in-depth look at　multigenerational strategies that enhance institutional capacity and respond to educational needs. This book is the first to address the creation of multigenerational strategies in the higher education workplace based upon substantial empirical studies and qualitative research. Drawing on in-depth interviews with faculty and administrators, the book examines the broad "framing" of generations that consists of stereotypes, narratives, images, and emotions. Through the lens of these narratives, it describes how ageist framing is magnified by other minoritized statuses including race/ethnicity, gender, and sexual orientation, and can result in structural inequality, process-based discrimination, and asymmetrical behavioral interactions in the higher education workplace. A major feature of the book is its focus on best-in-class HR and diversity policies and strategies that institutional leaders can deploy to overcome generational and ageist barriers and build an inclusive culture that values the contributions of all members. Due to its practical and concrete emphasis in sharing leading-edge policies and practices that comprise a holistic multigenerational workforce strategy, the book will serve as a concrete resource to boards of trustees, presidents, provosts, deans, diversity officers, department chairs, faculty, academic and non-academic administrators, diversity and human resource leaders, and diversity taskforces in their efforts to create strategic, evidence-based multigenerational workforce approaches. In addition, the book will be utilized in upper division and graduate courses in higher education administration, diversity, human resource management, educational leadership, intergenerational issues, gerontology, social work, and organizational psychology. Cover Endorsement Half Title Series Information Title Page Copyright Page Dedication Table of contents About the Authors Acknowledgments Foreword Introduction: Forces and Fissures in the Higher Education Landscape Generational Tensions The Impact of Defunding Public Higher Education on Diverse Students The Lack of Workforce Diversity The Perils of Contingent Work Questions the Book Seeks to Answer Methodology and Organization of the Book 1 The Value of Intergenerational Diversity The Benefits of Multigenerational Workforce Diversity Reaching Definitional Clarity An Overview of Age and Generational Status in the Academy Parallels with the U.S. Workplace at Large Conclusion 2 The Looming Generational Crisis in Higher Education Employment Power Dynamics in Relation to Ageism and Generational Status Ageism and Intersectionality Ageism and Relational Demography The Strengths and Limitations of the ADEA Prominent Age Discrimination Lawsuits in Higher Education Conclusion 3 Behavioral and Process-Based Aspects of Ageism and Generational Status Key Dimensions of Generational and Ageist Framing Recruitment, Hiring, and Ageism Evaluation, Promotion, and Tenure Processes Acts of Social Closure and Pressures to Leave or Retire Conclusion 4 Generational Status and Academic Realities External Pressures on the Academic Department Intergenerational Classroom Challenges Ageism in Student Views of Faculty Generational Differences in Disciplinary, Curricular, and Research Approaches Intra-Departmental Conflict Generational Views on Diversity Generational Views on Family and Work/Life Integration Conclusion Multigenerational Case Vignette: Reverse Mentoring at Baldwin Wallace University Using a Student Tech Coach Model to Strengthen Faculty Technological Skills 5 Counteracting and Resisting Generational and Ageist Frames The Minority Stress Model and Resilience The First Step: Awareness and Gauging the Situation The Next Step: Determining How to Respond Undertaking Multifaceted Coping and Resistance Strategies Conclusion 6 Best-In-Class Multigenerational Human Resource and Diversity Policies and Programs Cross-Generational Mentoring Programs Intergenerational Organizational Learning and Education Programs Intergenerational Committee Structures and Teams Institutional Policies that Strengthen Multigenerational Contributions Workplace Flexibility Programs Predictive Analytics and Early Separation/Phased Retirement Programs Retirement Transition and Post-Retirement Programs Conclusion 7 Looking Ahead: Opportunities and Recommendations 1. Following the example set at URI, form a stakeholder workgroup to develop a strategic plan for the implementation ... 2. Ensure that diversity leadership competencies involve an understanding of the value and contributions of ... 3. Conduct a systematic HR/diversity assessment of intergenerational factors and use the results to develop responsive ... 4. Launch intergenerational learning programs that demonstrate the value of cross-generational collaboration and build ... 5. Expand the range of mentoring programs to include administrators, staff, and full-time contingent faculty with ... 6. Develop systematic policies, procedures and practices that incorporate checks and balances on decision-making and ... 7. Review the composition of taskforces and committees for diverse, multigenerational representation. 8. Develop flexible workplace practices that address the needs of different generations in the workforce. 9. Develop a strategic, institutional approach to voluntary separation and phased retirement programs. 10. Enhance programs and policies that strengthen retiree affiliation with the institution. Closing the Loop References Index