MANAGING INTER-GENERATIONAL RELATIONSHIPS INTERNATIONAL CHRYSALIS INSTITUTE - EUROPE 2013 john m. dettoni, ph.d.

To understand, appreciate and work effectively between generations, leaders need to understand how various generational subcultures and cultures function.

CAUTION! Much of research literature and studies on intergenerational relationships are seriously flawed and thus are not trustworthy!

start with understanding cultural values and orientations

CONTINUA of PATTERNS of CULTURAL VALUES ORIENTATION and MAJOR DIMENSIONS of CULTURES and SUBCULTURES

CAUTION – PLEASE NOTE!! These items are listed as being on a continuum. People can be at different points on the continuum depending on age, geographical location, ethnicity, etc. People are not static. They can and do move because of their own maturation and changes in their relationships and environment. Just because a person might be on a 3 on one dimension, does not mean he/she is on a 3 on all the other dimensions. While the dimensions are interactive, they are independent variables.

1. GRATIFICATION (satisfaction, fulfillment, reward, pleasure, etc.) Immediate, w/o regard to consequences, permissive Mediate, thinking, disciplined, evaluate consequences prior to action

2. GOALS Private, personal significance, self- oriented Collective goals or obligations

3. EVALUATING OBJECTS and PEOPLE - PART 1 Universals, generalizations, Specific relations to subjective, embedded in particulars (people & general norm objects), immanent relationships cognitive standards, objective

4. EVALUATING OBJECTS and PEOPLE - PART 2 Via their achievement, performance, outcomes Specific relations to particulars (people & general objects), subjective, embedded in immanent relationships

5. RIGHTS of OTHERS in RELATION to a PERSON Undefined, diffused, Clearly defined, specific, limits known by all defined by feasibility in light of others

6. RELATIONSHIP of HUMANITY to NATURE and SUPRA-NATURE Subjugation of humanity to nature, no human control, fatalism Humanity controls nature, or God works through people, optimistic

7. RELATIONSHIP to TIME Present orientation, present & future telescoped, slow & natural rhythms Future orientation, planning, fast, regulated by clock, calendar, technology

8. THINKING Concrete, Abstract, particulars philosophical

9.NATURE of HUMAN ACTIVITY Beingness, existential, contemplative, personal, inter- personal Doing, activity oriented, impersonal

10.NATURE of HUMAN RELATIONSHIPS Personal, kinship, relational, suspect of outsiders Relatively impersonal, recognize non-kin & strangers; strangers handled in relation to their roles

11. NATURE of PERSONALNESS Goal-oriented, achievement of goals is priority, person is secondary to goal, action, doing Persons take priority over goals, talking is second to relating, relationships are priority

12. VIEW of the UNIVERSE Holistic: life & reality composed of one whole; integrated parts in a universal perspective, focus is on the group or society, world, country; ecology or balance of all parts; global perspective, Gestalt

13. USE OF ELECTRONIC MEDIA/DIGITAL MEDIA Little or no contact, little interest, wide variety of media use, experts in many media, digital media (internet, mobile phone) are confusing use many hours per day

14. NATURE of AUTHORITY (who are the “authorities” and culture’s response to authorities) Authority vested in people who rule; inherited authority; definitive social roles & rules; society centered around authorities who are defined by the authorities; Diffused, scattered, many authorities, no absolute AUTHORITY, Defined by individuals Constantly changing Ego-centric or “my group’s” authority AUTHORITY and authority

TEN DIMENSIONS of a SUBCULTURE These dimensions are the basis for how a culture functions. The 14 values orientation (previous section) are the value positioning. These 10 dimensions are the foundations for how those value positions function in any given society.

Dimension 1 VALUES and NORMS

Dimension 2 “Argot” – in-group’s own language or lingo, slang, that is known primarily to the “in” group. Keeps others from understanding communications between members of the in group

3. Distinct channels of mass communication Which channels a sub-culture uses – see also #10, technology below Some channels are completely ignored and others are primary, e.g., social media for teenagers and young adults; news papers for older people

4. UNIQUE STYLES and FADS Clothes Shoes Make up Jewelry Hair styles and color Etc.

5. SENSE of SOLIDARITY Feelings of belonging to one’s group Being accepted and valued by one’s group Sharing values and life’s perspectives with one’s group

6. STATUS CRITERIA How success is measured Ownership and use of Sub-culture’s status symbols which include Language Fads Values Channels of communication Identification with the sub-culture Etc.

7. INFLUENCE and POWER OF LEADERS Who leads the sub-culture: Leaders! Showing respect for group’s leaders Allowing group’s leaders to control group and individual values and behaviors Often charismatic leaders Leaders are viewed as heroes

8. SUBCULTURAL INSTITUTIONALIZATION to MEET ITS NEEDS Provides what main culture does not: Entertainment institutions Age-related publications and TV. programs and/or stations Web sites focused on particular demographics Things to do

9. GEOGRAPHY Where people actually live: city, suburbs, rural, near large body of water, coastal, lakes, etc., etc. Location almost as important as any other dimensions

10. USE of TECHNOLOGY Availability of mechanical technology for transportation (cars, bikes, trains, air planes, etc.) Electronic/digital technology Technology allows people to leave their actual location either vicariously (electronic, digital) or literally (some form of transportation)

GIVEN the MANY ASPECTS of CULTURES…. What does Scripture teach us about how to function intergenerationally? Two passages -- see document and questions: 1 Peter 5 1 Timothy 4

I. 1 Peter 5:1-11 – Note the contrasts of two types of leaders I. 1 Peter 5:1-11 – Note the contrasts of two types of leaders. Basically, Peter is saying “Do not be like this” but “Be like this.” List briefly the contrasts in the following sections of 1 Peter 5: NOT THIS BUT THIS v. 1 v. 2 v. 3 v. 4 vv. 5-6 v. 7 vv. 8-9 vv. 10-11

1 Timothy 4:12-16 1. What is the tension between younger people and older ones?

  2. Why do some older people look down on younger ones?

3. What is it that younger people do that makes older ones look down on them?

5. What does “public reading of Scripture” have to do with being a younger leader?  

6. What does being gifted have to do with being younger?

7. Why the exhortation in vv. 15 and 16 7. Why the exhortation in vv. 15 and 16? What does Paul have in mind by giving these exhortations?  

III. For all of us: 1 Timothy 5:1 -- Regardless of age (generations) or sex what is the basis of relating to others?