Take a look at Ryan's "Straight A" approach to the workplace on pages 90-92 --affection, allowance, appreciation, acceptance, and attention. Which of these could we use more of in our schools (workplaces, classrooms or both)?
Suggestions to improve?

Thanks to all of you who have made this blog an enjoyable and enlightening experience. I hope it has been thought-provoking and fun for you as well. I am certainly more comfortable as a blogger now than when we started two weeks ago!

INVITATION: If you are available on Monday, July 20, from 10am-11am, let's get together at the Perfect Cup on West Crawford. Jee, the owner, promises the muffins will be fresh and the coffee hot! This invitation is extended to all who participated in this book study--even if you just looked and didn't post. We can talk some more about this book and kickstart the discussion for the next one -- The Element by Ken Robinson, July 20-31. I hope to see you on July 20!

Monday:

As is the case with any employer who must recruit and retain great talent, we have to think about what millennials want in the workplace. Ryan's comments about life/work balance (not work/life balance) and creativity jumped off the page for me. Would the people who work in school districts say this is obvious in their workplaces? Is this more complicated in schools due to external regulations?

Not Friday

Let's look at "Ways to be Cool"on pg 95...(I hate to bring this topic up as Ryan might possibly descibe me as "pale, male and stale.")
Ryan suggests open-mindedness as the key to becoming "cool" individuals. I have tried to embrace a few of her suggested strategies:

#2--stretching--trust me--beyond comfort zone, obvious, as this blog illustrates
#3--give a YP a "seat at the table," am going to gather suggestions when I meet with the local YPA in July
#7--consider "cool community" metrics for economic development, maybe an opportunity in our upcoming community visioning process

How about you? Any commitments to cool?

As was mentioned in yesterday's responses, small communities like Dalton can be "cool communities" for millennials. To be cool, Ryan suggests young people "need a seat at the table." This is something author Richard Florida calls "low barriers to entry" in communities. As you think about the students who just graduated from high school or college last month, do they have opportunities to be heard in our community? (How about student voice in our schools?)

In addition, I found the "granny effect" interesting. In my case, we (the grandparents) moved to Dalton to be closer to our children and grandchildren. Know of anyone who moved here recently so their children could be closer to grandma?

Let’s move on to the “cool communities’ handprint,” pgs 59-66. Your choice of topic: Share your scores for the Dalton Community and your biggest “aha” about this OR Which of these seven is Dalton’s greatest strength, weakness, and best opportunity? (The indexes are: vitality, earning, learning, social capital, cost of lifestyle, after hours and around town.)

On page 58, as we work through the truths about cool communities, I noticed that Ryan talks about communities that work together are the ones that win. She says in a knowledge economy, communities have to think regionally. Anyone following the NGRDC current event in the local news? Have an opinion? Do we (school district) think regionally, or at least community-wide? Examples?

I know some new followers have just joined us and I encourage you to read through and continue to post on previous days. (Ric, I finally posted my response to your spiral vs loop thoughts on June 17. Had to go back and pull out my Fourth Turning book.) As a result of this book study, I have been asked to facilitate a conversation on the book with our local YPA and another later in the fall at Dalton State. I plan to bring some of my learning from you to the table during those conversations. (Will not attribute to you individually but will discuss more as themes and stories.)

Also, to build on something Nancy said in previous days, I believe all of this helps us get deeper and clearer about our customers and core business whether the context is community, business, or education.

So keep reading and/or posting…

Today, let’s talk about retaining young talent in our community. So many of our students graduate from high school/college and begin their careers elsewhere. Ryan says we are three times more likely to keep our young talent if they feel their voices are heard and valued (pg 55). What are the avenues for this in our community? (Trevor, you mentioned you live in Chattanooga so I would be interested in your opinion related to the Chattanooga community, too.) As the community’s visioning process unfolds, how can we be sure to include these voices in our process?

Is this a trait that we nurture and encourage in our students? Could we do something in school that could make our students voices more valued as they learn so they begin to feel that they can be “heard” in our workplaces and community, too?

(Nancy, it is never too late to join the discussion. That’s the advantage of technology…all can wander in and out of discussion as time/schedule permits. Glad you joined us!)

For today's discussion, I would like to go back to something Trevor said on Day 1 and start working our way through the cool-communities criteria Ryan developed. She makes several points in her "cities are for people" discussion and Trevor mentioned one related to downtown Dalton and it's potential to be a great stroll district. One of the components of stroll districts are the third spaces "where people of all demographic and economic backgrounds rub shoulders" and share conversation, ideas, etc. Do we have a great third space in Dalton? Do you have one in your workplace? Have we created them in our school community for students?

(Ric, I am still pondering your spiral vs loop idea. I'll get back to you.)

As we transition to a knowledge economy driven by the "creative class"--described by Richard Florida as people who "engage in complex problem-solving...independent judgement...high levels of education...value creativity, individuality, differences and merit"-- what must our community AND our schools do differently to develop, support and retain these workers "whose economic function is to create new ideas, new technology, and/or new creative content?"
(pgs 28-41; trend overview pg 42)

Did anyone take the knowledge economy quiz on page 30? How did your workplace compare?

In one of your comments yesterday, the impact of previous generations on the current and future generations was mentioned. On pages 24-25, Ryan mentions something related to this from The Fourth Turning by Strauss and Howe. They suggest that all cultures go though a four-era loop that includes periods of "high, awakening, unraveling, and crisis." Some are saying that the current demise of our financial institutions is the "crisis" that will most impact the millennials (born 1982-2001). Do you agree? Has this changed how you see the world? Should we consider this as we design lessons for our students? Do you have any first-hand knowledge of its impact on this generation?

Good morning! Here are a couple of questions to get our conversation started today...

Considering the different “needs” assigned to the four generations on pages 15-17, --safety needs of the silent generation (born 1925-1942), belonging needs of the baby boomers (1943-1961), esteem needs of the Gen X’ers (1961-1981), self-actualization needs of the millennials (1982-2001) – how do we build community (in workplace and/or in the larger community) that both meets these different needs and harnesses the strengths of each? Can you think of a recent example at work or home where differing generational views were obvious to you?

By the way, thank you for taking the time to converse with me during my first day as a “blogger.” As I’ve mentioned to all, this is stretching my comfort zone. I am, however, enjoying reading your thoughts and stories—learning from them, too. Keep them coming and invite others to join! All welcome

Welcome to the first day of our study of Rebecca Ryan's "live first, work second." For now, we will start at the beginning... (If you still need a copy of the book, you can download an ebook/mp3 file from Ryan's website www.nextgenerationconsulting.com/store .)

Ryan opens her book with a research finding she published first in 2001: “Three out of four Americans under the age of 28 said a cool city is more important than a good job.” First, do you agree with her that the “work/life calculus for the next generation has shifted?" Second, I am interested to know if this is true for you -- If work were not a factor in the decision, where would you live? and why?

Summer Reading List

You are invited to participate in Hawkins’ Book Blog.

Two books; two weeks each

Live First, Work Second
By Rebecca Ryan
June 15-30

The Element
How Finding Your Passion Changes Everything
By Ken Robinson
July 20-31

Sign up now for daily discussion question alerts: www.twitter.com/DPSschools