Introducing The first page is always your totem. The first time you show it, mention your name, patrol, and course. After that, just show the totem. Replace totem picture with your own, and put your name, your Wood Badge patrol name, and your participant course number in box at bottom.

Generations in Scouting Values, Mission, and Vision

Learning Objectives As a result of this session you will be able to: Understand generational differences as another aspect of diversity Consider how these differences impact each group Understand the “adult led, youth run” aspects of a unit Learn ways to work together across generations for a better future This is what you should be able to take away from this session. click First, you should understand the value of change and be able to develop the skills required to lead it successfully click Second, you should have learned the steps for leading change with groups and individuals And finally, you should appreciate the value of leading change through lifelong learning. Has anyone experienced any changes during this Wood Badge course? Vicki: write responses on flip chart click for next slide Course Overview

Let’s Play A Game! Generations in Scouting Say: Let’s play a troop wide game Procedure: Enlist the staff members’ help to place an adhesive note bearing a well-known person’s name on each participant’s back. Be sure a variety of generations is represented on the notes. For example, use names like John Lennon, Amelia Earhart, Gandhi, Bugs Bunny, and Willy Wonka.

Rules: Each person must try to figure out “who they are” by asking another participant You may ask up to 20 questions about the character. You may ask questions of only one individual. Rules: Each person must try to figure out “who they are” by asking another participant up to 20 questions about the character. They may ask questions of only one individual. Let the game run for about 5 minutes then call time, even if the participants have not all guessed their characters.

Reviewing the results: Who guessed the character? Who did not? Ask: Who guessed the character? Who did not? Keep this discussion moving quickly. It is not necessary for every person to share his or her success or failure.

What is a generation? The dictionary gives one meaning of generation as a group of people who were born in approximately the same time frame who share common cultural icons and attitudes. Ask: What is a generation? (Let participants give input.) Explain: The dictionary gives one meaning of generation as a group of people who were born in approximately the same time frame who share common cultural icons and attitudes. For example, we have the “TV generation” and the “YouTube Generation” — probably sitting together in this room.

Generations in Scouting Scouting has been around for more than 100 years. How is Scouting the same? How is it different? Why did it change? What will future changes look like? Scouting has been around for more than 100 years, and while much is the same, many changes have occurred. Think back on just the past 30 years. How is Scouting the same? How is it different? At this point, hold a five-minute discussion about how Scout experiences and the Scouting program have changed over the past 30 years. This discussion should lead to questions such as “Why did it change? What will future changes look like? How are these changes a reflection of different generational input in the program?”

Generations in Scouting How are these changes a reflection of different generational input? This discussion should lead to questions such as “Why did it change? What will future changes look like? How are these changes a reflection of different generational input in the program?” Remember back to our discussion of diversity on Day Two. We discussed differences in gender, educations, ethnicity, and many other factors, including age. We currently have four major generations (quickly approaching five) participating in our program. Each group has different expectations, communication skills and styles, commitments, motivation, diversity, training background (both content and methods), productivity, engagement, feedback, and evaluation styles, just to name a few.

Let us take a look at generations in Scouting… Greatest/Traditionalists/Silent Generation/Mature — born 1925 to 1945 Baby Boomers — born 1946 to 1964 Generation X/Baby Busters/13th Generation — born 1965 to 1981 Millennials/Generation Y — born 1982 to 20?? Let us take a look at generations in Scouting. Define the four groups we are discussing. Greatest/Traditionalists/Silent Generation/Matures — born 1925 to 1945 Baby Boomers — born 1946 to 1964 Generation X/Baby Busters/13th Generation — born 1965 to 1981 Millennials/Generation Y — born 1982 to 20?? Ask for input on events and experiences that shaped each generation. Examples: The Greatest Generation (born 1925 to 1945) World War I Great Depression Roosevelt’s New Deal Attack on Pearl Harbor World War II Korean War GI Bill Radio and telephone The Baby Boomers Generation (born 1946 to 1964) Race riots, civil rights, Kent State Watergate, Cold War Vietnam, Hanoi Hilton Woodstock Space travel Assassinations Scientific advances Credit cards Television Generation X (born 1965 to 1981) Internet, cell phones, video games Fall of the Berlin Wall Challenger disaster Desert Storm Working mothers MTV AIDS Divorce Energy crisis Millennial Generation (born 1982 to 2000) School shootings, e.g., Columbine Social networking, chat rooms, MySpace, Second Life, Twitter 9/11 Oklahoma City bombing Enron/WorldCom Iraq/Afghanistan Continual feedback Allow patrols time to discuss the Characteristics of Generations handout. Ask if they agree with the assessment of their generation? Of other generations? Do the descriptions of individual generations fit each of them? Do they fit others they know in a different age group? Have the group share their discussions about generational differences. Do they agree on each category?

What events and experiences shaped each generation? Ask for input on events and experiences that shaped each generation. (Use the Characteristics of Generations handout and Buzz Groups or have 4 Scribes and Flip-charts)

The Greatest Generation (born 1925 to 1945) World War I Great Depression Roosevelt’s New Deal Attack on Pearl Harbor World War II Korean War GI Bill Radio and telephone The Greatest Generation (born 1925 to 1945) World War I Great Depression Roosevelt’s New Deal Attack on Pearl Harbor World War II Korean War GI Bill Radio and telephone

Baby Boomers Generation (born 1946 to 1964) Race riots, civil rights, Kent State Watergate, Cold War Vietnam, Hanoi Hilton Woodstock Space travel Assassinations Scientific advances Credit cards Television The Baby Boomers Generation (born 1946 to 1964) Race riots, civil rights, Kent State Watergate, Cold War Vietnam, Hanoi Hilton Woodstock Space travel Assassinations Scientific advances Credit cards Television

Generation X (born 1965 to 1981) Internet, cell phones, video games Fall of the Berlin Wall Challenger disaster Desert Storm Working mothers MTV AIDS Divorce Energy crisis Generation X (born 1965 to 1981) Internet, cell phones, video games Fall of the Berlin Wall Challenger disaster Desert Storm Working mothers MTV AIDS Divorce Energy crisis

Millennial Generation (born 1982 to 20??) School shootings, e.g., Columbine Social networking, MySpace, Facebook, Twitter, Chat 9/11 Oklahoma City bombing Enron/WorldCom Iraq/Afghanistan Continual feedback Millennial Generation (born 1982 to 20??) School shootings, e.g., Columbine Social networking, chat rooms, MySpace, Second Life, Twitter 9/11 Oklahoma City bombing Enron/WorldCom Iraq/Afghanistan Continual feedback Allow patrols time to discuss the Characteristics of Generations handout. Ask if they agree with the assessment of their generation? Of other generations? Do the descriptions of individual generations fit each of them? Do they fit others they know in a different age group? Have the group share their discussions about generational differences. Do they agree on each category?

Why Is This Information Important To You and Me? Explain the following: Scouting has never been more diverse in gender, ethnicity, or age of volunteers. Scouting is also reaching out for more opportunities to serve communities in new and unique ways. If you look around in your unit, you will find volunteers of every generation as described above. And what about our youth members? The challenge or opportunity is to create a cohesive team to address the specific needs and challenges of the units, the districts, and the councils — and most of all, the Scouts!

Take A Minute To Consider The Following Situation: Who Runs The Show? What Do You Do When You Do Not Agree? You are conducting a leadership training course for young Scouts with your older youth as staff. You have a multigenerational adult staff and 15 older teens (Millennials). The youth staff feels they should totally run the show and make all of the decisions. They do not want any input from YOU, their adult adviser (could be a crew Advisor, Scoutmaster, or even den leader). You agree that most of the presentations and activities can and should be run by your youth staff, but you are responsible for all aspects of the course, from safety to budget to the final implementation of the material. The buck stops squarely with you. The youth staff is great and full of talent but needs some polish — and right now they want to kick back rather than continue to practice the staff development session and other presentations. How Do You Factor Each Of The Four Generations?

The good news is it is NOT “Us against them”. End with the following points: The good news is it is not “us against them.” We can and must work together as one team, old and young, across generations. There is no right or wrong style or generational type.

The good news is it is NOT “Us against them”. Think about the following example from the 2010 NCAA Final Four in Indianapolis. End with the following points: Think about the following example from the 2010 NCAA Final Four in Indianapolis. Here is the story of the 2010 NCAA Final Four in Indianapolis Coach K (Coach Mike Krzyzewski of Duke University) is a 63 year old boomer that teaches classic basketball fundamentals. His team came out for pre‐game warm‐ups all wearing the exact same attire, doing the consistent team drills and acting very disciplined. He has now won four national championships and is a legend. Coach Brad (Coach Brad Stevens of Butler University) is a 33 year old Gen X that is on his second career (he started in corporate America in advertising for Eli Lilly). He understands basketball and really grasps how to build teams. His team participated in pregame warm‐ups dressed in all varieties of Butler wear, preparing in their individual ways, many wearing iPods and enjoying the moment. While I’m probably more “old school” when it comes to sports fundamentals, I was reminded last night how important it is to adjust my believes as a leader based on who I am leading. While Coach K won, Coach Brad gave Duke more of a game than anyone thought they would. Teaching is one thing, but building a cohesive team is often more than simply providing direction. Sometimes you have to bend and let the team do some of “their” thing. Have you needed to make adjustments to your leadership style to effectively lead Gen Y’s? What did you do differently? Now the question is was the leader serving the needs of his followers or were the followers being led by a transformational leader. Either way, both teams were prepared for the challenge both mentally and physically. Young people respect and are willing to learn from well‐intentioned people of their parent’s and grandparent’s generations. By using our skills that we are learning here at Wood Badge, we will be able to work together to find our solutions. The Millennials are open to partnership – be sure that YOU are. They have much to share and to say – listen to them. Find your shared vision and make it a reality. Scouting tomorrow will be as different from today as we are now from 30 years ago. Together we can create the greatest change in Scouting History – and equip our next generation of leaders to build upon our legacy. This is an optional slide # 19

2010 National Annual meeting, with the discussion between Chief Scout Exec Bob Mazzuca and the OA National Lodge Chief Lichota End the presentation by sharing the session from the 2010 National Annual meeting, with the discussion between Chief Scout Exec Bob Mazzuca and the OA National Lodge Chief Brad Lichota.

Find your shared vision and make it a REALITY!

Learning Objectives Are we now able to: Understand generational differences as another aspect of diversity Consider how these differences impact each group Understand the “adult led, youth run” aspects of a unit Learn ways to work together across generations for a better future This is what you should be able to take away from this session. click First, you should understand the value of change and be able to develop the skills required to lead it successfully click Second, you should have learned the steps for leading change with groups and individuals And finally, you should appreciate the value of leading change through lifelong learning. Has anyone experienced any changes during this Wood Badge course? Vicki: write responses on flip chart click for next slide Course Overview

Thank You! Thank you for your attention. I’ll now open up the floor for any questions that you might have. Course Overview