Generations in Dialogue: Navigating Communication Across Age Groups

Author: Evelina Silveira

Crinkle. Ding. Clack-clack. Zip. Thunk. These were the sounds of a bustling accounting classroom just a few decades ago—when typewriters clicked, adding machines hummed, and ledger books ruled the desks.

Fast forward to today, accounting students are more likely to be tapping on tablets than tearing off calculator tape.

This article explores how generational diversity shapes the modern accounting classroom and offers practical strategies for learners and instructors to bridge generational gaps and build inclusive, collaborative learning environments.

In the past, accounting students were trained to handle client interactions mainly over the phone, in person, or by mail. Imagine working as an accountant without a computer, internet, software, or cloud storage. Yet, some of your current classmates and instructors may have experienced exactly that and can share fascinating stories about working in that era. Consider all the adjustments they had to make to stay current in the accounting field, along with the stress they faced while learning new systems and programs.

In a modern accounting firm, it’s not unusual for employees to range in age from their early 20s to their late 70s. So, it shouldn’t be a surprise that both accountants and aspiring ones of all ages will be part of your classroom since continuous learning is a requirement and best practice.

'Age or “generational diversity”, as it is better known, can present unique challenges but also exceptional opportunities for classroom learning.'

Understanding the subtleties of generational differences rather than disparaging them can go a long way in creating an inclusive and productive classroom culture.

In the abridged chart below, you will notice basic categories defined by Pew Research, showing the generations and their key characteristics specifically for those over the age of 20 and under 80.

I’m reminded of my own experiences with hiring three accountants over the course of my 20-year business. My first accountant was a boomer who retired. He would call me to explain my statements and visit my office once a year. When he retired, I hired a Millennial accountant with whom I had a preliminary meeting over Zoom. For three years of engagement, all contact was via my email, and he started a “Message Ticketing” automation to streamline his processes. At this point, I decided that while I trusted the accountant, the email explanations appeared to be belaboured, and I did not want to feel like I was an Amazon package being assigned a number or “ticket”. I searched for another accountant, who turned out to be a Boomer ready to answer my questions via phone call or email. 

Misunderstandings are bound to arise when it comes to generational differences in the classroom. So, what are some steps we can take to reduce them?

Steps to address generational differences in classroom

There are merits to both approaches, a personal one versus a more automated one. Understanding early on your classmates' or future clients' preferred communication will make a difference in relationship building and business retention.

1. Recognize that each generation has an exceptional contribution to the classroom. I am reminded of the time when I was working on a short-term project for a non-profit agency. I was the oldest member of the team, which was comprised of male Millennials. I was trying to figure out how to use a software program, and my colleagues were having some challenges with writing more formal business letters. I offered to read and edit the letters, and they helped me with my software troubleshooting issues. It was a win-win! The same applies to a classroom setting: some students will be more tech-savvy, while others may excel in client relations due to their previous work experience, which prepared them for more face-to-face interactions. This is one example of why understanding and appreciating generational differences can be helpful. 
2. Open and challenge yourself to be more flexible with your communication style. If your go-to greeting is “Hey there!” in person and email, recognize that while you may think it is being cheerful, a person over 50 will likely see it as too informal, especially if they don’t know you. “Hey there!” was usually something you said to a person you caught them doing what they shouldn’t be doing. Similarly, for more experienced professionals, challenge yourself from time to time to send a text message or an email to your co-worker instead of a phone call or an in-person meeting. 
3. “Call-in” rather than “call-out” behaviours that may seem offensive, exclusionary, or discriminatory. Remember, it wasn't until the 80s that legislation in Canada protected women from sexual harassment and discrimination. Ethnic, religious, and anti-gay jokes were all part of the workplace culture until not that long ago. Depending on your fellow students’ work and life experiences, they may never have faced challenges related to offensive comments or actions. What is offensive to one generation is not necessarily a problem for another. Remember that in previous generations, people tended to speak more openly about differences without fear of hurting someone because there was a lot less diversity, and there was no legislation to stop them. Similarly, more mature members of your classroom will likely find it disturbing, unnecessary and unprofessional if swearing is part of your nomenclature.  Consider the context in which your fellow students have been raised, and encourage open discussions without mobbing or labelling people who have opposing views. Your classroom is an excellent opportunity to test out these discussions and prepare you for our modern, diverse workplaces.
   
   So be patient if you are, for example, trying to explain your pronouns or your non-traditional relationship—it can be overwhelming for someone hearing about it for the first time. “Calling someone out” centers a person out and can be humiliating. Instead, try to “call them in” by having a conversation and asking open-ended questions, like, "I heard you say ________what exactly did you mean by that?"
   
   Or reinforce the idea that everyone deserves “respect”. For instance, "When you laughed out loud when I revealed my ethnicity, it made me feel disrespected. Everyone wants respect, and that is all I ask." 
    
   Another approach is to offer insight or knowledge, such as, "When you said that hiring people with disabilities is costly, were you aware that most accommodations cost nothing or usually under $500?"
4. Reframe and Challenge Stereotypes. Naturally, people don’t fit into neat boxes. Our behaviour is shaped by much more than our age category, and we will not always conform to it. It’s easy to assume that applying our own generational lens to another age group could result in divisiveness. You might hear someone say, “The younger generation is so lazy, they don’t go the extra mile”, or  “Why can’t I call you Tom, instead of Professor Brown?  

Although both examples seem pretty different, they are based on respecting personal boundaries. The younger learner believes they are respecting themselves by completing only what is asked and not doing anything beyond that unless prompted. In contrast, the more experienced professor aims to draw a clear line between themselves and their learners to define the roles of learner and instructor. 

In a profession built on precision, ethics, and collaboration, embracing generational diversity is more than a courtesy—it’s a competitive advantage. By learning from one another, we not only grow as professionals but also shape a more inclusive and resilient accounting community.