SHARING

SESSION

Berdasarkan Perspektif
Bagaimana Mengatasi Para Learning Professionals

KONFLIK di Jakarta

ANTAR GENERASI
DI TEMPAT KERJA

Presenters
Tedi Irawan
Ikke Harjono
MODERATOR

Ikke Harjono
Certified Professional Coach
Managing Director – Citta Semesta Foundation
Co-Founder – Millennial Trainer Indonesia
Former Professional Secretary (30 years)

“Keberhasilan karir saya dipengaruhi

terutama oleh cara saya
memutuskan apa yang harus saya
lakukan untuk memecahkan banyak
permasalahan.”
THE RESEARCHER

Tedi Irawan
A Trainer with Science Integrity
Chief Operation – Citta Semesta Foundation
Founder – Millennial Trainer Indonesia
Former Director of Learning in Hospitality

“Kemapanan karir saya merupakan

integrasi dari multi-keahlian yang
saya miliki, rasa penasaran yang
menghasilkan banyak penemuan,
serta kemauan untuk cepat berubah.”
 This is, indeed, the first time in
human history when it sees itself
stumbled into a complex
workplace situation.
Source: https://www.pinterest.co.kr/pin/357262182944440997/
Espinoza (2014) explains in details about all
generations that make up populations on
earth: the builders, baby boomers, generation
X, millennials, and the nexters. Most of them
are now working in the same team in
companies all around the world, and the
terms are even more complex. Different
experts give different names, especially,
for millennials and the younger ones. In
Indonesia, based on 2019 data analyzed by
Lokadata, there are 5 (five) generations
working across industries. They are Silent
Generation (born between 1928-1945; approx.
2 million), Baby Boomers (1946-1964; 6
million), Generation X (1965-1980; 59 million),
Millennials (1981-1996; 48 million), and
Generation Z (born ≥ 1997; 12 million)
(Syaifudin & Andini, 2020).
Shaw (2013) depicts in his book that there are 12
(twelve) areas in the workplace where the
generational corners are sharpest and leave a mark
when they hit (p. 126). The aspects are communication,
decision-making, dress code, feedback, fun at work,
knowledge transfer, loyalty, meetings, policies,
respect, training, and work ethic. He summarizes the
difference for each area into 4 (four) generational
categories: Traditionalists’, Baby Boomers’, Gen Xers’,
and Millennials’ perspectives (p. 128 – 244). From the
mentioning of the 12 (twelve) areas we can assume
that when intergenerational conflicts happen at
workplace, the impact is likely to be company-
wide. And it’s something that leaders must pay
close attention to when dealing with such
conflicts.
Despite the differences in naming
millennials and the younger ones, the
issue of intergenerational conflicts has
been one of the most discussed topics
amongst leaders.
Every now and then, in most occasions related to
discussion about professionalism and leadership, people
talk about it. Younger generations complain about how
their older colleagues are out of date in terms of working
style. The older generations complain about how young
people nowadays want everything instantly, that they
are prone to not appreciating craft and hard work in
order to achieve mastery.
And leaders in all companies are put in the middle
position when such thoughts and attitudes collide at
workplace. They feel the need to learn about this new
phenomenon called intergenerational conflicts. And
normally, they turn to workplace learning professionals
to learn about it. This, in turn, makes the discussion
regarding intergenerational conflicts at workplace also
become one of the highlights in discussion among
learning professionals.
And for this reason, this study owns
its only research question, which is:

“What are the perspectives of

learning professionals in Indonesia
regarding how leaders should deal
with intergenerational conflicts at
workplace?”
10 (TEN) RESPONDENTS (Purposive Sampling)
Berdasarkan kegelisahan yang tertuang dalam Initial Research Question, peneliti
melakukan wawancara 1-pertanyaan kepada 10 (sepuluh) orang trainer yang berada di
bawah naungan Millennial Trainer Indonesia.

Responden 1 – Female Responden 6 – Male

CEO – Non-Profit Organization Lecturer – Private University

Responden 2 – Male Responden 7 – Female

Founder – Learning Community Learning Manager – 5-Star Hotel

Responden 3 – Male Responden 8 – Male

Operation Manager – Restaurant Learning Manager – 5-Star Hotel

Responden 4 – Female Responden 9 – Female

Asst. Training Manager – 5-Star Hotel Group HR Head – F&B Company

Responden 5 – Male Responden 10 – Male

Learning Manager – Gym People Manager – E-Commerce
TRANSCRIPT OPTIMIZATION
Berikut adalah contoh perubahan dari transkrip wawancara yang masih mentah menjadi
yang telah dioptimasi agar hanya berisi kalimat-kalimat yang diperlukan saja.

2
LITERATURE
REVIEW
1. Different Generations, Different Perspectives
2. Leadership Style
3. Listening Factor
 DIFFERENT GENERATIONS, DIFFERENT PERSPECTIVES
It is generally accepted that some common perspectives on critical issues such as
communication, problem-solving, decision-making, and even leadership are indeed
shared by people from the same generation (Standifer, 2017, as cited in Radulescu et
al., 2020).

The shift in the demographics in terms of multi-generations at workplace brings in a lot of

diversity. These differences bring lot of complexities as each generation has their own
expectations of the workplace and hence perspectives differ which create conflicts at
workplace (Jemima and Kusumadmo, 2019).

Regarding generational perspectives, Radulescu et al. (2020) adapted information

regarding generational differences in regards to organizational aspects into a table
consisting eleven aspects, from outlook to workplace struggles, for 4 (four) different
generations, namely Silent Generation, Baby Boomers, generation X, and Generation Y.
They say that the perspective of Silent Generation is civic-minded, Baby Boomers is
team-oriented, Generation X is self-reliant, and Generation Y is surprisingly same as Silent
Generation, civic-minded.
DIFFERENT GENERATIONS, DIFFERENT PERSPECTIVES

And to have a glance at

conceptual differences
in generational
perspectives, allowing
the researcher to
simplify the
generational categories
that Shaw (2013) makes
into older generations
and younger
generations’
perspectives, the
streamline can be seen
in a separate pdf.
 LEADERSHIP STYLE

Urick et al. (2016) made a note in their research that … the younger generation
employees … reported difficulty in interacting with older generations as one of their major
workplace challenges. Also, older generations leveraged the removing strategy to avoid
working with younger generations who, as a result, might be underprepared for
leadership roles due in part to lack of mentoring. Situations in which mentoring and
knowledge sharing do not occur are complicated by (mis)perceptions of generations that
create out-groups. Thus, managers and employees should be aware of both the
expectations and experiences of their workers, old or young, in order for positive
relationships to flourish and organizational values and knowledge to be shared across
generations in the workplace.

Such condition is, indeed, an organizational challenge. And for this, Bennett, Pitt, and Price (2012)
come up with their research finding that it is vital for organizations to actively facilitate the transition
of knowledge which is currently taking place within the multi‐generational workplace. The findings
demonstrate that the changing pattern of work and life dictate that organizations have to adapt their
culture to meet the demands and expectations of new generations in the workplace.
 LEADERSHIP STYLE

Adapting successfully may require adjustments to your management

style. In some cases, it may require changes to your organization’s policies
and procedures. Several major corporations found that they were better
able to remain true to their mission by making their policies more
accommodating to the expressed values of Millennial employees. The
adapting competencies are “Flexing with the Autonomous,” “Incenting the
Entitled,” and “Cultivating the Imaginative” (Espinoza et al., 2010).

And to help building this kind of adaptation skills, training is effective in managing
intergenerational conflict, it is a useful tool to explain to employees why their colleagues
act in such a way or why the change of leadership style in the company should be radical
(Skies et al., 2010, as cited in Jemima and Kusumadmo, 2019).
 LEADERSHIP STYLE

When it is said about leadership style change in companies that should be

radical, it, indeed, means a profound change. The profoundness of the
change, if we look at how generations view authority below,

of course, must incline to the preference of the one generation that in the
nearest future will be dominant, the younger one, which is Generation Y in
this case.
 LISTENING FACTOR

Most intergenerational conflicts are fundamentally about power or clout …

A young person who wants more clout wants to be noticed. They have
new ideas that aren't being listened to. An older person wants their
experience to be recognized and appreciated. Everyone wants to be heard
and respected (Hirsch, 2020).

But in the research done by Urick et al. (2016) it was interestingly found that interviewees
in older generations describe this tension not only as reluctance by younger generations
to accept things as they are (compliance) but by their unwillingness to listen and learn
from others. This, of course, calls for more listening from both sides. There is no better
way than that.
 LISTENING FACTOR

Espinoza et al. (2010) highlights listening many times, indicating it is one of the biggest
factors for leaders in successfully dealing with intergenerational conflicts at workplace.
Some of the emphasis from them are: (1) As difficult as it is, you have to suspend the bias of
your own experience and not compare yourself to them. It only creates frustration and
resentment unless you are using yourself as the “bad” example … A great exercise is to listen
to yourself or your colleagues and make a note of when comparisons are being made. It
happens more frequently than you think; (2) It happens when listeners unintentionally filter
out some parts of the intended message because it contradicts their beliefs or desires. The
more sensitive the communication is, the greater the chance of selective perception; (3)
Millennial employees’ defensiveness is tied to their desire to achieve. If you correct them in a
condescending way, they will not hear you. They respond to managers who care enough to
listen to them, attempt to understand them, and assure them of the relationship. Once you
have had to confront, be sure to invite them to look forward to their growth by regularly
recognizing their progress, providing them with support, giving them constructive feedback,
and showing them that you want them to succeed.
 LISTENING FACTOR

Finally, the issue of how leaders should deal with

intergenerational conflicts at workplace seems to be concisely
abridged by Shaw (2013) in … the five steps for leading through
the twelve sticking points the four generations encounter: (1)
Acknowledge: Talk about generational differences. (2)
Appreciate: Focus on the “why,” not the “what,” and the common
needs. (3) Flex: Agree on how to accommodate different
approaches. (4) Leverage: Maximize the strengths of each
generation. (5) Resolve: Determine which option will yield the best
results (when flexing isn’t enough). Although Shaw inserts a very
important notion about being true to business necessities in Step
3 – Flex, but the whole procedures are packed with the strong
nuance of two-way communication, especially listening.
THE
FINDINGS
1. Grounded Theory
2. 5 (five) Propositions
3. Discussion
 GROUNDED THEORY

The method used in this study is grounded theory analysis, specifically worked for capturing the
general perspectives from learning professionals on how leaders should deal with intergenerational
conflicts at workplace. The grounded theory itself is a qualitative strategy in which the researcher
derives a general, abstract theory of a process, action, or interaction grounded in the views of
participants in a study (Creswell & Creswell, 2018).
 PROPOSITION #1

A person should convince him/herself that

he/she has what it takes to be a future-
oriented professional before he/she can
deal with intergenerational conflicts at
workplace as a leader.
 PROPOSITION #2

Possessing understanding of characters and

perspectives, and at the same time being
able to earn trust, are the biggest factors for
leaders to have strong fundamentals before
successfully dealing with intergenerational
conflicts at workplace.
 PROPOSITION #3

Leaders who are more likely to succeed in

dealing with intergenerational conflicts at
workplace are those who employ egalitarian
leadership style, and with good
communication skills.
 PROPOSITION #4

Leaders, first and foremost, need to equip

themselves with great listening skills in order
to be successful when dealing with
intergenerational conflicts at workplace.
 PROPOSITION #5

The conceptual steps needed to be taken by leaders

when dealing with intergenerational conflicts at
workplace are: Step #1 – Listening Process in
Discussion; Step #2 – Silent Investigation (if needed;
since the code appears only once, this can be perceived
that this step is only crucial for certain cases); Step #3 –
Coaching Process; and finally, Step #4 – Disciplined
Process to Reach Agreement.
THE
CLOSING
1. Practical Implication
2. Future Research & Limitations
3. Conclusions
 REFERENCES
Bennett, J., Pitt, M. dan Price, S. (2012), Understanding the impact of generational issues in the workplace. Emerald Insight. Retrieved from
https://www.emerald.com/insight/content/doi/10.1108/02632771211220086/full/html

Creswell, J. W., and Creswell, J. D. (2018). Research Design, Fifth Edition: Qualitative, Quantitative, and Mixed Methods Approaches. Los Angeles: USA. Sage Publishing

Espinoza, C. (2014). Millennials @ Work: The 7 Skills Every Twenty-something (and Their Manager) Needs to Overcome Roadblocks and Achieve Greatness. Utah: USA.
FranklinCovey Company.

Espinoza, C., Ukleja, M., and Rusch, C. (2010). Managing the Millennials: Discover the Core Competencies for Managing Today’s Workforce. New Jersey: USA. John Wiley &
Sons, Inc.

Hirsch, A. S. (2020). How to Manage Intergenerational Conflict in Workplace. SHRM. Retrieved from https://www.shrm.org/resourcesandtools/hr-topics/employee-
relations/pages/how-to-manage-intergenerational-conflict-in-the-workplace.aspx

Jemima, R. T. N., Kusumadmo, E., (2019). Identifying Strategies to Minimize Conflict in Workplace. Kinerja Journal of Business and Economics. Retrieved from
https://ojs.uajy.ac.id/index.php/kinerja/article/view/2127/1337

Ose. S. (2016). Using Excel and Word to Structure Qualitative Data. ResearchGate. Retrieved from
https://www.researchgate.net/publication/306323765_Using_Excel_and_Word_to_Structure_Qualitative_Data

Radulescu, M. M., Ghinea, V. M., and Cantaragu, R. (2020). Intergenerational gap dynamics. ResearchGate. Retrieved from
https://www.researchgate.net/publication/325804024_Intergenerational_gap_dynamics

Shaw, H. (2013). Sticking Points: How to Get 4 Generations Working Together in the 12 Places They Come Apart. Illinois: USA. Tyndale House Publishers, Inc.

Syaifudin, N., and Andini, A. (2020). Milenial siap geser generasi X. Lokadata. Retrieved from https://lokadata.id/artikel/milenial-siap-geser-generasi-x
Urick, M., et al. (2016). Understanding and Managing Intergenerational Conflict: An Examination of Influences and Strategies. ResearchGate. Retrieved from
https://www.researchgate.net/publication/298898256_Understanding_and_Managing_Intergenerational_Conflict_An_Examination_of_Influences_and_Strategies