 In a 2014 Ted Talk, David Brooks discussed two sets of values that we can pursue in our lives: resume virtues and eulogy virtues. Resume virtues are those accomplishments and capacities we can represent on a resume. Eulogy virtues are those characteristics and attitudes that are discussed in our eulogies. While most of us would agree that eulogy virtues are more important, we live in a culture that consistently affirms resume virtues. If we are not careful, as mentors, leaders, and parents, we too can affirm resume virtues over eulogy virtues in the lives of young people around us.
Brooks described how the two sets of values, or sides of our nature, work by different logics. The external logic that drives resume virtues is economic; the internal logic that drives eulogy virtues is moral. Tim Elmore and Andrew McPeak, in their book Generation Z Unfiltered, summarize the attitudes of these two sets of values or selves. The resume virtues tend to be worldly, ambitious, innovative, curious about how things work, and focused on accomplishment and success. The eulogy virtues tend to be humble, good, strong, curious about why we are here, and focused on honoring others, love and redemption. In a world of standardized tests, social media posts, and a competitive global economy, it is easy to overemphasize those virtues that help get good grades, social media likes, and competitive job. As adults, we may unintentionally emphasize these virtues for Gen Z as we celebrate their resume virtues via our social media posts, and challenge or coach them regularly on school or work skills and accomplishments. Resume virtues are important, however, if they are overemphasized while eulogy virtues are underemphasized, we may find ourselves leading young people who lack internal motivation, a sense of moral direction, and empathy for others. Gen Z needs encouragement to think beyond resume virtues and consider eulogy virtues. As an individualistic generation, they need to be reflective and determine their personal values, something that does not often happen in our busy, noisy world. Elmore and McPeak offer several suggestions to consider as we encourage young people. First, have them write their own eulogy, identifying key values. Consider also writing yours and sharing it with the young person you are mentoring. Second, ask the young person to identify actions that reflect those values they have identified. Third, ask them to put the actions that have been identified into practice. Last, provide support and encouragement. What are ways that you currently encourage and affirm resume values in the lives of young people? Eulogy values? What are additional ways you could encourage the development of eulogy values?
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 Self-awareness is critical for effective multigenerational teams and leadership. Without self-awareness, we may fail to understand how members of other generations are perceiving or relating to our words and actions.
Researcher Dr. Tasha Eurich discusses two types of self-awareness. The first is internal self-awareness. This relates to how we see our “own values, passions, aspirations, fit with our environment, reactions (including thoughts, feelings, behaviors, strengths, and weaknesses), and impact on others.” Dr. Eurich and her team discovered that internal self-awareness is “associated with higher job and relationship satisfaction, personal and social control, and happiness; it is negatively related to anxiety, stress, and depression.” The second type of self-awareness identified by Dr. Eurich and her team is external self-awareness. This relates to understanding how other people view us, in terms of our values, passions, reactions and environment. Their research shows that people who know how others see them are more skilled at showing empathy and taking others’ perspectives. Bradberry and Greaves, in their book Emotional Intelligence 2.0, define self-awareness as the “ability to accurately perceive your own emotions in the moment and understand your tendencies across situations.” There are several ways to increase our self-awareness. The first is to reflect more. Take time to think about your words, actions, and decisions. Consider how others respond, or where you could have be more effective. While reflection is likely to reveal some areas where we need to change and grow, self-awareness is also about understanding how we are wired, what motivates and affects us. When we know these things, we can make decisions and choose opportunities that minimize our potential to respond poorly and maximize the positive impact of our strengths, gifts, and interests. A second step to increasing self-awareness is to take the time to understand ourselves better. Assessments, coaching, or journaling are a few tools that can help us with this. A third strategy to increasing self-awareness is actively requesting feedback and receiving it with gratitude and not defensiveness. There are many formal and informal ways to solicit feedback. One of my favorite growth strategies is to have reverse mentors who are older and younger than me. By requesting and graciously receiving their honest feedback on my behaviors, attitudes, and interactions, I can gain a deeper understanding of myself and how others perceive me. Bradberry and Greaves tell us that “self-awareness is a foundation skill; when you have it, self-awareness makes the other EQ skills much easier to use. As self-awareness increases, people’s satisfaction with life…skyrockets. Self-awareness is so important for job performance that 83 percent of people high in self-awareness are top performers.” Consider your own level of internal and external self-awareness. Where do you have the need to grow in your understanding of yourself and others? How can you engage someone older or younger than you as you seek to grow in your self-awareness?  James Emery White, in his book Meet Generation Z stated, “As the first truly post-Christian generation, and numerically the largest, Generation Z will be the most influential religious force in the West.” Author Jonathan Morrow explained that Gen Z is growing up in a world that rejects a Christian worldview, but desires the world that has the characteristics that biblical principles allow to exist. In addition, young believers often lack the education and discipleship that allow them to understand how faith applies in real life.
As America becomes increasingly post-Christian, church attendance and biblical literacy are on the decline. Data from the General Social Survey and the Pew Research Center corroborated a downward trend in church attendance in the U.S. “In the most recent GSS studies, 43% of respondents say they attend religious services at least monthly, down from 47% in the early 2000s and 50% in the early 1990s. Meanwhile, the share of U.S. adults who say they “never” attend religious services now stands at 27%, up from 18% in the early 2000s and roughly double the share who said this in the early 1990s (14%).” A LifeWay Research study found that only 45 percent of those who regularly attend church actually read the Bible more than once a week and almost one in five churchgoers say they never read the Bible. Barna reported, “Since 2009, Bible reading has become less widespread, especially among the youngest adults. Today, only one-third of all American adults report reading the Bible once a week or more. The percentage is highest among Elders (49%) and lowest among Millennials (24%).” As we seek to encourage young people in their faith, we must recognize that they may not possess a basic understanding of healthy spiritual growth. As a result, they need intentional training, encouragement, and mentoring. Even young believers with a strong faith, who desire to grow spiritually, often confront opposition to their faith that did not exist in our culture a couple of decades ago. David Kinnaman and Mark Matlock, in their book Faith for Exiles, contended that “today’s society is especially and insidiously faith repellent.” They reported that it is hard to grow resilient faith in this generation of young people growing up in a post-Christian culture. It is possible, however. Here are a few of the strategies we can employ as we seek to encourage spiritual growth in the lives of young people around us:
 I was recently presenting on Gen Z, discussing the impact of cancel culture on young people today. Someone in the audience asked what cancel culture is so thought I would talk about it briefly here. The Cambridge Dictionary defines it as: "a way of behaving in a society or group, especially on social media, in which it is common to completely reject and stop supporting someone because they have said or done something that offends you."
While cancel culture is currently playing out in significant ways in our society as anyone from celebrities to CEOs can get "cancelled" for saying or doing something that is offensive to someone or a group of people, it is also a very real part of young people's personal lives. A 2019 New York Time's article, Tale's From the Teenage Cancel Culture, offered some powerful quotes from teenagers on the effects of cancel culture. Neelam, a 17-year-old explained, cancel culture is "a way to take away someone’s power and call out the individual for being problematic in a situation,” Neelam said. "I don’t think it’s being sensitive. I think it’s just having a sense of being observant and aware of what’s going on around you." The article quotes another 17-year-old, Ben, who highlights one of the difficulties of cancel culture. He said, "people should be held accountable for their actions, whether they’re famous or not, but that canceling someone 'takes away the option for them to learn from their mistakes and kind of alienates them.'” The Cambridge Dictionary agreed that "the main argument against cancel culture is that it doesn't enable people who have wronged society the opportunity to apologize and learn from their mistakes." Young people today are often living in fear of saying or doing something, or associating with someone or something, that could get them cancelled. They can also struggle with understanding the power of unconditional love, repentance, forgiveness, restoration and redemption in a culture that simple cancels those who make mistakes or do something that is deemed inappropriate or offensive. As parents, leaders, and mentors, we need to model the reality that love, forgiveness, and restoration can exist in relationships. By providing relationships that are strong, safe, and supportive, we can help young people gain perspective and hope to live humbly, honestly, and confidently. For more on this topic, check out this month's episode of The Leading Tomorrow podcast.  This month, we are celebrating the release of Daniel Generation in Spanish and Audiobook (English)! The print edition of the Spanish book is now available on our website. The Spanish ebook and English audiobook are coming later this month. Watch for updates! To celebrate, we are including an excerpt from the book below. Check out this month's The Leading Tomorrow Podcast wherever you listen to podcasts for more on Gen Z's pursuit of happiness!
From Daniel Generation, chapter five: In 1985, 25 years before the iPad, NYU professor, Neil Postman wrote an insightful little book titled Amusing Ourselves to Death. In it, he discusses the power of technology to create a culture of “uninformed pleasure seekers.” He further explains how media has slowly infiltrated our culture resulting in the promotion of entertainment as the standard of truth. Postman discusses writer Aldous Huxley’s vision described in Brave New World. The book was published in 1932 and set in London in the year 2540. Huxley understood that no “Big Brother is required to deprive people…people will come to love their oppression, to adore the technologies that undo their capacities to think.” In Brave New World, Huxley depicts the reality of people controlled by their desire for pleasure, rather than by tyranny or pain. A century ago, Huxley feared that what we love, our need for pleasure, would ruin us. Technology presents several real dangers for us today. First, is its highly addictive nature. Nicholas Kardaras, in his book Glow Kids, explains what he calls the “dopamine tickle.” “Dopamine is the feel-good neurotransmitter that’s the most critical element in the addiction process. When a person performs an action that satisfies a need or fulfills a desire, dopamine is released…into a cluster of nerve cells that are associated with pleasure and reward, also known as the brain’s pleasure center.” This triggers a signal to repeat the activity again. Technology consistently provides a “dopamine” tickle. Simon Sinek discusses its addictive impact. “The youth of today want to do good…the problem is…they're all addicted to dopamine. We pretty much raised an entire generation addicted to the ding, buzz, beep or flash of their phone.” Text message and social media notifications give us the same dopamine reaction as gambling, drugs, and alcohol. In some cases, we can’t wait a few minutes to look at our phone. Playing video games, posting to social media, or watching YouTube videos can produce addictions if we fail to manage our actions and time. Technology’s power includes its pervading influence. It guides our behaviors and perspectives by getting us to click on ads, buy things online, or read the articles fed to us. Technology today allows companies to track our every click and enables the constant barrage of personalized ads, products and information right to the device in our pocket or under our pillow. Daniel encountered a powerful program of training that sought to influence his loyalties and attention. He completed the training but controlled its power to inform or control him. We must do the same with technology. Technology provides us with valuable tools, but possesses the power to manipulate our time, attention, and loyalties. If we simply respond to, rather than manage, its influence in our lives we risk responding to the powerful dings, beeps, and flashes of our devices rather than to God. Reflection Questions:
 The following is an excerpt from a blog post by Steve Moore. Steve is an author, speaker, and president of Growing Leaders. To read the full post, visit the Growing Leaders blog.
When transition collides with disruption, we can feel the need for an intermission. For students, this is often described as a “gap year,” and it is a growing response to the pandemic. Research by the Art & Science Poll Group conducted in the summer of 2020 found that “Roughly one in six high school seniors say they definitely or most likely will not attend college in the fall because of the coronavirus; of those, 16 percent plan to take a gap year. That compares to fewer than 3 percent who have taken a year or more off between high school and college in the past.” According to Year On, “Whether you decide to gap with a program or your own self-structured gap year, the personal, social, and academic benefits of gap years are indisputable.” What Should Happen in a Gap Year? One of the common and preferred components of a gap year is international travel. The pandemic increased the number of students taking a break while eliminating the possibility of exploring the world. How can we help students experience the benefits of a gap year when they can’t leave? 1. Exchange adventure for curiosity. Even if you can’t travel you can be curious. How could curiosity open a door for self-directed learning and the seeds of passion in your life? 2. Expand opportunities by growing your network. You probably already know or have access to the people who can help you get where you want to go in life. They are friends of your parents or the parents of your friends. Make it a priority to connect with them. Leverage your curiosity to grow your network by asking questions. Relationship building is a critical skill for any career. Here are a few questions to help you get started:
3. Advance your career by investing in yourself. College isn’t an end in itself. It’s to prepare you for a career, but don’t start with a career. Start with you. As Parker Palmer put it, “Before I can tell my life what I want to do with it, I must listen to my life telling me who I am.” The gap year is a perfect time to slow down for some self-discovery and personal development with a special focus on self-awareness. 4. Create an alternate ending. It’s not healthy to deny or ignore the disappointment you feel about the disruption of your expected transition into life after high school. You may feel guilty about embracing these feelings because others have been affected in much worse ways by the pandemic. Begin where you are emotionally, then imagine yourself as a screenwriter, creating your own transition experience that brings closure to one season and opens a door to another. Could This Happen During a Pandemic? We began thinking about our current parameters (social distancing and remote learning) and how a young adult might still be able to experience an incredible “gap year.” What if a student could continue whatever they’re doing, but participate in a “virtual gap year?” What if they could join a community of young adults who want to keep growing; who want to avoid getting stuck, but who may not be flourishing on a college campus yet? So, we are hosting a Virtual GAP Year. We’re focused on helping students create a Get Ahead Plan (GAP). The six-month experience begins and ends with a virtual event, supported by monthly engagement through video training, virtual cohort meetings, and two one-on-one coaching sessions. We’re excited about this opportunity and would love for you to consider:
For more information, visit myvirtualgapyear.com Do you know a student who could benefit from this opportunity? Encourage them to apply. Use the promo code LT2021 to waive the $50 application fee. Contact us at info@leadingtomorrow.org with any questions.  The National Student Clearinghouse released their latest college enrollment numbers on October 15, 2020. They are showing that a month or so into the fall 2020 semester, undergraduate enrollment is running 4% below last year’s numbers. “Most strikingly, freshman students are by far the biggest decline of any group from last year, with a decrease of 16.1% nationally and a 22.7% drop at community colleges in particular. First-time students account for 69% of the total drop in undergraduate enrollment.”
It is not surprising that many undergraduate students may be putting their college plans on hold amid uncertain times. This means a lot of students who might otherwise be in college are doing something else right now. I couldn’t help but wonder what this season looks like for those who are waiting to reengage their college plans. While mental health risks for college students were high prior to the pandemic, we are now seeing an increase in depression rates for college students since the beginning of the pandemic. It is critical for students today to have support and encouragement in this season as they make decisions that will allow them to thrive amid the uncertainty. If you know a college-aged student who has put their plans on hold, or who is reconsidering their plans, here are a few ways to encourage them:
Here at Leading Tomorrow, we are excited to be partnering with Growing Leaders and nexleader to offer a 6-month virtual gap year experience, beginning in January 2021. We will be working with students to pursue their goals and create a personal Get Ahead Plan (GAP). For more information visit the website. Do you know a student who could benefit from this opportunity? Encourage them to apply. Use the promo code LT2021 to waive the $50 application fee. Contact us at info@leadingtomorrow.org with any questions.  Do you know a young person who has put their college plans on hold? Maybe a young leader in your life is needing some direction and confidence in the midst of uncertain times. Here at Leading Tomorrow, we are so excited to be partnering with Growing Leaders and nexleader to offer a 6-month virtual gap year experience, beginning in January 2021. We will be working with students to pursue their goals and create a personal Get Ahead Plan (GAP). Online events and interactive modules, a small group cohort of other students, and a certified coach will help developing leaders grow in their self awareness and lead themselves more effectively.
For more information, visit the website or contact us. Use the promo code LT2021 to waive the $50 application fee.  In this season, our relationships have adapted to a world of social distancing and virtual interactions. Whether we are spending more time with our kids as they homeschool or do virtual courses, or spending less time with students or employees who are learning and working from home, there are unique opportunities to encourage and support the young people in our life. One way we can do this is to identify and acknowledge how they are smart, the natural intelligence they have, and affirm and encourage them in developing their abilities. This is a generation that is incredibly individualistic and is growing up in a world that tells them identity is fluid. This can create uncertainty, confusion, and anxiety. This is further complicated as social media creates a tendency to compare ourselves to others. Young people today need confidence to understand themselves and grow in their abilities. We can help them. Dr. Kathy Koch, in her book The 8 Great Smarts, talks about the different types of intelligences we can watch for in the lives of the Gen Zers around us. She gives descriptions of how each type of intelligence thinks, responds, and learns. There are great suggestions for activities to do with young people based on their interests, and ideas for guiding them into a career field that fits who they are. The eight great smarts that she delineates are: · Word Smart · Logic Smart · Picture Smart · Music Smart · Body Smart · Nature Smart · People Smart · Self Smart I highly recommend Dr. Kathy’s book. As a parent who is Word Smart, it has given me so many great insights as I raise Picture Smart and Nature Smart kids. As a People Smart coach and educator, I have learned to better appreciate and relate to the Self Smart people I coach and teach. As you engage the Gen Zers in your life, I encourage you to pay close attention to the “smarts” they possess, encourage and guide them as they develop the unique intelligence they possess.  Like many of you, I remember the days before social media and smartphones. Now, it seems we can’t live life without them. From checking in with family to accessing the weather, news, and sports, most Americans now seem inseparable from their devices. These devices also accompany us to work, where we utilize them there as well.
As a Generation Z researcher, I wanted to see how this generation uses technology in the workplace, and how employers can utilize their innate expertise. Having grown up in the late 90s and 2000s, Generation Z has always had the internet and smart technology at their fingertips. A 2019 study by Adage indicated that 98% of Gen Z’ers surveyed owned smartphones and 94% owned laptops. Gen Z engages with friends, interests, and now school almost entirely through their devices. Several recent studies also revealed that Gen Z is more comfortable working from a tablet or smartphone than laptop or desktop in a work environment and use their smartphone at work as their primary communication tool. Gen Zer’s want to work in an environment that has fast, reliable tech, and wants to use this tech to communicate with their supervisors and colleagues. Gen Z are well-acquainted with video tools like Zoom and Skype, having used FaceTime and Snapchat throughout their teen years. COVID-19 has forced many employers to shift to remote work. While many Gen Zer’s, Millennials, and Gen X’ers are used to using applications like Zoom, MS Teams, and Skype, learning to navigate these apps under the pressure of working from home can be difficult and stressful for many older employees. We’ve all received the frantic text, call or message, “How do I turn on my camera??”. To assist older employees with using video, chat, or other workplace technology, I recommend utilizing your Generation Z employees’ expertise. Utilizing Gen Z’s technological skills may help your company in a couple of ways. Appointing young employees as leaders in this area may help you better engage with and retain this group of employees. Research shows that Gen Z needs to feel a sense of purpose, achievement, and advancement in their job, or they will quickly move on. Designating Gen Z’ers as the go-to for team tech questions will give them a sense of accomplishment and an opportunity to display leadership even if they are in frontline or entry roles. Pairing older employees with Gen Z’ers may also have an added benefit – as members of Generation Z communicate with and help their team members, the mature team members also have an opportunity to get to know the younger members. Perhaps the director or VP who would never get to know the frontline employee is suddenly relying on them for virtual tech assistance. What an amazing chance for a learning exchange to occur! While the Gen Z employee assists with technology, the more tenured employee also has an opportunity to mentor or provide wisdom to the younger employee, which may outlast the tech questions and strengthen the virtual team. Note: I recommend inviting rather than assigning Gen Z’ers to help their team members access and troubleshoot tech– you will receive a much more favorable response (a monetary or non-monetary incentive such as an extra day off, small gift, or bonus may also help). Growing up in an age of rapidly expanding technology and a constant information stream, Generation Z possesses skills and ideas that organizations should employ. Utilizing Gen Z’s technological skills is one way to engage younger employees and strengthen your virtual teams during COVID-19. |
AuthorDr. Jolene Erlacher is a wife, mommy, author, speaker, college instructor and coffee drinker who is passionate about empowering the next generation of leaders for effective service! Archives
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