Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Productivity of "Generation Z"
Transcript of Productivity of "Generation Z"
- They value "digital habits" such as Facebook highly (Renfro, 2012).
- They will show less loyalty to a company than previous generations (Renfro, 2012).
- Generation Z feels a high sense of entitlement (Fleming, 2012)
- They are more flexible and expect flexibility in return (Renfro, 2012)
- They are concerned about employment (%80 said their biggest worry was having a job when they graduated) (Renfro, 2012) Self-Esteem - They have a very high level of self-esteem (Crappell, 2012)
- Technology makes them feel like they can do anything, and their parents build them up in accordance with "positive psychology" (Fleming, 2010) (Cherry, 2013).
- Too many unwarranted self-esteem boosts often leads to depression for members of Generation Z (Kim; Chui, 2011)
- A symptom of depression in children and teens is academic decline (The American Academy of Child and Adolescent Psychiatry, 2010) - Generation Z encompasses anybody born from the year 1996 to 2010. This means that anyone from the ages of 2 to 16 is a part of Generation Z
- This generation has also been referred to as the iGeneration, the YouTube Generation, or Generation Me.
- This generation is said to have a high degree of self-esteem, and feel more entitled to things than previous generations (be that physical objects, respect from others, or the ability to say certain things about themselves).
- They have more technology and resources at their disposal than any predeceasing generation.
- As a result of this technology, they often have a short attention span and when faced with a question, they will search for the quickest and easiest answer possible to answer it.
- All of these characteristics have lead to the following hypothesis: Who is Generation Z? Secondary Source Research Primary Research - Grades are fairly high in this generation.
- Most members of this generation have a high sense of self-esteem.
- Most members feel a high sense of entitlement.
- When it comes to concern for their futures; only half of this generation is worried (oddly enough it is predominantly juniors).
- Most individuals have a hard time getting motivated to do their homework.
- There was a correlation found between high self-esteem and low marks (as a result of low motivation / work ethic) Moving from 2004 to 2009, grade three students indicated that they read less and liked reading less; but more students thought that they good at it than before. For applied grade nines last year; only 44% met or exceeded the standard, while 66% of boys and 59% of girls stated that they understood most of the math they were taught. This accents the sense of entitlement and high self-esteem of Generation Z. In the 1996 to 1997 school year's results, it states under "positive findings" that 80% of grade three students showed signs of a level 2 or higher. This indicates that the standards of the previous generation were less demanding. Summary of Results (conclusive) These results were fairly conclusive with the hypothesis. There were several correlations found; including one linking self-esteem to motivation (i.e. work ethic); and linking these two factors to sense of entitlement. Conclusion - The hypothesis was proven in the long-run, and it was found that the high self-esteem felt by most members of Generation Z does in fact have a negative impact on their work ethic.
- Both the literature review and the primary research supported the hypothesis; and each other for the most part.
- The limitations of this study would be the low number of survey participants; the circumstances under which they were surveyed; the restrictive population of one school; and the age groups of those who participated in the surveys (as Generation Z ranges from age 2 to 16; and only ages 14 to 16 were examined).
- This study was important in order to find the mental roots of this generation's self-esteem problems and understand what implications it had on their work ethic. Just hearing and acknowledging this information will allow individuals (more importantly members of Generation Z) to realize their situation and develop a new mindset that will avoid such problems for themselves; and future generations.
- This study could be investigated more in depth by looking more closely at how Generation Z will behave in the workplace and what effects this will have on them and those around them. Another thing that would be important to look into would be how Generation Z could go about breaking the above cycle.
- Hopefully they will find a way sometime in the near future; and Generation Z will finally gain the ability to reach its full potential. Productivity of Generation Z However, the results show that Generation Z is completely above the standard (level 3; %70) in terms of marks; which are increasing on a yearly basis. Psychological Perpective 2004 - 2005 Things have changed a great deal since our parents’ generation, and the core values held by this new “Generation Z” have caused them to have an overinflated sense of self-esteem, which has a negative impact on their overall productivity and work ethic. % Results (from 18 surveys) Purpose: This study is important because whether or not the hypothesis is proven, finding the result (and why it is so) will allow us to either replicate or alter our actions on a community level for the good of this generation and generations to come. The following research questions will be employed in order to obtain results:
1) What are the values of Generation Z?
- How motivated are they?
- What sense of entitlement do they feel?
- What are their attitudes towards the future?
2)What is the self-esteem of Generation Z?
- How do they value themselves?
- What effects does this level of self-esteem have on them?
3) What is the actual work ethic of Generation Z?
- What are their average grades? FIN Secondary Source Research Secondary Source Research Overall Values Materials and Method Surveys distributed:
25 in person
= 33 total surveys Surveys used:
Junior Boys - 6
Junior Girls - 6
Gr. 11 Boys - 3
Gr. 11 Girls - 3
= 18 surveys Location:
surveys distributed within the population of A.N. Myer. Surveys Usable:
Junior Boys - 6
Junior Girls - 6
Senior Boys - 6
Senior Girls - 7
= 25 surveys Generation Y Generation Z
at first Generation Z now The results from EQAO testing have been
cataloged by the government for almost two decades, and they seem to show that Generation Z is raising the bar in terms of grades. - In Reading: %50 of students reached or exceeded the standard. *The standard is "level 3" which translates to a mark of %70 or higher* - In Writing: %39 of students reached or exceeded the standard.
- In Math: %33 of students reached or exceeded the standard. Grade 3 Students - In Reading: %59 of students reached or exceeded the standard.
- In Writing: %61 of students reached or exceeded the standard.
- In Math: %66 of students reached or exceeded the standard. Grade 3 Students Grade 3 Students - In Reading: %66 of students reached or exceeded the standard.
- In Writing: %76 of students reached or exceeded the standard.
- In Math: %68 of students reached or exceeded the standard. Findings When averaging all three subjects, it is found that from Generation Y to Generation Z, there is approximately a %29.3 increase in EQAO marks. This demonstrates that Generation Z has a higher rate of academic achievement than the previous generation. This can be further validated by checking the increase in marks from the 2004 - 2005 school year (when Generation Z first entered third grade) to last year; it still increases. Q Q Q Q 2 Q1 Do you feel that your marks are a negative indicator of your capabilities (do you feel that you are capable of more, but are just lazy)? Measuring: Self-Entitlement Measured: Future Concerns 10) When thinking about your future; which of the following best describes your attitude? Do you find it difficult to get motivated to do homework? Yes / No What is your current (or most recent) grade average? How do handle criticism or others saying negative things about you? A) It is hurtful and makes me feel like it's not worth trying. (Low self-esteem)
B) It is helpful and pushes me to do better. (High self-esteem) Measuring: Self-Esteem A) Yes (entitlement)
B) No (unentitlement) Productivity Motivation A) I've got time; there's no rush. (unconcerned)
B) I need to make a plan and start working towards it now. (concerned) % Summary of Results (inconclusive) - This generation's grades are reasonably high; and the grade nine EQAO marks roughly match the marks in the primary research. (Education Quality Assurance Office, 2012)
- This generation has an augmented sense of self-esteem. (Crappell, 2012)
- This generation does feel a high sense of entitlement (Fleming, 2010)
- Almost all of this generation is concerned about their futures; in terms of employment after graduation. (Renfro, 2012)
- There is a correlation between high self-esteem and depression, and one between depression and academic decline; so the high self-esteem that Generation Z has DOES negatively impact their work ethic and productivity (American Academy of Child and Adolescent Psychiatry, 2010) (Dimaria, 2011). After examining all of the results; this cycle can be devised. It is an infinite loop; and if Generation Z wants to move past self-esteem issues and climb to the next level (self-actualization), they must find a way to break the cycle. Success