How do you reward a multi-generational workforce?
The world of work is changing all the time. Technology is driving innovation and productivity, leading to the creation of new industries and employment opportunities.
This means people need new skills to meet the demands of an ever-changing economy.
While universities can and do equip young people with important skills, tertiary education isn’t available to everyone. This is especially true in a country like South Africa, where about 43% of matriculants in 2023 who qualified to pursue a bachelor’s qualification at university could not because of limited spaces.
Valuable knowledge and skills can also be acquired through non-formal and alternative pathways, however.
We are education scholars who ran a pilot project using artistic media to teach important life skills to young adults (18 to 24 years old). Our project, Myturn, ran in the Western Cape over 10 months in 2020. It used simple technology like smartphones and editing software to make short films.
Myturn benefited participants in several ways, as we’ve documented in a study. For instance, it honed their communication and teamwork skills.
It bolstered their digital skills. It also allowed the students to connect with their communities. This connection, in turn, provided a platform for the communities to witness the participants’ willingness to learn and become change agents, while also allowing them to share their own stories and experiences.
The project showed how short films could be used to change the way people learn.
This method meets many needs of young people by combining the learning of soft skills, computer literacy and artistic expression. It gets them ready for the problems of the future — not just ready for work, but also as socially involved people.
THE MAIN BENEFITS
Our research paper focused on the perceptions of nine (out of the initial group of 17) Myturn participants.
All had completed secondary school. They were involved in various dance, drama, music and visual arts projects when recruited for Myturn and came from semi-rural communities in the Langeberg district of the Cape. In 2020, they found themselves in a transitional phase between jobs, were preparing to enter the workforce for the first time, or were between school and tertiary education. They were also dealing with the effects of the pandemic, which began after we’d launched Myturn. This global crisis created difficulties but was also an opportunity for learning and adaptation.
During the project, participants learned the technology and skills needed to create and produce their own short films.
Our study identified five ways in which participants benefited from the project.
Improved emotional intelligence and soft skills
Making short films helps build skills like leadership, teamwork and communication. It pushes young creators to figure out how to work together on complex tasks.
This helps team members from different backgrounds understand and care about each other. People learn how to resolve disagreements, make their points clear, and inspire others to work towards a shared goal.
These skills are necessary in any professional setting.
Improved digital skills and connectivity
Participants learned how to use software programmes, handle digital content and interact with online groups. They were empowered to offer their skills globally and work remotely and flexibly.
Encouraged new ideas and creative ways to solve problems
Making short films encourages people to try new things and to look at problems from different angles. This way of handling problems creatively makes one more flexible.
As a way to reach their artistic goals, participants learned to make changes and accept loss. This approach is in high demand across various sectors.
Supported personalised learning and finding out more about oneself
Making a short film is a very personal process. It lets people explore themes that are important to them based on their own experiences, interests and goals. Personalising the way people learn reveals their skills, flaws and interests.
One participant, reflecting critically on her role as short film producer in the project, showcased her ownership of learning and the potential for transpersonal growth: “Being able to watch my video back before sending it made me realise how fast I speak and that [I] can come across as unclear, so I worked on speaking slower and I was satisfied with the final product.”
Community involvement and giving people more power
Making short films is a way to hear opinions that aren’t always heard.
Young film-makers can bring attention to problems that matter in their communities by sharing their stories. This can start a conversation and help bring people together. This involvement goes beyond the project.
People can be inspired by hearing these stories, which can lead to a shared sense of power and a dedication to making things better.
WHAT CAME NEXT
In the time since the Myturn project, participants have flourished. One was selected for a six-month jewellery design research programme in Belgium.
Three more have been accepted for tertiary education; others became involved in education as teaching assistants. One started a media house company with a colleague. Two participants created their own YouTube channels and another started making TikTok reels with her brother.
While the project itself couldn’t guarantee personal change within its informal setting, it did offer significant benefits for some participants: developing critical self-awareness, overcoming cultural and language barriers, and gaining a deeper understanding of themselves.
This suggests that meaningful interactions can equip young people with valuable skills. These skills, like critical thinking and empathy, will be crucial for navigating their future lives and careers.
• Wendy Smidt is a postdoctoral fellow at the Global Institute for Teacher Education Society (Gites), Faculty of Education, at the Cape Peninsula University of Technology.
• Zayd Waghid is an associate professor at Cape Peninsula University of Technology.
Managing expectations in the workplace is challenging, even more so when faced with the career aspirations of four different generations in one organisation or even one team.
Employees are living longer and want to retire later, which means more and more organisations find themselves with a generation mix from Baby Boomers to Gen Z. Each, depending on their life stage, will have different needs, wants, views and expectations about remuneration, benefits and their career.
TEAM COMPOSITION
It is key to understand the generational composition of your team, said Deon Smit, master reward specialist and executive committee member at the South African Reward Association (Sara).
“Generational theory can be quite broad, and one must guard against stereotyping as each generation brings with it further diversification whether it is marital status, culture, religion or job level.”
Smit said it is important to structure the different elements of reward to ensure flexibility in the system to cater for diverse aspirations and needs. “This process should be transparent and information based.”
Baby Boomers, employees between the ages of 59 and 65, make up about 13% of the workforce in South Africa. While Gen Xs, between the ages of 45 and 59, represent 32%; Gen Y (Millennials), between 29 and 45, also represent 32%; and Gen Zs, between 18 and 29, could be up to 23% of the workforce already.
The key when having such a diverse workplace is flexibility, said Smit. A one-size-fits-all approach is bound to create unhappiness, and the risk of losing talent becomes a greater reality.
FLEXIBILITY
flexible as possible, without being administratively onerous.
This is especially the case for benefits such as medical cover and retirement funds. “Understand the trends and play to the strengths of each generation,” said Smit.
Baby Boomers, for example, may be motivated by prestige and position. These employees are passionate about participation in the workplace, and they can be invaluable mentors.
However, Gen X employees want to work to live, not live to work. They are entrepreneurial, sometimes sceptical of corporations, and dislike close supervision.
Millennials prefer a more open and transparent work relationship, less loyal to organisations, enjoy collaboration and teamwork, and are less willing to sacrifice personal time for their career.
Gen Zs are not always motivated by status or money. They are far less willing to sacrifice personal time for their career. Gen Zs are certainly the least loyal to organisations compared to previous generations.
They thrive on diversity, and change, and making the world a better place.
The newest entrants to the workforce, Gen Zs are very tech savvy, understand and navigate social media with great comfort. They want to be in control, and they will not hesitate to challenge the status quo.
THE REWARD FRAMEWORK
The strategic reward framework needs to include a flexible remuneration and benefit structure, opportunity for work-life balance, growth opportunities and career development for all employees of each generation.
Talent retention becomes far easier when a manager understands that a Gen Z employee may not be motivated by the same things as previous generations, they have little brand loyalty and will not tolerate a workplace that is not technologically advanced, whereas a Millennial employee wants to have a career plan, and thrive on being challenged, developed and mentored.
Smit said one way of measuring why different generations are staying in your organisation is having regular “stay interviews”.
This offers great opportunities for managers to enhance their remuneration, benefits and reward programmes to create greater retention of key skills and talent. — Supplied.