generational influences on academic dentistry

Generational Influences, Emotional Intelligence, and Wholeheartedness

Roseman University of Health SciencesCollege of Dental Medicine

Faculty Retreat – July 14, 2016L. Kris Munk DDS, MS

Observation of student behavior Brief overview of generational characteristics Implications of expectations from different

generations Learning preferences and academic expectation of

Generation Y - Millennial students Clinical Teaching Tips for Generation Y - Millennials Emotional Intelligence in Dentistry Connection is the key to wholeheartedness

Check In

Who Are We?

Your Participation is Crucial for Authentic Connection, so Lean in!

What Have You Noticed About Contemporary Students?

Behaviors?Characteristics?Attitudes?Attributes?

• “My despair over the behavior and attitudes of this generation of students, and I use the word “students” loosely, is so great that it depresses me to consider the prospects for the future of our nation.”

• “Every generation imagines itself to be more intelligent than the one that went before it, and wiser than the one that comes after it.”

• “Elders would have nothing to do if they didn’t sit around and disparage the rising generation.”

Can You Relate?

• “My despair over the behavior and attitudes of this generation of students, and I use the word “students” loosely, is so great that it depresses me to consider the prospects for the future of our nation. Woodrow Wilson - 1906

• “Every generation imagines itself to be more intelligent than the one that went before it, and wiser that the lone that comes after it.” George Orwell - 1949

• “Elders would have nothing to do if they didn’t sit around and disparage the rising generation.” Benjamin Franklin - 1780

The More Things Change, The More They Stay The Same

We May Want The Good Ole’ Days,

But Time Marches On andThings Change!

Oh My, How Things Change!!

Is Change Better?

Inspiration and Influence

Changes in Generational Characteristics

Traditionalists

Before 1945

Baby Boomers1946 - 1964

Generation X1964 - 1982

Generation Y - Millennials1982 - 2001

Traditionalists: > 70 years old

• Values: Discipline and respect for authority

• Education: Not the norm for most people

• Communication: Formal; one-on-one, face-to-face; rotary telephones

• Finance: Good savers and pay in cash

Traditionalists: > 70 years old

• Leadership: Top down; Commanding and authoritative

• Work preference: Formal• Feedback Preference: No

news is good news; satisfied by a job well done

• Motivation: “Your experience is respected”

• Family: Traditional 2 parent family; eat meals together

Baby Boomers: 1946 – 1964Age 52 - 70

Baby Boomers: 1946 – 1964Age 52 - 70

Values: Optimism and personal improvement; be more successful than parents

Education: a Birthright Communication: Call

anytime; touchtone phones Finance: Buy now, pay

later

Baby Boomers: 1946 – 1964Age 52 - 70

Goals: Peace; financial security; independence; liberation

Achievements: Most financially successful generation Created the “Shop ‘till You

Drop” materialistic mentality Created “suburbs” and “malls” Didn’t trust institutions; a little

rebellious; protested “Make love not war”

Baby Boomers: 1946 – 1964Age 52 - 70

Leadership: Consensus and Collegial; more democratic and affiliative

Work preference: Individual

Feedback Preference: Job title and monetary rewards

Motivation: “You are needed”

Family: “Family” was sacrificed to achieve the “American Dream”

Generation X: 1964 – 1982Age 33 - 51

Values: Friends and Fun; a little skeptical

Education: A tool to achieve goals

Communication: Cell phones; 1st to use the internet

Finance: Conservative and cautious

Family: Latch Key kids

Generation X: 1964 – 1982Age 33 - 51

1st Gen with 2 working parents 1st Gen with single parent

homes Observed parents struggle

financially; job security a myth Told they would not be as

successful as their parents Life not centered on work;

equal attention given to networking and friends

Not loyal to employers; “What is best for me!”

Values Transparency

Generation X: 1964 – 1982Age 33 - 51

Leadership: Challenge the status quo and ask, “Why?”

Work Preference: Entrepreneurial and Enterprising; Teamwork

Feedback Preference: Direct and Immediate

Motivation: “Do it your way”; “Forget the rules, it’s the results that count”; dissolve the 9 to 5

Invented the Work/Life Balance

Generation Y - Millennials1982 – 2001 Age 16 - 33

Millennials Net Generation Echo Boomers Boomer Clones Nexters Digital Generation


Grew up cherished, indulged, nurtured, protected, pampered

Hovered over by “Helicopter” parents

Not expected to think or fend for themselves

Minimal experience with failure

Participation trophies


Values: Extreme fun; Be entertained; Social and Cultural Diversity; Humanism; Volunteerism

Education: Necessary and will lead to success

Communication: Texting; Social media

Finance: Earn to spend


Leadership: Pacesetting Work Preference: Groups

and Participative Teams Feedback Preference:

Encouraging and Immediate

Motivation: “You will work with bright and talented people”; Pat-on-the-back

Family: Blended- Ella Wheeler Wilcox

Expect success – “I will continue to do well” Driven to succeed; goal setters Optimistic – see opportunities, not barriers Confident and self-reliant See value in higher education, but not at

expense of family, fun, and relationships Contributor – “I will make a contribution to

society”


Millennials will comprise more than one in three Americans by 2020 Millennials will make up as much as 75% of the U.S. workforce by 2525 87.5% of Millennials disagree with the statement, “money is the best

measure of success” 64% of Millennials would rather make $40K/yr at a job they love than

$100K/yr at a job they think is boring 50% consider themselves politically unaffiliated 29% consider themselves religiously unaffiliated 20 % have one immigrant parent They send a median of over 50 texts per day Grew up with a belief that “everyone is a winner and no one is a loser”

Generation Y - MillennialsInteresting Facts

Are These Characteristics Consistent With Our Observations?

Behaviors? Characteristics? Attitudes? Attributes?

Discussion

How Well Do You Understand Generation Y - Millennials?

Resemble skills needed to become adept at PlayStation

Prefer trial and error over reading and asking for assistance Caution: May get dental students into trouble

during unfamiliar procedures Faculty should not assume all is well if a student

doesn’t seek their input Faculty must be proactive with supervision

Millennials’ Learning Styles

Millennials prefer learning from graphics or doing rather than reading long texts or listening to long lectures

They like doing things, not just talking about them They become bored if the class is too slow Students retain:

10% of what they read 26% of that they hear 30 % of what they see and hear 70% of what they say 90% of what they say as they do something


Millennials gravitate toward group activities Millennials are achievement oriented, but do

not like ambiguity. They like rules, priorities and procedures.

Millennials like structure, plans, and exactness

Millennials are not spontaneous Millennials like their education ATAW

(anytime, anywhere) and don’t see the need to be in class at an exact time; like to access information at 2:00 am


Millennials are very social and seek social interactions with faculty outside the classroom

Millennials watch entertainment on computers, tablets, phones - not televisions

Millennials do not see the need for a dress code as they grew up with Steve Jobs (black T-shirt) and Mark Zuckerberg (T-shirt and hoodie)


Before Patient Treatment • Explain your expectations (if this is first time

with student) • Ask the student to provide an assessment of

the patient and treatment plan instead of asking if the student reviewed the patient’s dental and medical history.

• Give feedback to correct misconceptions (be encouraging and immediate)

Clinical Teaching Tips

During Patient Treatment • Be available and check in several times. Remember

the student’s learning style is that of developing expertise at PlayStation and might be reluctant to call the instructor until the patient has suffered irreversible harm.

• Remember the 4P’s: Praise in Public; Perfect in Private. Make notes to remind yourself about following up especially if supervising multiple students.


After Patient Treatment • Have a “close-out debriefing” by asking

questions that help clarify the student’s thinking.

• What lessons will you take away from this case? • Has the case changed your thinking about…? • What would you do different? • What if …?

• Provide “wrap-up” feedback - both suggestions and praise.

• Provide academic & personal support and encouragement


Feedback Tips • Ask students to self assess; how can performance be

improved. • Raise issues with questions: “What is your assessment of

…?". • For problems, use “talk about” instead of questions:

“Talk about the difficulties with…”. • Use “we” instead of “you” to describe problems: “When

did we first start to run into problems with the prep?”. • Avoid “Why didn’t you” questions that make students

defensive. • Remember the 3 parts of feedback: problems, causes and

solutions. • End with praise or encouragement.

Feedback Tips

That’s the Students – What about us?

What are the Characteristics of a Good Dental Educator?

Three Characteristics of Competent Academic Dentistry

McHarg, J., & Kay, E. J. (2009). Designing a dental curriculum for the twenty-first century, British Dental Journal, 207(10), 493-497.

Head Heart Hands

The Head, Hands, and Heart

Cognitive Intelligence - the ability to reason, learn, and solve problems (Thinking).

Technical Intelligence - the ability to perform well when completing tasks (Doing).

Emotional Intelligence - how people handle themselves and their relationships (Being).

Results Through RelationshipsRelationships Before Tasks

Have You Ever Milked a Milked a Cow?

Stable or Wobbly?

ThinkingDoing

Being

Being = Emotional Intelligence

“The ability for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. It describes abilities distinct from, but complementary to, academic intelligence, the pure cognitive capacities measured by IQ.” - Daniel Goleman

Journal of Dental Education ■ Volume 80, Number 1

Traditional Dental Education In traditional dental

education, how much emphasis is placed on Cognitive Intelligence (Thinking)?

How much on Technical Intelligence (Doing)?

How much on Emotional Intelligence (Being)?

Traditional Dental Education

Cognitive Intelligence – 44%

Technical Intelligence – 49%

Emotional Intelligence – 7%

As Dental Educators, We Must be Models of Emotional Intelligence

Emotional Intelligence Domains

Self-Awareness

Self-Management

Social Awareness

Relationship Management

Goleman D., Boyatzis, R., & McKee, A. (2002). Primal Leadership.

Emotional Intelligence Competencies

Self-Awareness Domain:

Emotional Self-Awareness: Recognizing how one’s emotions and moods affect performance.

Accurate Self-Assessment: Knowing one’s abilities and limitations.

Self-Confidence: A strong sense of one’s self-worth and capabilities.


Self-Management Domain: Emotional Self-Control: Keeping disruptive impulses

in check. Transparency: Maintaining honesty and integrity and

acting congruently with one’s values. Adaptability: Flexibility in handling change. Achievement: Striving to meet a standard of

excellence. Initiative: Readiness to act on opportunities. Optimism: Persistence in pursuing goals despite

obstacles and setbacks.


Social-Awareness Domain:

Empathy: Sensing others’ feelings and perspectives.

Organizational Awareness: Reading a group’s emotions and relationships.

Service Orientation: Anticipating, recognizing and meeting patients’ and others’ needs.


Relationship Management Domain: Leadership: Inspiring groups and individuals. Influence: Having a positive impact on others. Developing Others: Bolstering others’ abilities. Change Catalyst: Initiating or managing change. Conflict Management: Negotiating and resolving

conflict. Teamwork and Collaboration: Working with others in

pursuing collective goals and creating group synergy.





Service Orientation: Anticipating, recognizing and meeting patients’ and others’ needs.

Principles of Social Awareness



Listens attentively Is attentive to people’s moods and nonverbal cues Relates well to people of diverse backgrounds Can see things from someone else’s perspective


Social-Awareness Domain–



Service Orientation: Anticipating, recognizing and meeting patients’ needs.



Able to detect crucial social networks and key power relationships

Understands the political forces within the organization Identifies with the organization’s guiding values Recognizes the unspoken rules of the organization





Service Orientation: Anticipating, recognizing and meeting patients’ needs.

Emotional Intelligence Deficiencies

Social-Awareness Domain – Service Orientation: Anticipating,

recognizing and meeting patients’ needs.

Makes self available as needed Monitor’s patient satisfaction Fosters an environment that keeps patient

relationships on the right track Ensures that patient needs are met

Making Connections

1. Everyone stand and find a partner2. Face your partner3. There will be five parts and each

part will only last one to two minutes

4. Then you will be asked to stop talking and listen for the next step.

Making Connections

Say two things about yourself and then two things about your partner, something that might be considered small talk. For example, “I like the color of your shirt”, or “Aren’t we having great weather?”, or “How was your vacation break”? Then your partner will take a turn to say two things about him/herself and two things about you.

Then wait for the next instruction.

Making Connections – Step 1

Remain standing and take a minute to share with each other something that you really value, something that is precious to you, something you are grateful for.



Discuss with each other an idea or a plan you might be willing to work on together with your combined efforts and talents.



Share with your partner something that makes your heart heavy, some burden you are carrying (nothing too private), a load maybe few people even know.



Share with your partner the feelings of your heart -- what you would want to say if this were the last time you would ever see each other in this earth life.

Then be seated.


Wholehearted Connections

How important is making connections with others?

What is the relationship between authenticity and connection?

How do vulnerability and tenderness relate to taking the risk to connect?

Does it take effort to connect?

Does connection bring belonging and love?

What does it mean to be wholehearted?

Empathy

L. Kris Munk DDS, MS