Michelle Stephenson, a Liberal Waverley Councillor, said senior professionals are becoming reluctant to provide critical feedback to Gen Z colleagues [1].
This trend suggests a growing communication gap in high-stakes workplaces, potentially impacting professional development and safety standards if shortcomings go unaddressed.
Stephenson said that this hesitation is not limited to one industry. She said that teachers hesitate over disciplining students, managers agonise over performance reviews, and academics become circumpect in challenging colleagues [1].
According to Stephenson, the avoidance stems from a perception that younger workers are overly sensitive and may not accept corrective guidance [1]. This dynamic creates a culture of silence where senior staff prioritize the avoidance of conflict over the necessity of professional growth.
Stephenson specifically highlighted the medical field as a point of concern. "Senior doctors are now staying silent on the shortcomings of Gen Z because they are worried that they’re not going to accept the good feedback," she said [1].
While the councillor did not provide specific data on the number of professionals affected, she said that the shift in workplace dynamics is widespread across New South Wales [1]. The reluctance to challenge younger peers may hinder the traditional mentorship model where rigorous critique is used to refine skills.
This behavioral shift reflects a broader debate regarding the emotional resilience of the newest generation in the workforce. By avoiding difficult conversations, Stephenson said that senior leaders may be inadvertently stalling the professional maturity of their junior staff [1].
“"Senior doctors are now staying silent on the shortcomings of Gen Z because they are worried that they’re not going to accept the good feedback."”
The tension described by Stephenson highlights a clash between traditional professional hierarchies and evolving workplace norms regarding mental health and communication. If senior practitioners in fields like medicine and academia stop providing critical feedback, it could lead to a decline in competency standards and a breakdown in the apprenticeship model of professional learning.
