Instructing Mixed Generations

“Strength lies in differences, not in similarities” ― Stephen R. Covey
The modern classroom is a complex, complicated (1), dynamic environment that requires an
intentional, conscientious, and skilled touch to navigate. One of the many factors that all instructors
must account for is the generational bandwidth of their student body.
Taking the Conversation Deeper
When asked about the generational gap, most instructors respond with a pithy colloquialism,
something along the lines of “millennials are entitled, older generations are bad with computers”.
These vague generalizations are harmful to the conversation and don’t capture the complex nature of
the challenges faced in the multi-generational classroom.
While it’s important to understand all generational learning tendencies, the focus of this conversation
is the most common situation and class makeup that instructors are experiencing presently, which is a
generation X or early generation Y instructor teaching a mixed student body.
In both workforces and classrooms, millennials do and will increasingly dominate the field,
necessitating that the fire service quickly adapts to a different kind of recruit. While there are many
outliers and pockets of exception, and the numbers are widely variable in a rapidly changing
landscape, the general trend is that workforces (and therefore classrooms) are made up of about 40%
generation Y and beyond, 40% generation X, 19% baby boomer, and 1% traditionalist. As we move
forward, we can expect generations Y and Z to be the increasing majority of our recruits and students
As the gen x/gen y/gen z tension is the most pressing challenge in the present-day classroom, we’ll
focus on those interactions in this article.
Why bother? Two reasons:

  1. Survival; organizations that wish to survive must maintain a high degree of diversity and
    adaptation (3). Failure to expand cultural intelligence (4) and embrace diverse perspective is a
    well proven death sentence to organizations and industries (5).
  2. Efficacy; well leveraged diversity is remarkably effective, both instructionally and in
    management. Instructors that tap into generational learning needs typically experience tremendous
    Instructing Mixed Generations
    success with their students. Seth Godin said “Yes, it’s true that your hammer has a wooden handle.
    But throwing it in the fireplace to get a few BTUs out of it is a huge waste…”
    First, let’s create a general understanding of generational boundaries with Figure 1 (6). Remember,
    don’t get stuck on specific dates and statistics, instead use this information to establish a context for
    the conversation.

    Next, it’s important to recognize that the fundamental values differences inherent in each generation
    are the primary driving forces behind their behaviors. This vital paradigm shift transforms perceptions
    of annoying behaviors into understanding across what are truly different cultures. Recognizing that
    differing values doesn’t make a student less capable allows an instructor to tap into students’
    A major rift commonly found between generation X and generation Y/Z is due to a transition of
    values. Gen X commonly values loyalty and justice, where gen Y/Z often values equality and
    personal freedom. Studying Figure 2 (7), you can imagine how friction can develop as these values

    While the generational gap conversation often degrades into a debate about who is better or worse,
    instructors need to actively transform the conversation into one about how integrating diverse
    generational values creates a powerfully versatile classroom. Below is a primer on the needs of the
    two generations we see the most:
  3. Common Pitfalls:
    o Drowning in the details; there are many schools of thought and timelines to define
    generational boundaries. Focus on the generalities and tools to help bridge the gap rather
    than debating whether the millennial label starts in the middle or early eighties.
    o Insisting on stereotype compliance; there will be outliers in every generation. Context
    and style of upbringing, experiences, and personality all impact individuals, and not all
    people within a generation will display all the traits associated with that generation.
    o Using generational labels as a weapon; for some, learning more about the generational
    gap simply provides ammunition for generational warfare within the fire station and
    classroom. Instead, use this expanded knowledge to drive connection and understanding.
    o Applying anecdotal data; some people of every generation are unpleasant to be around.
    Stop generalizing an entire generation of people because the kid at Starbucks seems
    entitled. He probably is. That has nothing to do with your firefighter. Stop using your
    own narrow experience to define a generation.
    It’s worth saying that this is an expansive topic and a broad conversation, and this is just a primer. As
    an instructor, it’s very much worth your time to explore the references below and learn more about
    ways to account for generational learning tendencies in your curricula.

Hubris: A Dangerous Overconfidence

tempImageForSaveWe’ve all experienced two seasons in our careers.

The first, where we’re nailing everything, our judgment is good, our decisions sound, diagnoses accurate, leadership on point.

The second, where you feel doubtful, unsure of your abilities, scared of making mistakes, feeling like you’d rather sink into the background.

Typically, there is a bridge that gets us from the first to the second, one we don’t really talk about, and in many cases even glorify in the fire service.


In ancient Greek context, it literally means “challenging the Gods”.  It is associated with foolish pride and dangerous overconfidence.Read More »

100/100 Rule

100100From time to time, I will be in conversation with a company officer, and I’ll hear something like: “This employee I have just isn’t making it.   He won’t put in the effort.  He’s got a bad attitude.”

Naturally, I ask them this question:

“Is it possible that they need something from you that they’re not getting?”

Which is typically met with a mix of sputtering, wide eyes, and a rush to defend their unassailable leadership skills.  Often, this includes informing me that I simply don’t understand the apparently mysterious inner workings and behind-the-scenes magic of management.

There is a simple principle called the 100/100 rule, which has been around for a long time.  The idea is simple:

In any relationship that is not functioning well, the responsibility for this dysfunction lies 100% with you, and 100% with the other party, because either of you can fix it.

This isn’t that terribly hard to understand.  Most nod their heads, murmur “uh-huh” and proceed to repeat that the problem in this situation is that the other party isn’t bringing their 100%.

Many officers are quick to point out that their subordinates aren’t bringing their best, and they then use this as an excuse not to do their job.

We all love to saddle others with the responsibility for failure, but we’re terrified to examine our own participation in their lack of success.Read More »

Those Bugles Ought to Be Heavy 

Burn BuildingWhen you really think about it, the role of the company officer is a stupidly difficult, never-ending, generally thankless position.

At least, when it’s done well, it is.

You’re responsible for the mistakes of everyone who works for you, yet you defer praise to your team.

You can no longer truly be “just part of the team”.  You sacrificed that part of the camaraderie when you took the oath to keep them safe at all costs.

Your job is to enable them, teach them, help them, remove any obstacles and take any bullets so that they can focus on their jobs.

You are duty-bound to look out for the people in your care, emotionally, mentally, and physically.  You must guide and help them in their work and their home lives as best you can.

You, more than anyone, must put the team before the individual, and the mission before the team.  You must make and live with hard decisions, on a scene or in the station.

Lately, I’ve noticed that most people like the idea of having a bugle on their collar a lot more than they like the idea of actually doing this job.  They’re more committed to the inflated ego associated with promotion than they are to accepting the enormous responsibility of servitude that comes with leadership.

If the bugles don’t feel heavy, maybe you don’t understand what they mean.

When Are Mistakes Okay?

Dublin Fire

Mistakes happen.  To everyone.  We’ve all been chewed out at one time or another, sometimes when we deserved it, and other times when we didn’t.

If you’re a company officer, you probably have an intuitive sense of when a mistake is a big deal and when it isn’t.  But how do you explain that to your superior, or write it down in a report?

When we start quantifying criteria for acceptable error, we start to determine that there are four reasons that people make mistakes.

Ignorance, arrogance, complacency, and negligence.Read More »