Intergenerational Communication
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Communication With Other Generations
Exercises
The following exercises are designed to increase the sensitivity to other generations and to link older adults and young people through clear and effective communication. The exercises target four themes: preparation, understanding other generations, creative thinking and speaking, and metacommunication.
Understanding other Generations: The modules are constructed with an emphasis on communication between generations. The ultimate goal is that the exercises will help young people and older adults become more sensitive toward one another, an essential skill for team building.
Creative Thinking and Speaking: Exercises in each module challenge generations to think creatively. For example, in the first module, young people are asked to envision themselves as old. The elders are asked to describe themselves when they were teenagers. Then both generations are also challenged to talk about and compare their perceptions of age and of youth.
Metacommunication: We will introduce the idea of metacommunication, that is, talking about communication, so that students will be more conscious of quality communication. When we talk about what we say, how we listen, and what we understand, we become better communicators.
Piloting the Modules: Three exercises are presented in the next three pages. Those who pilot the first modules are asked to consider this a work in progress and one that may need changes. Complete each exercise and then share your answers with someone of another generation. Note your recommendations on the Evaluation Form.
Module 1:Preparation
Would you go out on the slopes without your skis, jump from an airplane without your parachute, or drive a car without training? Preparation is the secret to success for a student, the member of a team, when building a career, or communicating. One of the best examples of how preparation pays off is in a speech. Giving a speech is said to be one of the most terrifying experiences, in fact, one survey shows that some people put fear of giving a speech greater than their fear-of death. Speech communication experts say that individuals who are adequately prepared for a speech gradually lose their fear and even look forward to their presentation.
The first exercise, "What
do I think about older and younger generations?" challenges
you to identify your attitudes about other generations and your peers.
Complete the exercise individually in preparation for the meeting
with someone of another generation.
1.
"What do I think about older and younger generations?"
Sometimes older adults and young people don't know a lot about each
other. They may think about each other in positive ways or in less
than flattering terms. Think about your attitudes of older people
and younger people by filling out the following chart. Do it twice.
The first time think about your perceptions of older people. The second
time think about your perceptions of young people.
Circle the number that reflects your ideas about older people and young people. For example, if you think that most o1der people like to travel, circle 1 or if you think most like to stay home, circle 5. If you think many older, adults like to travel some circle 2, or like to stay home, circle 4. If you think that older adults don't necessarily like to travel or stay home circle 3.
Older
Like to travel 1 2 3 4 5 Like to stay home
Healthy 1 2 3 4 5 Unhealthy
Friendly 1 2 3 4 5 Unfriendly
Involved 1 2 3 4 5 Isolated
Likes History 1 2 3 4 5 Likes the Future
Flexible 1 2 3 4 5 Inflexible
Happy 1 2 3 4 5 Sad
Strong 1 2 3 4 5 Weak
Quiet 1 2 3 4 5 Loud
Younger
Like to travel 1 2 3 4 5 Like to stay home
Healthy 1 2 3 4 5 Unhealthy
Friendly 1 2 3 4 5 Unfriendly
Involved 1 2 3 4 5 Isolated
Likes History 1 2 3 4 5 Likes the Future
Flexible 1 2 3 4 5 Inflexible
Happy 1 2 3 4 5 Sad
Strong 1 2 3 4 5 Weak
Quiet 1 2 3 4 5 Loud
Model 2: Understanding Other Generations
Think about yourself as another generation
For older adults:
Remember what you looked like when you were in high school or junior high. Do you have a photo? Complete the profile of the younger you.
Face:
Hair:
Eyes:
Height:
Weight:
Clothes:
For students:
Fifty years from now you will look different. Look at your parents and grandparents. Complete the following profile to get a more real look at the older you.
Face:
Hair:
Eyes:
Height:
Weight:
Clothes:
Model 3: Creative Thinking And Speaking
You have prepared two exercises to discuss with someone of another generation. Before you start the discussion complete the following check list.
Check List for Introductions
Answer True or False
1. You should call adults by their first names, it's much more friendly. ____True ____False2. Avoid shaking hands, they might have germs. ____True ____False
3. Ask the person you are meeting what he/she would like to be called? ____True ____False
4. Begin by talking about your aches and pains. ____True ____False
5. Tell them your name, give them a smile, and a firm handshake. ____True ____false
6. If you don't understand something, just smile and act like you do understand. ____True ____False
7. You will probably find many things in common even though your ages are different. ____True ____False
Answers are on the "Discussing the exercises with another generation," below.
Introductions for Retirees and Students.
When students and older adults meet for the first time, they often wonder, "What should I say?"? A greeting follows ... and then ... silence. Even if two people know each other, sometimes one or the other may have trouble making conversation, And some people have no problem at all talking to anyone. If you know each other, practice what you, would do if you were strangers.
Introductions may be a more or less formal depending on the setting. The best introduction is simply to say,. "Hello, I am Bob," or 'I am Tanya," and offer your hand. Look them in the eye, shake their hand firmly, and give them a smile. If they don't remember to tell you their name, ask, "What would you like me to call you?"
Discussing the exercises with another generation
The first two exercises give each person an opportunity to talk and listen. Begin with the first exercise that refers to attitudes about old and young. Take turns giving your answers and discuss why you gave the answers: Since you are piloting the module, discuss how it could be improved (see the evaluation sheet).
The second exercise usually brings some chuckles, especially when the discussion comes to c1othes. Can you picture the older person as a teenager? Can you picture the young person as a ,60- or 70-year old? Take a few minutes to critique the questions.The correct answers to the third exercise are 1-F 2-F 3-T 4-F 5-T 6-F 7-T Compare your answers. Do you agree with each other? Last, discuss how you communicated to each other by using the questions in metacommunication.
Model 4: Metacommunication
Allow time after the interview to share perceptions on how you are communicating with each other. First, identify the positive aspects about one another's communication. "I enjoyed your story." "You showed enthusiasm." Always find good things in your communication with others as well as suggestions for things that can be improved. The following questions will help you with metacommunication.
What did you discover about your feelings for older adults? For younger people? How did you feel about describing yourself as an older person or a younger person? Did you discover that you both brought different experiences and different ways of talking about things to the conversation?" During your meeting did you understand each other? Did either of you use words or phrases that the other did not understand?
