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:

• If you could give advice to your twenty-year-old self, what would you say?
• How did you get interested in your current career, and what do you like most about it?
• What is the biggest obstacle people like me face entering the workforce and why?

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:

• Do you know a young adult who could benefit from a virtual gap year?
• Are you aware of anyone who’s decided they aren’t ready for full-time college classes?
• Who is it that needs a spark to discover who they really are before taking a next step?

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:

• Ask them how they are doing. Actively listen. Let them know you are available, and you care about them. Follow up and check in regularly with them so they know they are not alone.
• Help them brainstorm other opportunities that will allow them to learn, develop new skills, and grow in this season. Is there an activity they have wanted to try but haven’t had the time? Maybe there is a skill they can practice and develop in this season. Encourage them in creating a plan to do this.
• Be a voice of hope and belief in uncertain times. Share helpful perspective from your own experiences. Affirm the skills and gifts you see in their lives. Articulate how you see them contributing now and in the future in positive ways in their families, communities, and the world.

​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.

The following guest article was written by Josiah Cassellius, a Millennial manager and co-host of The Leading Tomorrow Podcast. 

If you have ever looked into retirement investing you have likely come across a term called compounding interest. The earlier you put money into investments, the more you will have over the course of time as the interest compounds and grows your initial investment. If you keep putting money into a good fund, check in on it from time to time to make sure everything is still on course, compounding interest will be a significant reason you have a comfortable retirement.

Unfortunately, many people continually put off beginning those investments, believing they can better utilize the money themselves, and they miss out on those long-term gains. In much the same way, leaders feel the same pressure to simply plug holes today and kick the can of future gains down the road. They see a project that needs to be done quickly and, instead of teaching someone how to do the job, they simply do it themselves, or delegate to an experienced worker. When the same type of problem arises again, and it always does, it requires attention, and the leader again needs to take care of it themselves, taking up their valuable time. If they had followed the early investment strategy, they would have taken short-term losses, but the long-term gains would have increased.

There are promising young people entering organizations every day, talented individuals who simply need a guiding hand to show them the ropes and give them a chance. Unfortunately for many of these young people, there are not enough experienced leaders who are able or willing to sacrifice time in the present to teach them.

When I got my first full-time job, I had the good fortune of finding favor with my manager, and he took time to train me on a handful of tasks, and then he left me to accomplish them. When he returned I had done the work, and had some follow-up questions. This happened over and over until I had a good grasp of most of my area. After that, my manager simply needed to ask me to do something, and a task was accomplished without him needing to be involved, because he had invested in the short-term, he was able to see gains in the long-term.

As leaders we sometimes struggle to believe that someone will be able to learn what we already know, or we believe that we can do it better or faster ourselves, and that it’s not worth the effort to train someone else. When we go this route, we miss something very important: compounding interest. A good leader, like a good investor, will put in some work, and then allow the investment to grow.

While it is important to not interfere with an investments’ growth, it is critical to check in on it from time to time to make sure it is still working as efficiently as possible. Good leaders employ this approach with their followers: they invest in good people and allow them to work unimpeded. They check in with them from time to time and offer appropriate direction and affirmation, make sure they are still on track to meet the stated goals, and encourage them to pass on their knowledge to even newer workers. Using this approach, a good leader can multiply themselves, and find they are doing less work, while getting more results. Their employees or volunteers will be happy because the organization is operating smoothly, and everyone is growing and expanding their skillsets. The earlier the investment into younger leaders begins, the more time they will have to grow, and the greater the return on investment will be.

In his short story, A Christmas Tree, Charles Dickens writes: “I have been looking on, this evening, at a merry company of children assembled round that pretty German toy, a Christmas tree.” He describes the wonder of the children as they looked at the ornaments. “This motley collection of odd objects, clustering on the tree like magic fruit—some of the diamond eyes admiring it were hardly on level with the table, and a few were languishing in timid wonder on the bosoms of pretty mothers, aunts, and nurses—made a lively realization of the fancies of childhood.”

Our children today do not have the same experiences as the children Dickens describes. Lights on a tree hardly hold the same wonder when they compete with high definition screens. Imaginations are not ignited with wonder, sitting and staring at twinkling ornaments, when they are stimulated instead by continuous noise from handheld devices. Furthermore, innocent ponderings are interrupted by mature content, flowing into our homes and lives via technology.

Tim Elmore, in his book, Marching Off the Map, describes, “We have now begun to experience a strange paradox in our young: The extinction of childlikeness; the extension of childishness.” He explains that the “infectious flow of information” is exposing our kids to adult topics. As a result, they can “lose (1) their sense of innocence, (2) their sense of wonder and (3) their sense of trust.”

Not only are we losing our child-like wonder today, but also our ability to connect with our environment, the way people used to engage the beauty of simple things like Christmas decorations. Kirsten Weir wrote a fascinating article, “Never a Dull Moment.” She explains how in today's technological world, it's unusual to be stuck with absolutely nothing to do. “Most of us are bombarded by near-constant stimuli such as tweets, texts and a seemingly limitless supply of cat videos right at our fingertips. But all those diversions don't seem to have alleviated society's collective boredom.” She cites Psychologist John Eastman who says the reverse may be true. "These might distract you in the short run, but I think it makes you more susceptible to boredom in the long run, and less able to find ways to engage yourself," he says.
 
Weir reports that several researchers concluded boredom is best described in terms of attention. “A bored person doesn't just have nothing to do. He or she wants to be stimulated, but is unable, for whatever reason, to connect with his or her environment.” Connecting, and helping others connect, with the environment around us is critical as we seek to develop meaningful moments and lasting memories this Christmas. Most of us are used to our environment stimulating us, and if we are bored, we reach for a device. We have lost some of our ability to connect with each other. When we get together for holiday parties, and family gatherings, we often struggle to stay engaged with the people or activities around us and can be tempted to seek stimulation in our social media feed, text messages, or email notifications. 

Creating meaningful memories may require some discipline and planning. We can start by being aware of when we are tempted to pull out our device, instead of engaging with someone who is in the room with us. We have to be intentional in creating focused time for interaction. For example, designing a fun box for phones and encouraging people to drop theirs in during family dinner. Planning some interactive activities (games, discussion questions, collaborative project) can give people tools to engage with each other rather than turning on video games or a movie. We must practice good emotional intelligence by asking questions, engaging others in conversation, and modeling for kids how to build relationships.

In her article, Weir cites researcher Van Tilburg. "We saw that boredom actually increased people's tendency to recall these very nostalgic memories and actually made them feel that life in general was more meaningful." Some boredom is essential to the wonder that Dickens described! It creates room for the most nostalgic and memorable moments to occur and be remembered. So, this Christmas, don’t just hand the kids a device, rather sit down with them to play a board game, decorate cookies, or share stories by the fire. When they complain about being bored, just smile!

I was recently in a discussion about what to do as a ministry leader when colleagues are not committed to and following through on organizational policies. This led to some observations that respect for authority has changed. There are several reasons why views on authority are changing, especially for those who are younger.
 
One major factor for decreased respect for leaders is the shrinking (or collapse) of power distance. In the past, experience, education, positions and titles meant an individual had knowledge, expertise, influence and information (ie. power), so they deserved respect. This power distance was physically represented by the distance from the podium to the students, the pulpit to the congregation, the corner office to the cubicles, etc. With changes in culture and technology, power and respect for authority are changing (a great book on this is The End of Power by Moises Naim). A 13-year-old can post on Twitter as easily as the President; students in my college classes can Google more information in 5 minutes than I learned in 6+ years of graduate work; a teenager can get more followers and influence on YouTube in three weeks than established experts sometimes do in a lifetime; and our congregations can listen to podcasts of other pastors all week long.

Power or authority can no longer be gained or leveraged through title, experience, knowledge or position. Influence, respect, and the right to be heard or hold people accountable must be earned through trust, authenticity, humility, service and relationships. We must be sure as we are building our organizational or team culture that we are doing so relationally. This is the best way to win and maintain respect as a leader in today’s context and earn the influence to provide accountability.

We cannot assume respect based on our role or position, we must actively earn and maintain it. Once we have earned this respect, it becomes much easier to have honest conversations with our colleagues and provide accountability.

​A recent study revealed that 18 to 22-year-olds are the loneliest age group today. There are a variety of factors that contribute to this troubling statistic. One, of course, is the prevalent use of technology in our society today. While devices help us connect to people in new and beneficial ways, there are some drawbacks. Empathy, for example, has decreased as technology has increased. One study reported that college students are 40 percent less empathetic than they were 20 or 30 years ago, prior to the widespread use of the internet. Screens dull our ability to feel the pain and joy of others and to connect with them emotionally. This presents a threat to deep, committed relationships that are impossible to maintain without continuing empathetic interaction.

While Millennials and Generation Z are especially adept at communicating online, valuable intimacy often gets lost in virtual communications. Quantified Communications reports that an average adult today makes eye contact between 30 and 60 percent of the time in conversation, but emotional connection is built when eye contact is made during 60 to 70 percent of the conversation. When there is less eye contact, fewer connections are made. Virtual connections, while valuable, cannot replace the emotional connection and sense of well being that occurs with eye contact, touch, and physical presence.

Leaders and managers today often report that young staff lack the relational skills and emotional intelligence to connect with others effectively. In many ways, it is the older generations who must take responsibility for this. When we hand a 5-year-old a device instead of answering their tenth question about giraffes or princesses, we rob them of an opportunity to develop face-to-face communication skills and connect with us in a way that is meaningful to them. When we miss the body language or facial expressions of a 10 or 12-year-old in our life because we are busy checking our social media feed, we lose the opportunity to model good emotional intelligence. When we avoid a conversation with an 18 or 20-year-old in our life because we assume their earbuds mean they don’t want to talk to us, or we fear rejection, we miss an opportunity to demonstrate sincere interest or unconditional love.

Young people today need opportunities to practice healthy relational skills, and they desperately need to see them modeled. Many leaders, mentors, teachers and parents I talk to, however, do not know even where to start in actively engaging the young people in their lives. What I have found, in interacting regularly with 5 to 25-year-olds, is that there is great power in a good question and active listening. I have yet to encounter a young person who did not respond positively to someone sincerely asking about their perspectives and concerns. True, there might be an eye roll or two at first, but when they see you persist in your interest in them, despite their eye roll, trust and respect begin to develop.

So, what does a good question entail? First of all, it must be open-ended. If it allows the young person to respond with a simple “yes,” “no,” “good” or “bad,” a grunt or sigh, it is not a good question. Instead, it should require some thoughtfulness. Instead of asking, “Did you have a good day at school?” try something like “What was the best part of your day at school?” The response to a good question should give you some insight into the young person’s life and provide an opportunity for a follow up question. For example, if they respond that the best part of their day was chatting with a friend, you could follow up with a question like, “Tell me about your friend? How did you meet?” A good question can thus communicate that you care about what they care about. Check out some other great sample questions here.

Good questions are one of the most powerful ways to demonstrate interest, gain empathy, and develop deep connections. As a result, they are a critical tool for all of us as we interact in a society that is increasingly distracted and busy. Make it a goal to practice asking good questions and taking the time to listen actively to the responses. 

As a sophomore in college, I served as a student leader. Our team was responsible for providing peer mentoring, planning student programs, and helping with various campus activities. We were volunteers, with leadership responsibilities piled on top of classes, homework, and part-time jobs. It was important for us to stay focused on the goal. One of our team leaders often encouraged us by saying, “It’s all about the one!” It didn’t matter if attendance at an event was low, if one lonely student came and found community and new friends, it was worth it. If we had a test looming the next day, but a student struggling with depression showed up at our door, giving up some sleep and taking time to encourage her was meaningful. That slogan helped keep us focused on how critical investing in just one person can be!
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Our culture is obsessed with numbers as indicators of success.  We measure success as the amount in the budget; the number of customers, guests, sales or conversions; or the size of our facilities. While there are great reasons for this, it can also be a distraction. I am often asked how to create a successful leadership development or ministry program for youth and young adults. Mass methods are only marginally effective. The best way to engage with and develop a young person is one-on-one, or in small teams and communities. Millennials and Generation Z have access to information unlike any other generation in the history of the world. They don’t need another great program; they need to process. Indeed, the number one predictor of a young person retaining their faith is a meaningful relationship with an older believer. Trusted mentors and friends and safe spaces in the frenzied worlds of youth today can provide opportunities for the development of strong values and convictions.

I call this period that we are in the “season of a remnant.” Regardless of your setting, it is unlikely that we will accomplish significant change or impact in young lives and perspectives through large group trainings, conferences, or classes. Relationships, community and meaningful conversation are where the most formative experiences occur. Wondering why a young people has a specific political view?  Engage them in a conversation (not a lecture!) about it. Wanting to instill an essential character trait or leadership quality in a young mentee? Model it for them, inviting them to share in a meaningful leadership experience. Hoping to share faith or truth with a generation that desperately needs it? Begin with “the one” or a few…a remnant.

Will and Ariel Durant, Pulitzer-prize winning historians, in discussing the inevitable decline of civilizations, write the following: “Nations die. Old regions grow arid, or suffer other change. Resilient man picks up his tools and his arts, and moves on, taking his memories with him.” I often reflect on this statement and think about my students and my children, their children and grandchildren.  As the civilization we belong to undergoes change, what tools and memories do we want young people to possess as they move on to a new or changed civilization? What tools do we want to ensure they carry with them into an uncertain future? There will always be a resilient remnant and equipping them means we sometimes have to remain focused on “the one!”