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Leadership development in a multigenerational workforce: a qualitative study
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Leadership Development in a Multigenerational Workforce: A Qualitative Study
Eric Ryan Zupanc
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2024
© Copyright by Eric Ryan Zupanc 2024
All Rights Reserved
The Committee for Eric Ryan Zupanc certifies the approval of this Dissertation
Corinne Hyde
Michael O’Neill
Patricia Tobey, Committee Chair
Rossier School of Education
University of Southern California
2024
iv
Abstract
This dissertation examined the experiences of managing multiple generations in the workforce
simultaneously and the hurdles leaders faced due to a lack of sufficient understanding of each
generational cohort’s distinct skill sets. The study aimed to uncover these skill sets,
demonstrating how leveraging the values between generational cohorts can empower leaders to
tailor their leadership approach and enhance productivity in a multigenerational workplace.
Employing a qualitative exploratory approach, the study drew insights from interviews with
leaders who experienced leading and developing military and civilians in multigenerational
organizations. This study was built on the generational cohort theory as its conceptual
framework. By analyzing interview data, this study examined experiential data from participants
who shared their leadership experiences from their generational perspectives. The findings
informed leaders on individual characteristics and personal lived experiences for effective crossgenerational leadership development within workplaces.
Keywords: millennials, baby boomers, Gen X, leadership, multigenerational
v
Dedication
To my rock star wife, Sakura. I could not have achieved this without your love and support. I
could not have been able to finish this program after my younger brother Jonah passed away
without your help in realizing he, too, would want me to finish what I started. Your support in
taking care of everything in our shared life while I spent 1000s of hours at my desk, alleviating
me from doing most household chores, errands, laundry, and bringing me food when I forget to
eat, is forever appreciated. In completing this degree, it is yours as it is mine. You were there to
listen to me go on and on about lessons from class, the discoveries from class discussions, my
excitement after each class session, being my soundboard when I was trying to figure out how I
wanted to explain how I wanted to shape my research and listen to me rant on about conceptual
frameworks. You were there for all of it. I want to thank you for all your hard work while I
pursued this doctorate. I love you, and I could not be prouder to be your husband. I do for you!
To my brother Jonah. I miss him every day.
vi
Acknowledgments
A deep thank you goes to Dr. Pat Tobey, my dissertation committee chair. Your
knowledge and steadfast encouragement made everything possible; for that, I am sincerely
thankful. Heartfelt thanks go out also to committee members Dr. Corinne Hyde and Dr. Michael
O’Neill, whose wisdom, guidance, and focus made all the difference. Additionally, I am
sincerely grateful for my classmates, working in breakout groups, and the shared experiences to
help me understand professional life outside the military. Thank you! Specifically, those who
were in many classes together, Liz Lance, Chris Flynn, Brian Morgan, Angela Mathers, Gabriel
Angemi, Chris Meek, Bumjin Park, Dayna Provitt, Scott Richards, Louis Schenk, Rosalind
Sullivan, Andraus Williams, Greg Vigil. Together, we spent so much time going back and forth
on ideas, understanding the assignments, and sharing anything others have learned to make life a
little bit easier. Furthermore, leaders’ generous contributions of time toward making sessions
more informational are highly appreciated by me. Lastly but no less importantly, love-filled
appreciation sent toward friends and family who stood unwaveringly like pillars bolstering up
high-streaks at every step taken in the completing process. I cannot express how deeply grateful I
am! And finally, a subtle endnote directed to everyone whose name has not found its way here.
Even though indirectly involved, you played an undeniably significant role in guaranteeing
successful course completion aside from assembling vast layers and forming a base ground for
pulling off such a dissertation successfully!
vii
Table of Contents
Abstract.......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgments.......................................................................................................................... vi
List of Tables ...................................................................................................................................x
List of Figures................................................................................................................................ xi
Chapter One: Overview of the Study...............................................................................................1
Background of the Problem .................................................................................................2
Statement of the Problem.....................................................................................................2
Purpose of the Study and Research Questions.....................................................................3
Significance of the Study .....................................................................................................3
Conceptual Framework........................................................................................................4
Definition of Terms..............................................................................................................5
Organization of the Study ....................................................................................................7
Chapter Two: Review of the Literature ...........................................................................................8
Literature Review Strategy ................................................................................................10
Generational Context .........................................................................................................10
Generational Cohorts .........................................................................................................11
Counterpoint to Generational Theory ................................................................................12
Baby Boomers....................................................................................................................14
Gen X.................................................................................................................................15
Millennials .........................................................................................................................16
Leadership Qualities ..........................................................................................................18
Generational Theory Overview..........................................................................................29
Conceptual Framework: Generational Theory...................................................................34
viii
Conclusion .........................................................................................................................37
Chapter Three: Methodology.........................................................................................................39
Research Questions............................................................................................................39
Overview of Methodology.................................................................................................39
The Researcher...................................................................................................................43
Data Sources ......................................................................................................................44
Data Collection ..................................................................................................................45
Data Analysis.....................................................................................................................46
Credibility and Trustworthiness.........................................................................................48
Ethics..................................................................................................................................48
Limitation and Challenges.................................................................................................49
Chapter Four: Findings ..................................................................................................................51
Participants.........................................................................................................................51
Qualitative Findings Overview..........................................................................................52
RQ1: Leadership Methods.................................................................................................54
RQ2: Leadership Values....................................................................................................61
Summary ............................................................................................................................69
Chapter Five: Discussion ...............................................................................................................70
Discussion of Findings.......................................................................................................70
Recommendations for Practice ..........................................................................................73
Future Research .................................................................................................................82
Conclusion .........................................................................................................................83
References......................................................................................................................................85
Appendix A: Interview Protocol..................................................................................................114
Research Questions..........................................................................................................114
ix
Respondent Types............................................................................................................114
Introduction to the Interview ...........................................................................................114
Interview Questions .........................................................................................................115
Conclusion to the Interview.............................................................................................118
Appendix B: University of Southern California Information Sheet ............................................119
Appendix C: Recruitment Email..................................................................................................121
Appendix D: A Priori Coding Table............................................................................................123
x
List of Tables
Table 1: Participants Demographics 53
Table 2: RQ1 Key Findings: Leadership Methods Comparison 60
Table 3: RQ2 Key Findings: Leadership Values Comparison 68
Table A1: Interview Protocol 115
Appendix D: A Priori Coding Table 123
xi
List of Figures
Figure 1: Adapted From Generational Cohort 29
Figure 2: Generations, Archetypes, and Turnings (1901–2020) Generational Theory 33
Figure 3: Conceptual Framework 35
1
Chapter One: Overview of the Study
The current workforce boasts an unprecedented five generations (Eldridge & Stevens,
2017; Fry, 2018), creating a distinct challenge due to differences in beliefs, objectives,
aspirations, and preferred work methods among generations. This can lead to job dissatisfaction,
diminished morale, decreased productivity due to mental exhaustion, and higher turnover rates
(Bennett et al., 2012; Mahand & Caldwell, 2023). Research has extensively explored both the
disparities and commonalities in generational attitudes within the workplace (Clark, 2017;
Wiedmer, 2015). However, there remains a notable gap in empirical studies concerning
generational skill sets and leaders’ role in fostering such skills across multiple generations within
organizations (Anshul & Pathak, 2017; Salahuddin, 2010).
Leaders face both challenges and opportunities when managing diverse workforces
(W. K. Campbell et al., 2015). Those adept at leveraging the advantages inherent in a
multigenerational workforce gain a competitive edge for their organizations (Dust et al., 2019;
Lyons & Kuron, 2014). Capitalizing on the distinct skill sets of each generation promotes
collaboration, cultivates a positive corporate culture, and enhances productivity (Al-Asfour &
Lettau, 2014; Fishman, 2016). Conversely, neglecting to adapt leadership approaches to
accommodate a diverse workforce may lead to intergenerational tensions, retention challenges,
and diminished output (Allen et al., 2015; Lester et al., 2012).
This in-depth qualitative case study has the potential to enrich existing research by
shedding light on the skill sets of different generational groups while uncovering insights into
how leaders can adapt their leadership approaches accordingly. This leadership knowledge could
make it easier to develop good plans to make the U.S. public sector more productive by hiring
people from different generations. An exploratory study facilitated this information acquisition.
2
Background of the Problem
The multigenerational workforce complicates generational leadership development.
Organizations are constantly changing due to new technologies, and the workforce is now
populated by five generations of workers (Mencl & Lester, 2014). The leadership development
challenge is more layered with different factors to engage and communicate for different
generations in the same organization (Bennett et al., 2012). Each generation develops different
characteristics and work ethic and models their leadership styles from those who influence them
directly or indirectly. Organizations can leverage the older generation’s experience and capitalize
on the new thinking of the current generation joining the workforce. Although this opportunity
presents high rewards, conflict among the different generations and how each operates provides
concerns in the workplace (Standifer & Lester, 2020).
This study focused on understanding how to develop future leaders while knowing how
to lead a multigenerational workforce. Leaders struggle to execute strategies to reach each
generational cohort (Standifer & Lester, 2020). This challenge becomes critical for organizations
to avoid further obstacles in productivity, employee retention, and morale (P. Johnson, 2013). If
the new generation of leaders does not have better leadership development, organizations will
have a leadership gap too wide to close and will fall to others who have more developed leaders.
Statement of the Problem
The workforce is experiencing an unprecedented diversity in generational representation,
with employees from five distinct generations for the first time. Today’s workforce showcases
new challenges and opportunities for leaders and developing leaders. Choosing a conventional
method to lead a diverse workforce is not logical, as leaders must evolve to create a culture of
flexibility and adaptability to build a productive multigenerational workforce (McNally, 2017).
3
We know it is a changing climate as millennials are becoming the majority of the workforce.
What is not known is the mindset of established leaders and how they may have evolved with an
understanding of where the new generation is coming from and how to adapt to their
developmental processes.
Ongoing studies show how experienced leaders learn to handle the mix of different ages
in their teams. They use special methods to reduce arguments, make sure everyone talks well
together, build a place where everyone can grow and work together better, and make sure there is
respect for the company and all age groups (McNally, 2017).
Purpose of the Study and Research Questions
The driving force behind developing leaders in a multigenerational workforce includes
breaking the cycle of older generational methods of leading, incorporating new development
ideas as technology advances, and knowing how the workforce operates across baby boomers,
Gen X, and millennial generations in the workplace. This study used qualitative data from
interviewing leaders who have led within multigenerational military and civilian organizations to
find the best leadership methods from different generational experiences and shape the course of
developing future leaders.
1. How do military veteran inter-generational leaders describe their leadership approach
in the civilian workforce?
2. How do military veteran inter-generational leaders perceive the influence of their
leadership values on the development of future leaders in the civilian workforce?
Significance of the Study
Exploring how a multigenerational organization develops leadership skills, where each
generational cohort believes what a leader should be, and how to shape those strategies requires a
4
qualitative study. This study provides leaders with the generational differences and methods to
effectively lead and develop leaders of the future. Major items for leaders to overcome will be
integrating and socializing in the workplace among multiple generations. Per Myers and
Sadaghiani (2010), “Organizational socialization is interactive, involving newcomers’ and old
timers’ evaluations and commitments to each other and the organization, as well as newcomers’
potential transition to important roles in the organization” (p. 226). This study explored the
generational disparities among the baby boomer, Gen X, and millennial generations in the
workplace. It examined contemporary literature concerning workplace preferences, expectations,
and behaviors.
Conceptual Framework
Each generational group is shaped by external and social factors, such as world events
and social trends (M. Johnson & Johnson, 2010; Strauss & Howe, 1991). In the workplace, each
group carries its values and behaviors (Eldridge & Stevens, 2017). Research by D. Murray and
Chua (2014) revealed that gender roles and leadership styles further distinguish such generations.
Therefore, this qualitative study’s conceptual framework employed the generational cohort
theory as its guiding structure on how a generational principle develops by understanding their
upbringing and the development of those life lessons learned to develop their leadership skills.
This framework can help identify practices of leadership development within an organization’s
multigenerational workforce (D. Murray & Chua, 2014).
Generational theory can be applied to benefit leaders in terms of their approach to
employee development. Each of the three generations of focus in this study is distinct in terms of
attributes and capabilities. The model by Strauss and Howe (1991), which considers the various
generations’ specific skill sets, was useful for this analysis of how to maximize output in the U.S.
5
public sector with a diverse age composition. Leaders can utilize these attributes to assemble
collaborative teams of variably aged individuals who can combine their expertise and experience
to achieve success for the organization (Dwyer & Azevedo, 2016; Wiedmer, 2015).
Definition of Terms
Baby boomers: A generation of people born on or between 1946 and 1964 (Duffin, 2019;
Pew Research Center, 2015).
Cohort: A cohort may be defined as the aggregate of individuals (within some population
definition) who have experienced the same event within the same time interval (Ryder, 1965, p.
845).
Corporate America: A term often used to describe corporations and businesses in the
United States (Burgoyne & James, 2006). This also refers to the U.S. unified system of
commerce as it relates to the current economic system of the United States. Many people also
relate the term “corporate America” to working, white-collar personnel and professions that
require more intellectual and mental strength than physical power (Burgoyne & James, 2006).
This phrase also includes personnel working together as teams, or in groups, in an office setting
that usually involves working with computers and managing paperwork (Burgoyne & James,
2006).
Gen X: A generation of people born between 1964 and 1981 (Duffin, 2019; Pew
Research Center, 2015).
Leadership: In corporate America, successful leadership is the art of influencing and
guiding others to complete a specific task or job with little or no supervision (Burgoyne &
James, 2006).
6
Leadership development: A term used to denote the ability to improve and enhance the
capabilities of a member or employee of an organization through formal training and mentorship
programs (Burgoyne & James, 2006).
Management: The act or skill set needed to exert control and make decisions about a
business, department, or people under one’s supervision (Raines, 2002). A competent manager
will communicate workplace expectations and provide the training and resources needed for the
employee to succeed (Vajda, 2009).
Millennials: A generation of people born between 1981 and 1997 (Duffin, 2019; Pew
Research Center, 2015).
Organizational culture: A term used to represent the overall values, beliefs, and
principles of members of an organization. The culture of an organization is driven by its vision,
norms, language, and symbols. Organizational culture is also represented by the collective
behavior and actions of its membership, as well as by the actions of its members on a day-to-day
operational basis (Needle, 2004).
Phenomenological research: To describe the understanding of a phenomenon as
experienced by several people (Creswell, 2014). The researcher attempts to identify the human
experiences concerning a phenomenon.
Social networking: An individual’s or group’s set of human contacts that grows over
time, with which the individual or group interacts periodically and agrees to support each other
in mutually beneficial activities. The social networks of which people are a part can be families,
civic organizations, church groups, and other civic organizations (Granovetter, 1973).
7
Social capital is defined as the features of a social organization, such as trust, norms, and
special abilities that can improve the efficiency of society through actions requested between
members of a social network (Baker et al., 2011).
Soft skills, such as motivation, commitment level, and reliability (Parente et al., 2012),
are not technical. They include interpersonal skills such as communication, empathy, honesty,
integrity, and a sense of humor.
Organization of the Study
This chapter provides an overview of the study’s context in leading a multigenerational
workforce. Through qualitative exploration, the study sought to understand the skill sets of each
generational cohort and explore potential adjustments in leadership approaches. This endeavor
could contribute to the development of strategies aimed at fostering a more productive
multigenerational workforce. Investigating generational skill sets and leadership adaptation may
furnish insights enabling leaders to enhance employee engagement, communication, and overall
productivity more effectively (P. Johnson, 2013). Despite research on multigenerational
workplaces and leadership roles, a gap remains in understanding the specific skill sets of each
generation and how leadership styles can be tailored to cultivate productivity. The subsequent
chapter will delve into current literature on multigenerational workforces, examining how leaders
can leverage distinct generational skills and contextual frameworks to inform the study.
8
Chapter Two: Review of the Literature
Five generations are in today’s workplace, creating a phenomenon that draws attention to
how leaders are developed (Eldridge & Stevens, 2017). The issue addressed in this literature
review is a general lack of awareness about each generation’s skill sets and how those integrate
across a multigenerational workforce, which creates challenges for workplace leaders (Al-Asfour
& Lettau, 2014). Leaders cannot design the most effective methods for creating a productive
multigenerational workforce unless they understand how to lead and manage each generation.
These methods are crucial to avoid low morale, low retention rates, decreased productivity, and
general job unhappiness (P. Johnson, 2013).
The onset of a new generation of workers has ushered in a range of different ideologies
and aspirations that might not align with the current management techniques found in numerous
organizations. This posed significant difficulties for administrators and heads of organizations
regarding employee management and engagement (Standifer & Lester, 2020). Leadership is
crucial at each junction, from recruitment to training and motivation of a new blended workforce.
Organizations recognize that their knowledge capital is a priceless asset, so those attributes must
identify and fulfill the desires of their essential workforce to maintain said capital. There is a
large division of businesses dealing with the effect of the new generation of employees. For
example, millennials who have been entering the workplace do not want the traditional methods
that motivated previous generations, which presents challenges in motivation methods and
organizational vision (Calk & Patrick, 2017). The generational norms and views clash between
different generational workers, and traditional organizational leadership could lead to troubles
for organizations and their leaders, who could find it tough to adapt to the evolving management
of personnel (Giambatista et al., 2017).
9
The formative years of youth are when experiences shape one’s perceptions and
expectations (Lub et al., 2016; Schewe et al., 2013). Events encountered during the young and
impressionable years will have a lasting influence on behavior and outlook in adulthood.
Therefore, the experiences individuals undergo while growing up toward adulthood greatly
influence their later life. Generations growing up after the Greatest Generation (WWII veterans),
baby boomers, and Gen X witnessed a very different outlook on life and experienced a new way
of life in comparison (Calk & Patrick, 2017; C. Thompson & Gregory, 2012). There were
significant transformations concerning international affairs, the economy, the level of parental
involvement, and the advancement of technology, which produced an intense learning
atmosphere not previously encountered (Giambatista et al., 2017). Gaining insight into the
disparities and the effects they cause can aid in understanding the perspective of each
generational employee. This appreciation will be key for organizations needing to employ and
keep skilled staff from all groups of workers.
Researchers have identified various leadership styles and theories, outlining beneficial
and less favorable implications. As the leadership style applied can influence employee decisions
regarding staying or leaving, it is necessary to understand how they see the approach used (Buble
et al., 2014). Comprehending different styles of leadership is an important connection that might
have an impact on decisions regarding developing employees. Establishing notable correlations
between the precepts of a particular leadership method and what motivates different generational
employees to remain with an organization can be highly advantageous to an organization in
terms of its capacity to keep younger talent (C. Thompson & Gregory, 2012). Through an indepth examination, this research explored the connection between leadership styles and the
growth of generational employees.
10
Literature Review Strategy
The literature review concentrated on key concepts within the conceptual framework of
the generational cohort theory (Strauss & Howe, 1991). Baby boomers, Gen X, and millennials
were the focus in a generational context, examining their leadership qualities and how
understanding one’s environment affects their values and development. The study’s findings
offer insights into the development of generational leadership styles, advocating for knowledge
sharing, mentoring, and training for the next generation of leaders. The literature review
encompassed information sourced from books grounded in research studies, organizational
leadership literature, and works specifically addressing multigenerations in the workplace.
Additionally, I reviewed qualitative journal articles from Academic Search Complete,
Dissertations and Theses, EBSCO, Google Scholar, ProQuest, and SAGE. I conducted keyword
and title searches for terms such as Generation Y, millennials, generational differences,
leadership styles, workplace leadership, organizational leadership, complexity theory,
phenomenology, and various combinations thereof, yielding additional relevant findings. Most
generational, leadership, and methodological sources were discovered by mining the references
of prior studies and peer-reviewed articles.
Generational Context
Mannheim’s (1928, as cited in Wolff, 1993) work on generational cohorts pushed forward
the notion that entire generations could be marked by the socio-historical surroundings, believing
this inspires them to enact change and form future generations. They have not, however,
provided an exact definition of a generation.
11
Generational Cohorts
Strauss and Howe (1991) set out a clear description for a generational cohort: a group of
people born near one another under the same notable events and trends. Strauss and Howe
created a cyclic sequence of four generations that occurs regularly throughout American history.
Every generation falls into one of the four categories (idealist, reactive, civic, and adaptive) and
usually lasts around 23 years.
Scientists have differed on the timeframes that each generation encompasses. Twenge et
al. (2010) believed that traditionalists were born between 1925 and 1945, and Berk (2013) later
argued that their dates should range from 1922 to 1945. Gursoy et al. (2013) classified baby
boomers as those born from 1946 to 1964, although Demps et al. (2011) suggested a slightly
larger window, 1946 to 1965. Moving on to Gen X, Twenge et al. (2010) included those born
between 1964 and 1980, but Cekada (2012) proposed a start date of 1965. According to Strauss
and Howe (1991), millennials were born in 1982. Hoskins (2010) proposed 1980 to 2000 instead.
Finally, Generation Z’s dates produce heated debate. P. Johnson (2013) estimated that they began
in the year 2000 and continue through the present, whereas Ferri-Reed (2016) suggested a range
originating in the 1990s and lasting until the 2010s.
There are varying opinions among scholars about the exact cutoff date for each
generation. However, despite the discrepancies, the spans for each generation are not random.
According to generational theory by Strauss and Howe (1991) and Mannheim (1928, as cited in
Wolff, 1993), a generation cannot be measured solely by birth dates. Factors like the early onset
of puberty and advancements in reproductive health technology have allowed children to be born
with a significant age gap of 30 or more years. For this reason, Strauss and Howe’s generational
theory suggests that a generation spans approximately 22 years. However, the duration of each
12
generation can differ throughout history. As Strauss and Howe stated, generations born within a
specific timeframe tend to have shared significant events. They define the millennial generation
as those born between 1982 and 2004, encompassing a span of 23 years.
Researchers Strauss and Howe (1991) and Twenge (2023) employed significant social
and historical occurrences to establish cohort years for the generations. Usually, the accepted
dates were applied in the research. While there are discrepancies in years of birth between
generations, all researchers acknowledge the traits that identify and define each generation, as
well as the social developments and historical events that have shaped them. Van der Walt and
Du Plessis (2010) referred to people born on the split line of generations as cuspers, who
consequently share features of both cohorts.
Counterpoint to Generational Theory
Certain researchers have disregarded empirical evidence that backs the notion of each
generational cohort offering distinct experiences and viewpoints, labeling it as mere speculation
(Lester et al., 2012; Mencl & Lester, 2014). Stanton (2017), through a survey and literature
review concerning generational cohorts in work environments, contended that generational
disparities are stereotypes and asserted that these cohorts share more similarities than disparities.
In an analysis of a workplace survey on generational values, Mencl and Lester (2014)
identified shared work values across different generations within the workforce. Costanza and
Finkelstein (2015), known critics of generational theory (Beier & Kanfer, 2015), conducted a
literature review where they contested various aspects of generational theory. They argued that
reliance on generational stereotypes could lead followers to feel isolated and unsupported,
potentially detrimental to organizations.
13
These studies uncover both intergenerational similarities and workplace characteristics
that highlight shared values. Among these values are appreciation, meaningful work, continuous
learning, and leadership support (Stanton, 2017). However, the research identified shortcomings
in undervaluing generational skill sets and emphasized the necessity for leaders to adapt their
leadership styles to effectively manage a multigenerational workforce.
Stanton (2017) and Mencl and Lester (2014) recognized generational differences but
advocated for a focus on individuality, potentially overlooking the significance of understanding
how world events and social trends shape the thoughts, behaviors, and work values of each
generation. Costanza and Finkelstein (2015) presented valid concerns regarding the pitfalls of
generational stereotyping, yet they overlooked the substantial empirical evidence supporting the
benefits of generational theory for leaders, followers, and organizations (Beier & Kanfer, 2015).
According to Salahuddin (2010), reliance on generational stereotypes and emphasizing
differences can lead to adverse outcomes for organizations, including job dissatisfaction,
decreased productivity, low morale, and heightened employee turnover. Moreover, such
stereotyping can contribute to age discrimination (C. B. Cox & Coulton, 2015).
However, leaders who are aware of these issues can address them and overcome any
negative effects (Lyons et al., 2019). Transforming leaders recognize that generational
differences can actually be an asset, as they bring diverse knowledge, creativity, and perspectives
to the workplace (Al-Asfour & Lettau, 2014).
Although this study addressed the significance of comprehending generational skill sets,
its focus was not solely on generational disparities. The aim was to acquire insights into the skill
sets of each generational cohort, empowering leaders to adjust their leadership styles and craft
14
efficient strategies for enhancing productivity in a multigenerational workforce (P. Johnson,
2013; Wiedmer, 2015).
Baby Boomers
Baby boomers, born in the 1940s and 1950s, earned their name from a post-war fertility
boom (Howe, 2014). They spearheaded individualism and self-sufficiency in the workplace as
part of the yuppie culture (Howe, 2014). Baby boomers possess an obsessive work ethic and
embody traits such as optimism, over-achievement, idealism, and a commitment to lifelong
learning (Clare, 2009; Hendricks & Cope, 2013; Howe, 2014). Influenced significantly by events
like the Vietnam War and the sexual revolution, they exhibit a heightened disregard for material
wealth (Cogin, 2012; Howe, 2014). While baby boomers respect authority, they prefer a
consultative approach to management and expect minimal day-to-day intervention and feedback
(Cogin, 2012). They excel in consensus-building and effective communication, often impacting
organizational change (Anantatmula & Shrivastav, 2012). Key values for baby boomers include
optimism and competitiveness, embodying the motto “live to work” (Lancaster & Stillman,
2002; Srinivasan, 2012; Zemke et al., 2013).
Driven and often labeled as workaholics, baby boomers are recognized for their
dedication, evidenced by their long hours and strong work ethic (Anantatmula & Shrivastav,
2012; Cogin, 2012; Haynes, 2011; Howe, 2014; Zemke et al., 2013). Despite their preference for
soft leadership skills, they often adopt a more traditional and hierarchical management style
(Zemke et al., 2013). Positioned in roles of authority, they may extend their working years due to
a desire to work or insufficient financial planning (Anantatmula & Shrivastav, 2012). Baby
boomers are reshaping retirement norms by delaying retirement and facing financial challenges
15
stemming from poor money management and inadequate pension funds (Howe, 2014).
Following the baby boomers was Gen X.
Gen X
Gen X, born in the 1960s and 1970s, navigated between two large generations and
learned to prioritize their own time and work independently (Hendricks & Cope, 2013; Howe,
2014). They value independence and tend to break the rules rather than follow them, placing
loyalty in themselves rather than their companies (Clare, 2009; Haynes, 2011). Gen X played a
significant role in promoting work–life balance through flexible work schedules (Zopiatis et al.,
2012).
Growing up during a time of high divorce rates and economic instability, Gen X
developed a strong focus on outcomes rather than processes, a need for information rather than
introspection, and comfort with ambiguity and flexibility (Hendricks & Cope, 2013; Howe,
2014). Srinivasan (2012) described them as realistic, self-reliant, and fun-loving, though they can
sometimes appear aimless and apathetic. Dixon et al. (2013) highlighted their cynicism and lack
of trust, which contributes to their individualistic approach to organizations.
Gen X is highly skilled with technology, using it to enhance their learning, thinking, and
communication abilities (Anantatmula & Shrivastav, 2012). They prefer participative decisionmaking and a leadership style focused on relationships (Hui-Chun & Miller, 2005). They are
known for their brutal honesty, love for challenges, adaptability to change, and disregard for
authority in leadership (Al-Asfour & Lettau, 2014). However, they value loyalty and longevity
within organizations that align with their work goals (Anantatmula & Shrivastav, 2012).
Interestingly, Gen X has a need for power in the workplace, although money is not their primary
motivation (Mhatre & Conger, 2011).
16
Millennials
As millennials hold leadership roles in the workforce, they have developed tendencies,
including multi-tasking, favoring digital communication, and appreciating online groups
(Espinoza & Schwarzbart, 2016). Additionally, the challenges they face, such as growing student
loan debt, limited job opportunities, and negative stereotyping (Ben-Ishai & Stanley, 2017; FerriReed, 2016), color their financial moves and how they view work. Some people label millennials
as entitled or disloyal. However, research disagrees with these biased ideas (Darby & Morrell,
2019). Factors like cultural experiences of their times did shape perceptions of money
management skills among millennials, along with impressions about dedication to their work
(Hite et al., 2015). Surprisingly, facing more debts did not eliminate the positivity that they
associate when it comes to human resources and workplace dynamics (Paukert et al., 2021). To
make a workspace more appealing to millennials, managers should modify their leadership
methods to align with this age group’s distinctive traits (C. Thompson & Gregory, 2012). Despite
these efforts, differences in beliefs and life experiences across generations remain prevalent.
These variances influence workplaces enriched by multi-generational contributions and spill over
into more comprehensive societal settings (Roodin & Mendelson, 2013). Taking strides towards
rectifying such generational imbalances becomes pivotal—not just for ensuring harmony on the
job but also for contributing beneficially toward the monetary stability of millennials’
households.
Millennials have experienced various social and cultural transformations, such as global
integration, inclusivity, and increased attention to ecological and social problems (Bosch, 2019;
MacKenzie & Scherer, 2019). This group bundles open-mindedness, equity, and a commitment
to solidarity, backing the idea of equality and understanding. Their involvement in social efforts,
17
their attention to the environment, and their lastingness speak for themselves. More so than other
generations, millennials devote time and energy to pursuing and obtaining college degrees
(Taylor, 2016), making this the most educated age group up to this point.
Millennials value the freedom to express themselves, their individuality, and the
emotional intelligence instilled by their parents (Cseh-Papp et al., 2017). Therefore, their
perception of freedom has fostered an increased awareness of the complexities of the issues that
the world is presented with and has motivated millennials to utilize their ingenuity to drive
effective changes. This parenting style has imparted a set of behaviors and values to millennials,
such as developing empathy, working well with others, and making personal improvements
(Weinbaum et al., 2016).
When millennials transitioned to the workplace, they found out that classic work
structures and managerial approaches tended to be hierarchical. Nevertheless, their own
experiences and ideas have prompted them to promote a more cooperative, inventive, and
adaptable workplace setting (Bartz et al., 2017). They usually prefer more leveled organizational
structures that promote a team-oriented mentality, transparent dialogue, and the possibility for
personal progress.
The last several decades have seen a more politically divided situation, growing
economic disparity, and consistent upheaval, all of which have left a mark on the way
Millennials involve themselves with political matters and the viewpoints they champion
(Weinbaum et al., 2016). Millennials were raised at a time when acknowledging mental health
and self-care had become commonly accepted. This awareness has resulted in a heightened
emphasis on emotional health, harmony between work and life, and dealing with mental health
issues, affecting how they act and make decisions in different systems (Weinbaum et al., 2016).
18
Millennials are aware of the potential of innovation to tackle intricate difficulties in
different systems (Bolton et al., 2013). They appreciate the significance of connecting and
working together, both in the physical and digital world, to create change and navigate intricate
systems (Rohrich & Rodríguez, 2020). Participants in this age group are more likely to use
networking sites, virtual communities, and specialized contacts to reach their goals (Lee-Post &
Ng, 2019).
Leadership Qualities
Leadership is a central cog in the organizational wheel as well as complex and
multifaceted (Lavanya & Sharma, 2021; Spain, 2019). Picture it as being part conductor and part
magician: Leaders use their influence to create harmony among followers while casting spells
that inspire shared objectives and real transformations (Lestari, 2022; Rosari, 2019).
Management and leadership are unique peas from different pods. Nonetheless, both are critical
for achieving an organization’s goals (Gutterman, 2023). Imagine leaders sculpting perspectives
and behaviors while guiding people on board toward crafting visionary futures together (Lestari,
2022). Do not be quick to pigeonhole this process only within those sitting high up in control
room towers, as it can unravel unexpectedly across all decks (Lavanya & Sharma, 2021). While
some view leadership as an innate quality, others argue it is a learnable skill that can be
developed through practice (Turner & Tsang, 2022). Effective leadership is crucial for
organizational performance and employee satisfaction (Gutterman, 2023). Various leadership
styles and approaches exist, and leaders must consider factors such as personality, task, and
group dynamics to be effective (Jaqua & Jaqua, 2021).
Several distinctive features characterize generational leadership and reflect each
generation’s values, priorities, and experiences. One key aspect of generational leadership is a
19
focus on collaboration and inclusivity (Galdames & Guihen, 2020). As the millennial generation
guides the workforce, they prioritize team building, consensus-building, and open
communication over traditional top-down management structures (Folarin, 2021). They also
place a high value on diversity, equity, and inclusion and are often more attuned to the needs and
perspectives of different groups within an organization (Maier et al., 2015). Another important
feature of leadership is a strong emphasis on purpose and meaning. Leaders tend to prioritize
companies and organizations that align with their values and mission and are often willing to
take risks and pursue innovative approaches to achieve their goals (Valenti, 2019). It is essential
to analyze the work habits of and evaluate each generation as possible supervisors in a
multigenerational workforce.
As A. Murray (2011) originally stated, millennials are surpassing the population of the
workforce and prefer to work and play in groups instead of individual achievement. They
favored a joint approach when it came to making decisions and working toward organizational
objectives. The obstacle associated with this mentality is that it is difficult for them to make
decisions on their own and to take responsibility. Their upbringing, characterized by “helicopter
parenting,” fostered a need for guidance and validation (Fernandes & Machado, 2021).
As baby boomers retire, millennials increasingly take on leadership roles in various
industries. The leadership style of baby boomers relied heavily on ethical considerations and
entrepreneurial perspectives (Seaton & Boyd, 2007). Baby boomers preferred participative
leadership, which emphasizes consensus-building and collective decision-making (Bertsch et al.,
2022; Gergen et al., 2014; Knouse, 2011; Rodríguez et al., 2003). Baby boomers often struggle
with adapting to technological advancements and communicating effectively with younger
generations, showing a distinct preference for face-to-face interactions over digital
20
communication (Fadhilah & Adiarsi, 2019; Venter, 2017). As baby boomers began to retire,
concerns about the leadership gap left behind, particularly in fields like nursing, intensified
(Bittner, 2019; P. E. Thompson, 2016).
The generational shift presented both challenges and opportunities for organizations.
Millennials, the largest demographic, bring unique characteristics to various industries, including
the military (Axten, 2015). Characteristics such as technological proficiency, diversity
awareness, and a preference for teamwork (A. Murray, 2011; Randive Admane, 2018). To
develop a cross-generational workforce of leaders, organizations should focus on mentorship,
professional development, and aligning with their values (Bittner, 2019; Morton, 2016).
Generational differences in work ethics, expectations, and leadership styles are well-documented
(Gergen et al., 2014; Kornelsen, 2019; Salahuddin, 2010). Mentoring programs, including virtual
mentoring, are suggested to bridge this gap and develop new leaders (Houck, 2011; Mosley,
2005). Responsible leadership, combining transformational, servant, and authentic styles, is
proposed as an effective approach across generations (Kornelsen, 2019). The concept of
alternating leadership acknowledges the duality of leader/follower roles within individuals and
may better suit expectations of leading in a multigenerational workforce. This may help address
generational differences in leadership expectations (Andert, 2011). Organizations must also
consider gender differences in job satisfaction and organizational commitment (Kaifi et al., 2012;
Warshawski et al., 2017). By understanding and leveraging generational traits, companies can
ensure a smooth transition and maintain organizational stability as leadership demographics
change.
Leaders have complex motivations and leadership preferences. Credibility, comprising
vision, communication, trust, and perseverance, is crucial for engaging followers and addressing
21
workplace challenges (Ben Muli, 2022; Cichy et al., 2015). Executive coaching is commonly
used for developing high-potential leaders (Hagemann & Stroope, 2013). To address the
leadership exodus of baby boomers, organizations should foster cross-generational cultures,
tailor compensation packages, and offer leadership coaching (Besheer & Ricci, 2010). Trust is
fundamental to effective leadership across all generations (M. M. Martin, 1999). The transition
to digital workplaces presents unique challenges for baby boomer leaders, requiring adaptation to
communicate effectively with younger generations (Fadhilah & Adiarsi, 2019). As organizations
face new challenges in the 21st century, strategic leadership and the ability to adapt to
revolutionary changes become crucial (Seaton & Boyd, 2007). For the baby boomer generation,
valuing emotional intelligence has influenced leadership styles across sectors (Mittal & Sindhu,
2012). Emotional intelligence is particularly important for leaders managing diverse generational
groups, as it enables them to adapt their leadership style to meet the unique needs and
motivations of each cohort (Oliveira & Andrade, 2022).
However, each generation may value intrinsic and extrinsic factors, with intrinsic
motivation positively predicting leadership behaviors (Rosch et al., 2015; Whitehead, 2021).
Employees prefer transformational leadership styles that provide coaching, caring, and
participation in decision-making (Valenti, 2019). However, transformational leadership may not
be as influential for millennials as for previous generations (T. Porter et al., 2022). Gender
impacts motivation to lead, such as millennial women showing higher intrinsic achievement
motivation than male peers (Offermann et al., 2020; L. E. Porter & Prenzler, 2019). Practical
strategies for motivating employees of all generations in the workforce include rewards and
recognition, high-quality leader-member relationships, and professional development
opportunities (Nilo, 2021).
22
Employees from all generations value meaningful work, continuous learning, and work–
life balance (Campione, 2014; Kaifi et al., 2012). Factors influencing their job satisfaction
include work environment, innovation, career development opportunities, and relationships with
supervisors and colleagues (Ludviga, 2020; Octora et al., 2024). Employee involvement and
participative decision-making positively impact job satisfaction (García et al., 2019). However,
there are gaps between workplace expectations and reality (Ludviga, 2020). To improve job
satisfaction and organizational commitment, employers should consider implementing mentoring
programs, adjusting job designs, and fostering a workplace that nurtures empathy and respect
(Hessen & Lewis, 2001; Tschantz, 2016; Waltz et al., 2020). Additionally, understanding
perceptions of working life for all generations in the workplace, including their demands for
inclusion, diversity, and autonomy, is crucial for organizations to adapt to this growing
workforce segment (Gallo et al., 2020; Weston, 2001).
Soft skills, such as effective communication, collaboration, inspiration, resolution of
problems, and reliance, are seen as vital qualities for a successful work environment (Ferri-Reed,
2016; Salahuddin, 2010). The perception that millennials are technologically savvy but
communication-deficient is that studies show they do not necessarily lack communication skills
(Shrivastava, 2020). Effective leadership for millennials requires adapting communication styles,
embracing digital technologies, and supporting independence and entrepreneurship (Myers &
Sadaghiani, 2010; Peramesti & Kusmana, 2018; Saputro, 2022; Simbolon, 2023). Leaders should
focus on being connectors, mentors, and opportunity creators and develop style-typing and styleflexing skills to optimize communication (Hartman & McCambridge, 2011; Simbolon, 2023).
Generational differences in communication preferences exist, but similarities are also present
(Pierce & Payne, 2019). Rebranding soft skills as entrepreneurial skills may improve their appeal
23
to younger engineers (Jafari Marandi et al., 2019). Enhanced intergenerational communication
through traditional practices and modern technologies can be effective (Sage et al., 2017).
Differences in soft knowledge utilization among generations have been observed in the IT sector
(Busch et al., 2008). Workshops focusing on soft skills and digital literacy can benefit millennial
students (Haerani et al., 2023).
Mentoring millennials requires understanding their preference for flattened hierarchies
and broad access to stakeholders, which may conflict with traditional academic structures
(Meister & Willyerd, 2010; Waljee et al., 2020). They were labeled “trophy kids” because they
usually get recognition for minor performances (C. Thompson & Gregory, 2012, p. 241).
Millennials are confident, team-oriented, achievement-driven, sheltered, and pressured due to
their upbringing by “helicopter parents” (Fernandes & Machado, 2021, p. 103). Some studies
previously suggested millennials exhibited increased narcissism and self-esteem qualities
compared to previous generations (Twenge, 2023). They were viewed as high maintenance in the
workplace, requiring frequent guidance and validation (Tulgan, 2009). The contradictory results
arose from different measurement methods and difficulties separating age-related effects from
actual generational influences (Davis et al., 2021). As millennials have evolved, they have
moved away from their predecessors where there was a greater emphasis on rankings measured
by standardized tests. This variation in standards is seen in both extreme forms of trophy rewards
and in prospective evaluation.
Readjusting the mentality of leading multiple generations in a corporate environment will
change prior generations as millennials lead the workforce. Generational differences in the
workplace reveal varying preferences and perceptions among baby boomers, Generation X, and
millennials. Work–life balance is a crucial concern across generations, with Gen X and
24
millennials showing a preference for it (Buzza, 2017; C. M. Campbell & Patrician, 2020).
Generation X reported the most work-family conflict, while baby boomers experienced the most
family-work conflict (Bennett et al., 2012). Workload negatively affects the quality of work life
for millennials and baby boomers, but not for Generation X (Lai et al., 2012). Millennials exhibit
higher work centrality, while baby boomers prioritize family (Bennett et al., 2012). Stereotypes
exist regarding technology use and work ethic across generations (Weeks et al., 2017). Managers
are crucial in addressing work–life balance needs (Gilley et al., 2015). Understanding these
generational differences can help organizations tailor their recruitment, retention, and
management strategies (De Stefano, 2012; Fishman, 2016).
Organizations have introduced diverse programs over the last couple of decades to take
advantage of differences rather than impede team cohesion in allowing more diversity in the
workplace (Oliveira & Andrade, 2022). Flexibility and adaptability also prove crucial for
effective leadership across generations. Generation X values flexibility and competency
development (Weston, 2001), while millennials emphasize adaptability and technological savvy
(Folarin, 2021; Randive Admane, 2018). Creating a culture of trust, offering flexible work hours,
and providing career-building opportunities help address the need for work–life balance (FerriReed, 2016; Penney & Neilson, 2010).
Millennials are becoming the dominant demographic in the workplace, bringing new
perspectives and challenges to leadership roles (Fernandes & Machado, 2021; Nguyen, 2023).
They value diversity, flexibility, and teamwork, preferring flatter hierarchical structures and
collaborative environments (Randive Admane, 2018; Sruk, 2020). Organizations need to adapt
their strategies to attract, retain, and develop talent from all generations, including providing
career planning resources and growth opportunities (Folarin, 2021; Nguyen, 2023). However,
25
despite progress, women and minorities remain underrepresented in leadership positions
(Blancero et al., 2018; Hirsch, 2017). Companies should focus on inclusive practices, such as
affinity networks and minority mentoring (Hirsch, 2017). There is a need to guide each
generational leader in the organization toward leadership roles through proper mentoring and
support (Sittler, 2019). Understanding and leveraging generational differences can lead to
organizational success and growth (Sruk, 2020).
Those in leadership positions should leverage their strengths, such as an exceptional
ability to creatively solve problems using technology, a strength for millennials. The ability to
creatively solve problems is crucial for companies to harness when grooming the next generation
of leaders (Ferri-Reed, 2016). As the technology generation, millennials are reshaping the
modern workplace with their technological proficiency and unique characteristics (Jerome et al.,
2014). They bring efficiency, diverse computer skills, and a drive for personal development
(Canedo et al., 2017). Their leadership style is influenced by technology, emphasizing
collaboration and networking (Balda & Mora, 2011). Millennials prefer authentic leadership and
value-driven work environments (Au-Yong-Oliveira et al., 2017). Organizations are adapting
their strategies to effectively integrate millennials, including talent management and HR
practices (Canedo et al., 2017; Huyler et al., 2015). Information communication technology and
reverse mentoring are crucial for developing millennial leaders and promoting innovation
(Harrison, 2016). The COVID-19 pandemic has accelerated the need for digital learning and
skills adaptation (Elayan, 2022). Adjustments in higher education are needed to equip the
multigenerational workforce for an ever-changing work environment (Au-Yong-Oliveira et al.,
2017).
26
By leveraging millennials’ high levels of technological efficiency, companies can help
their millennial managers work smarter rather than harder. Even at higher levels of expected pay,
companies can benefit from the unique strengths this group brings to the office (Barford &
Hester, 2011). Millennials are likely to continue demanding change rather than conforming to
traditional expectations of the workforce. Their technological proficiency and demand for rapid
advancement are changing traditional work environments (Pizzi & Pesati, 2012). While
millennials generally expect more from employers, the relative importance of various workplace
factors remains similar across generations (Magni & Manzoni, 2020). Organizations must adapt
their recruitment, onboarding, and retention strategies to accommodate this generation’s needs
(Chopra & Bhilare, 2020; Huyler et al., 2015). Understanding and leveraging Millennial traits
can improve employee performance and organizational success (Darby & Morrell, 2019).
Fully understanding generational leadership tendencies requires examining how
organizations respond to current leaders and the various philosophies of leadership typology.
Millennial leaders are poised to shape the future of strategic decision-making in organizations.
They strongly focus on corporate social responsibility and stakeholder approaches to financial
management (Reavis et al., 2021). Millennials possess unique characteristics influenced by their
natural traits and work experience in strengthening their decision-making competence
(Wulandari & Dewi, 2024). To cultivate millennial leaders, organizations should provide
mentorship, clear career paths, and a conducive work environment (Malara & Mathur, 2019;
Randive Admane, 2018). Digital-savvy millennials are proficient in networking and
collaborative ventures, but for international leadership success, they may be required to forge
social connections complemented by an understanding of diverse cultures (Butler et al., 2020).
For these up-and-coming leaders born into the digital era, strategic thinking necessitates posing
27
essential inquiries while envisioning myriad future scenarios (Schoemaker & Krupp, 2015). The
School Health Assessment and Performance Evaluation (SHAPE) framework offered strategies
for empowering millennial leaders to address challenges in the healthcare industry (Gunnoe et
al., 2018; A. D. Martin, 2020).
In this study, all interviewees had a military background as a source of their leadership
experience and noted that leadership was critical in career progression. The military emphasizes
early leadership opportunities, communication, and the welfare of subordinates (Jordan, 2007). It
also trains commissioned officers to adapt to uncertainty and empower subordinates (Groysberg
et al., 2010). In contrast, business leadership has shifted toward participative styles (Somech,
2005). The military’s focus on readiness, commitment (Useem, 2010), and transformational
leadership (Bedzo, 2021) are also notable. However, the military’s hierarchical structure and
transactional leadership style (Bedzo, 2021) may lead to toxic leadership practices. The business
world, on the other hand, values strategic intent and decision-making (Useem, 2010).
Despite these differences, both sectors can learn from each other (Jordan, 2007).
Transformational leadership differs between the military and business worlds in several key
ways. In the military, transformational leaders are expected to be more charismatic and focus
strongly on training and practical experience (Hamad, 2015). They are also responsible for
supporting national defense capability and generating commitment from all stakeholders
(Rehardiningtyas et al., 2022). In contrast, business organizations tend to rate their leaders higher
in terms of challenging the status quo, inspiring a shared vision, modeling the way, and
encouraging the heart (Hechanova & Cementina-Olpoc, 2013). Despite these differences, the
core principles of transformational leadership remain the same, with a focus on articulating new
28
visions, exhibiting passion and confidence, and aligning individual aspirations with
organizational vision (Bush, 2018; Quiros, 2020).
Millennials are increasingly taking on leadership roles, with studies highlighting their
potential impact and the need for support in their development (D’Amato & Macchi, 2019;
Folarin, 2021; Grotkamp et al., 2020; Karima et al., 2022; Petrelli, 2020; Rohrich & Rodríguez,
2020; Zachara, 2020). Despite stereotypes, they display adaptability and a strong service
mentality, emphasizing the importance of interpersonal relations, positive thinking, and work
management (Karima et al., 2022). However, organizations need to create structures that allow
each generation represented in the organization to meet their potential (Grotkamp et al., 2020).
To cultivate and enhance the number of developed leaders, it is important to understand their
attitudes and provide mentorship on career-building behaviors (Folarin, 2021). Figure 1 is a
visual representation of the generations examined in this study.
29
Figure 1
Generational Cohorts Chart
Note. Adapted from Generations: The History of America’s Future, 1584 to 2069 by W. Strauss
and N. Howe, 1991. Harper Perennial. Copyright 1991 by William Strauss and Neil Howe.
Generational Theory Overview
It has been shown through generational theory that each generational group is shaped by
external social factors, such as world events and social trends (M. Johnson & Johnson, 2010;
Strauss & Howe, 1991). In the workplace, it has been observed that each group carries its values
and behaviors (Eldridge & Stevens, 2017). Research by D. Murray and Chua (2014) has revealed
that gender roles and leadership styles further distinguish such generations. Specifically, due to
the correlation with the women’s movement, Gen X women were less accepting of gender roles
and lead similarly to men of the same cohort (D. Murray & Chua, 2014).
W. K. Campbell et al. (2015) argued that generational distinctions can be used to provide
clues into how different age groups perceive their world. They postulated that considering the
30
specific life experiences of each generational cohort can allow managers to appreciate the
different skills brought to the workplace by each age group. Knowing this could enable managers
to alter their leadership style appropriately and generate a harmonious work environment
embracing multiple generations working in unity. This analysis used the model by Strauss and
Howe (1991) that considers the various generations’ specific skill sets as it investigated how to
maximize output in the public sector in the United States with a diverse age composition of
workforces.
The complexity of the various elements that shape leadership behavior necessitated more
profound research that was equipped to grasp the individual’s development over time and
consider characteristics independent of the individual (Scott et al., 2020).
Baby Boomers
Members of the baby boomer generation, born between 1946 and 1964, following World
War II, were greatly shaped by the significant cultural products and world occurrences of the
time, such as Pepsi, Woodstock, the Vietnam War, protests, and rock music. Strauss and Howe
(1991) characterized this generation as the most conceited and self-satisfied in the history of the
United States. This reputation of the baby boomers as overly confident, reluctant to work in
solidarity as a community, and reluctant to express feelings and emotions was perpetuated. Baby
boomer children were frequently excessively indulged in childhood and reared in households
where they were the focus of attention. Consequently, these young adults developed a robust
sense of self but lacked essential social skills (Strauss & Howe, 1991).
As the baby boomer generation began to enter the workforce, they sought after personally
fulfilling professional lives, often leading them to look toward small independent businesses
rather than industrial and service tasks. Searching for satisfaction and a desire for
31
accomplishment, baby boomers are attracted to working alone in smaller groups. Many of them
face a challenge due to their propensity for distraction and striving for excellence: an inclination
to become perfectionists (Strauss & Howe, 1991).
Gen X
Members of Gen X, born between 1964 and 1981, were shaped by events such as
Watergate, MTV, and the AIDS crisis, in contrast with baby boomers and older generations.
During their developing years, divorce and abortion rates reached record highs, leaving a sense
of skepticism and doubt toward their predecessors and the world. Strauss and Howe (1991)
recognized that others perceived Gen X as frenzied, earthly, and slippery, while they saw
themselves as realistic, resourceful, and watchful.
Gen X’s education was inferior to that of the prior generation, resulting in the lowest
graduation rate of 37%. This generation is often individualistic and would rather work
individually than in a group. They had difficulty achieving success in the major professions,
including law, medicine, and business. This was the beginning of the movement from a live-towork mindset to a work-to-live perspective, aiming to reach a good work/life balance. Gen X
often requires support from administration and tends to perform best on assignments with short
timelines.
Millennials
The millennial generation consists of those born between 1982 and 1997 who were
influenced by the Challenger disaster, the No Child Left Behind campaign, and the 9/11 terrorist
attacks. Their parents, baby boomers, were especially supportive and focused on getting the
millennial generation to assist with family and neighborhood duties. Typical qualities associated
with this age range are a commitment to equality, a positive outlook, teamwork, and a communal
32
mindset. Education was advanced, leading to a strengthening of academic requirements,
extended days at school, and more parental involvement (Strauss & Howe, 1991).
Given their various qualities, millennials will bring innovative ideas and a new outlook to
the workforce. They typically have higher levels of education and good work habits and desire
team collaboration and solidarity, in contrast to the lone-wolf mentality of Gen X. In addition,
this generation is well-versed regarding technology and anticipates it will provide a better
work/life balance (Howe & Strauss, 2000; Strauss & Howe, 1991). Figure 2 presents the
generations’ traits.
33
Figure 2
Generations, Archetypes, and Turnings (1901–2020) Generational Theory
Note. From Generations: The History of America’s Future, 1584 to 2069 by W. Strauss and N.
Howe, 1991. Harper Perennial. Copyright 1991 by William Strauss and Neil Howe.
34
Conceptual Framework: Generational Theory
The lens of generational cohort theory as a framework helped to understand how a
generation develops via their upbringing and life lessons to develop their leadership skills. This
framework can identify developmental practices of leadership development within an
organization’s multigenerational workforce (D. Murray & Chua, 2014). Generational theory can
be applied to benefit leaders in terms of their approach to employee development. Each of the
four generations in the current workforce is distinct in terms of their attributes and capabilities.
Leaders can utilize these attributes to assemble collaborative teams of variably aged individuals
who can combine their expertise and experience to achieve success for the organization (Dwyer
& Azevedo, 2016; Wiedmer, 2015).
Kosterlitz and Lewis (2017) concluded that organizations should alter their practices and
expectations to suit multiple generations’ needs if they intend to maintain a qualified workforce.
Warshawski et al. (2017) pointed out, for example, that gaining an insight into the actions of
each generational cohort and recognizing their special features is essential. Folarin (2021)
maintained that a successful leadership strategy with multiple generations requires that one
comprehends them, thus creating a space for them to progress together.
Tan et al. (2019) stated that a notable trait in each generation is valuing meaningful labor.
Every age group holds unique interpretations of diligence, duty, and productivity. The most
effective approach to engaging multi-generational team members is by promoting an atmosphere
where all feel interconnected according to Cates (2020), therefore honing their communicative
abilities beyond existing limits. When everyone feels like a member of the squad, they
collectively experience the advantages that diverse generations offer, solidifying them as a
35
formidable unit. Subsequently, Tan et al. asserted that this generation prefers to work in an
organization with a responsiveness to societal issues and a conscience of social responsibility.
Exploring the generational theory contributes to understanding the outlook of leaders
involved in this research (Figure 3). Investigating how each generation operates as leaders within
a multigenerational workforce demonstrates how a leader can effectively communicate and
facilitate the growth of their peers by creating a clearly defined vision and giving it a sense of
purpose (Wiedmer, 2015).
Figure 3
Conceptual Framework
Note. Generational theory identifies attributes from each cohort. Leaders can utilize these
attributes to assemble collaborative teams of variably aged individuals who can combine their
expertise and experience to achieve success for the organization. Developed leaders in a
multigenerational workplace gain cross-generational developed expertise.
36
Qualitative research methods allow for exploring how a multigenerational organization
develops leadership skills, how each generational cohort believes what a leader should be, and
how to shape those strategies. This study would provide leaders with generational differences
and methods to effectively develop employees to lead and develop those leaders of the future.
Generational theory accounts for distinctions between generations brought about by a
person’s age-related involvement in remarkable occurrences throughout their lifetime. Strauss
and Howe’s (1991) research on American history demonstrates these distinctions. Additionally,
Mannheim’s generation theory, written in 1928, argues generational distinction, because of age,
location, and social climate rather than because of one’s birth date (as cited in Wolff, 1993).
However, Mannheim suggested these similarities extended to a more limited geographic area.
Instead of focusing on one limited geographic area, generational theory looks at
generations across larger areas, such as the United States as a whole. For this study, I studied
millennials, baby boomers, and Gen X members in the U.S. Air Force, so Strauss and Howe’s
(1991) approach was better suited to my task as it entailed interviewing millennials and baby
boomers, Gen X generational professionals who served in the U.S. Air Force.
Conflict arises from the differences between generations, which Strauss and Howe (1991)
examined and theorized about, deeming traits and attitudes to define a generation’s values and
characteristics in adulthood. Those values and characteristics can profoundly affect workplace
dynamics (VanMeter et al., 2013). Mmatli (2015) determined that the ages of those in the
workplace can considerably affect how they communicate and exchange ideas. Dissimilarities in
the generations may cause struggles between colleagues of different ages, going as far as to
ostracize certain generations in the workplace. Bosscher (2018) further reinforced that each
generation has its unique learning approach; stimulating activities or classes for one age range
37
might not excite another. Trevino (2018) corroborated this thought by ascertaining that every
generational cohort has distinct desires, needs, and expectations. As a collective, all these studies
confirm the essentials of taking generational distinctions into account when understanding
leadership development. It is necessary to recognize generational differences to properly
develop, motivate, and gain understanding across the generations.
Academics are divided on the exact date when a generation begins and ends. Following
generational theory (Strauss & Howe, 1991) and Mannheim (as cited in Wolff, 1993), a birth date
is not a reliable way to gauge the start of a generation. Growing technological advances in
modern times have also created the potential for individuals to be born significantly apart in age.
Therefore, generational theory (Strauss & Howe, 1991) established a generation as typically 22
years. However, this length may change over time. Strauss and Howe (1991) suggested that a
group of people born within the same interval may have endured some form of similar
experiences in life. Strauss and Howe quantified the millennial generation with a span of 23
years (1982 to 2004), but the Pew Research Center established the same age bracket as 1981 to
1996 (Dimock, 2019). LifeCourse Associates, a firm created by the authors of Generational,
agrees with the original timeline of millennials consisting of those born from 1982 to 2004. For
this study, I used a demographic tracking web resource that provided the breakdown of the U.S.
population by generation (Duffin, 2019) and determined that millennials were born from 1982 to
1997.
Conclusion
Modern studies have explored the qualities and standards of baby boomers, Gen X, and
millennials in the workplace. Despite this, there has been little research on how previous
generational leaders are developing future generations. As higher-level leadership positions are
38
being filled with younger professionals, current employees and managers must develop strategies
to ensure their success. While different generations may act differently in the workplace, it is
important to remember that the stereotypical characteristics popularly attributed to them do not
always reflect reality (Becton et al., 2014).
Investigating the distinctions between generations could yield information that could
shape rules and procedures in the workplace or demonstrate that certain companies are already
taking steps to satisfy the varied wants of their personnel. Leaders must adjust policies and
practices to consider the different generations they represent on their team and within the
organization. With the combination of these three generations in the workplace, conflicts will
arise due to their contrasting expectations and likes.
Since baby boomers and Gen X have been most of the labor force over the decades, every
workplace generation needs to understand each cohort’s values and preferences better. This has
changed with Millennials now being the majority; merging the knowledge of baby boomers and
Gen X with the productive qualities of millennials is a reality in which to preserve an active
labor force and develop the next generation of leaders.
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Chapter Three: Methodology
The purpose of this qualitative study was to identify leadership lessons learned from
different generations through the generational cohort theory and how different generational
leaders could integrate their styles with the lessons learned from baby boomers, Gen X, and
millennial professionals to advance leadership development in the multigenerational workplace.
The choice of using a phenomenological method to explore the lived experiences complemented
the qualitative study and was supported as an appropriate method for this study.
Research Questions
1. How do military veteran inter-generational leaders describe their leadership approach
in the civilian workforce?
2. How do military veteran inter-generational leaders perceive the influence of their
leadership values on the development of future leaders in the civilian workforce?
Overview of Methodology
The goals of this study corresponded with the qualitative research question requirements,
with Creswell and Creswell’s (2018) recommendations for the creation of qualitative research
questions used in the construction and design. The rules are outlined below. The goal was to
“explore the general, complex set of factors surrounding the central phenomenon and present the
broad, varied perspectives or meanings that participants hold” (Creswell & Creswell, 2018, p.
133).
• Ask one or two central research questions.
• Ask no more than five to seven subsequent questions.
• Relate the central question to the specific qualitative strategy of inquiry.
40
• Begin the research questions with the words what or how to convey an open and
emerging design.
• Focus on a single phenomenon.
• Use exploratory verbs that convey the language of emerging design.
• Expect the research questions to evolve and change during the study.
• Use open-ended questions.
• Specify the participants.
The interviewees were leaders who have led in military and civilian multigenerational
organizations and those from different generations who have led others to find the best
leadership methods. The focus of using this method was to break the cycle of leadership
development from older generational thinking. By exploring how multigenerational
organizations develop leadership skills from each generational leader, one can see what each
generational cohort believes a leader should be. Also, one can also learn how to shape those
learned strategies. Using generational cohort theory aids in discovering how one’s upbringing is
affected by the events in the time period defined in their generational cohort years and how to
discover how each generational cohort was shaped as leaders. Analyzing those themes gave a
better perspective on how to incorporate leadership lessons across the multigenerational
landscape of the organization.
Moustakas (1994) found that a phenomenological approach “involves a return to
experience in order to obtain comprehensive descriptions that provide the basis for a reflective
structural analysis that portrays the essence of the experience” (p. 13). To support qualitative
interviewing investigations, Patton (2015) provided a typology of questioning questions. The
interpersonal interview was designed to capture the lived experience of the leadership
41
phenomena using three of the six types of question styles. These included feeling questions,
opinions and value questions, and experience and behavior questions. Cozby and Bates (2018)
and de Vaus (2001) presented viewpoints and ideas on how to create an effective research topic
in the early phases of information mining and working to reduce the scope of the study.
Researchers employed phenomenological designs to investigate the relevance of
activities in life (Merriam, 2009). After choosing a specific phenomenon to research, scientists
must contemplate the philosophical aspects to choose the most suitable phenomenological design
for their study. Stewart and Mickunas (1990, as cited in Creswell, 2013) impressed on several
suppositions and fundamental philosophical notions of getting knowledge. Researchers
employing phenomenological methods set aside their personal outlooks. Interpretation consists
of constructing personal significance (Warnke, 1987).
Each person’s experience has its own distinct significance. Comprehending the theories
presented by figures such as Husserl, Heidegger, Giorgi, Moustakas, and other phenomenologists
enabled researchers to design experiments that offered discoveries in human science.
Hermeneutic and transcendental phenomenological approaches are considered philosophical
ideas (Moustakas, 1994). Researchers employing these approaches center their investigations on
examining documents and experiences based on history and culture (Crotty, 2004; Shank, 2006).
The continuous or hermeneutic cycle of interpretation based on social construction is an integral
knowledge of this academic area (Giorgi, 1997). Participants can excel in a challenging setting
thanks to hermeneutic phenomenological research (Shank, 2006).
Rather than disregarding personal accounts, hermeneutic phenomenologists integrate
their interpretations into the research by analyzing the true nature of the individuals’ lived
experiences (Sokolowski, 2000). Meanwhile, transcendental phenomenologists adjust their
42
research models to the four philosophical assumptions Moustakas (1994) defined. Unlike
hermeneutic phenomenologists, those utilizing the transcendental approach (first established by
Husserl) tend to ignore personal experiences and focus more on the participant’s individually
developed interpretations of events (Giorgi, 1997). Additionally, transcendental
phenomenologists recognize the significance of background and historical circumstances but
seek to create novel knowledge through the perspective of the research participant (Shank,
2006). As such, a transcendental phenomenological approach considers this as the perfect choice
for the present study. Various studies have looked at traits associated with different generational
cohorts and how those different generations interact using quantitative or mixed methods
(Andert, 2011; Drago, 2006; Schultz, 2010).
Research Design and Setting
This qualitative study examined how proven leadership lessons learned affected different
generation’s leadership development. Open-ended questions were used to collect data about this
area, which is still relatively unexplored in the current literature. Yin (2018) stated this
methodology provided a more comprehensive approach that is not limited to other methods. This
qualitative approach was the best choice for investigating how people were affected by their
multigenerational peers, based on the testimonies collected from participants in an interview
(Aggarwal & Ranganathan, 2019). The purpose of the research was to understand how each
generational cohort articulated the effect baby boomers, Gen X, and millennial professionals
developed and how each generational professional can develop further as a mentor to all
generational leaders in the workplace. This research acted as the basis for refining leadership
abilities. It also provided insight into the disparities between different generations present in the
business environment. A deliberate sampling method helped to capture relevant information
43
regarding the topic at hand from the participants. Millennials, those born between 1981 and
1995, account for around 22% of the U.S. resident population, with nearly 72 million members
(Duffin, 2019). The millennial generation is the greatest contributor to the U.S. labor force
(35%), surpassing both the baby boomers and Gen X (Fry, 2018). Millennials embrace inclusive,
collaborative, and dedicated leadership that is value-centered (Maier et al., 2015) and choose
approachable leaders who lead by example with a high level of integrity, ethics, and vision
(L. V. Cox, 2016). The focus of this study is on people from three generation groups: baby
boomers, Gen X, and millennials who worked in a U.S.-based organization and had experience
leading more than 10 personnel for 5 years or more.
I chose a qualitative approach to address the research questions by using phenomenology
theory for this study. This method concentrated on analyzing an occurrence via anecdotes of a
specific incident (Creswell & Poth, 2018). The purpose of this study was not to decipher a
specific happening but to recognize the go-to leadership methods desired by a mutual set of
people when it comes to potential outcomes in a multigenerational workforce.
The Researcher
Through this research, I came to the realization that I am a millennial. With a unique
insight into leadership development strategies, I am both young enough to relate to millennials
and old enough to understand baby boomers and Gen Xers. This proved helpful in giving each
group a sense of comfort in the study. Additionally, because I have experience working with a
multigenerational workforce, individuals felt more comfortable referring me to potential study
participants.
It is very important for scholarly researchers to be alert to their own convictions,
presumptions, and cultural values, as these may inadvertently modify the outcomes of the study.
44
An example of bias is intentionally altering evidence to fit with a prior theory. To prevent this
from occurring, I kept an open mind while assembling data and was equipped to face the results.
Cope (2014) recommended including a reflective journal as part of the project to ensure its
accuracy. Maintaining a reflective journal allowed me to make sure that inadvertent biases did
not affect my behavior.
Data Sources
The participants were 13 individuals who served in the U.S. Armed Forces at different
times and may or may not have had shared experiences in their careers. Data were collected from
every level of the U.S. Armed Forces’ organizational structure using in-depth interviews. For the
pilot interviews my sampling was two participants from Gen X and the millennial cohort. The
recruitment approach was a purposeful sampling as the target of the interview protocol was
designed for cohort specific individuals for their experiences. The two individuals were over 40
years old and had more than 10 years of leadership experience alongside different generations. I
assigned pseudonyms to all organizations and participants.
Participants
Millennials, those born between 1981 and 1995, account for around 22% of the U.S.
resident population, with nearly 72 million members (Duffin, 2019). The millennial generation is
the greatest contributor to the U.S. labor force (35%), surpassing both the baby boomers and Gen
X (Fry, 2018). Millennials embrace inclusive, collaborative, and dedicated leadership that is
value-centered (Maier et al., 2015) and choose approachable leaders who lead by example with a
high level of integrity, ethics, and vision (L. V. Cox, 2016). Due to these demographics, gaining
access to interview Millennial leaders will not be a challenge.
45
The samplings should be an even mix of baby boomers, Gen X, and millennials who
served between at least 5 to 10 years in the military and led 10 or more subordinates across
different military specialties. Finding an even number of participants from each cohort posed a
significant limitation for this study, potentially affecting the comprehensiveness of the findings,
as the insights from underrepresented cohorts might need to fully capture their unique leadership
styles and values. Participants may have retired (serving over 20 years) and were also veterans.
Other characteristics were not part of the criteria, such as race, gender or sexual orientation, to
capture the leadership development of different generations to provide a more generalized theme
of leadership methods.
Instrumentation
The semi-structured interpersonal interview is designed to capture the lived experience of
the leadership phenomena from 12 questions that include feeling questions, opinions and value
questions, and experience and behavior questions (Patton, 2015). Researchers interested in
analyzing how individuals make sense of lived phenomena should rely on semi-structured
interviews (Smith et al., 2009). These conversations are expected to be free-flowing yet still
invite probing questions based on responses. This technique is advantageous, as it yields in-depth
data that is neither excessively strict nor unstructured. Through these types of questions, the
experiential data built a theme of what leadership lessons could be shared among millennials,
baby boomers, and Gen X in a multigenerational workplace.
Data Collection
For this phenomenological research, interviews took place in the Dayton, Ohio, area and
through virtual spaces (Zoom, Microsoft Teams, or FaceTime) from November 21 to December
30, 2023. Twelve interviewees, baby boomers, Gen Xers, and millennials, took part in the study
46
(Maier et al., 2015). I recruited participants from network connections gained from 23 years of
colleagues, peers, subordinates, and friends. I tracked access to these participants during the
dissertation process to prepare for the data collection. The participants met the criteria for this
study (L. V. Cox, 2016). The study’s goal was met via the general meaning gathered from the
verbatim responses of the individual experiences of the interviewees.
I used an interview protocol with 12 unstructured questions; all conversations followed
the same interview question sequence. The interpersonal interview was designed to capture the
lived experience of the leadership phenomena from feeling questions, opinions and value
questions, and experience and behavior questions (Patton, 2015). If responses were unclear in
what was expressed or if it was an unrelated subject, I asked proactive probing questions to
expand on details in the response. I recorded each interview and captured it with a cellular phone
recording application and an audio recorder device. During the discussion, I took notes on
nonverbal reactions to the interview questions as well as key responses to further analyze.
Data Analysis
The purpose of this research was to explore how different generational leaders in a
multigenerational workplace describe and reflect on the workplace experiences that helped shape
their leadership styles. While various studies and books examine the behaviors of different
generational leaders in a work setting, very few discussed different generational cohorts as
leaders in a comparable context and none discussed the impact of experiences on their leadership
style. Two of the most prominent authors in this area collected data regarding different
generations in leadership roles (Howe, 2014; Twenge, 2023). This lack of research prompted the
two major questions driving the study:
47
1. How do military veteran inter-generational leaders describe their leadership approach
in the civilian workforce?
2. How do military veteran inter-generational leaders perceive the influence of their
leadership values on the development of future leaders in the civilian workforce?
Qualitative data analysis involves looking for patterns and themes (Patton, 2015). The
two main methods of this type of analysis are qualitative and deductive, which involve bolstering
already existing theories, results, or explanations, and qualitative inductive analysis, which
brings to light novel ideas, results, theories, or explanations (Patton, 2015). This research
included qualitative inductive analysis without utilizing any pre-set analytical categories. As
suggested by Yin (2016), it is important to check and double-check the data, critically analyze it,
and be alert for any inadvertent biases that may arise. While the gathering and analyzing of data
are distinct processes, in qualitative inquiry, particularly when interpretive evaluation is
involved, the two activities tend to be intertwined. Data collection and analysis are not
independent of each other in qualitative studies, particularly in phenomenological studies. In this
kind of reflexive assessment, there must be specific questions asked throughout the process
concerning what the facts point to, what the researcher is looking into, and what the dialectical
relationship between the two is (P. Srivastava & Hopwood, 2009).
As Patton (2015) noted, no one thing will give a researcher the insights they are after, so
they must be able to make sense of the data acquired, decide what information is essential and
what is not, spot trends, and shape a way of expressing the findings. The power of qualitative
research is gained through a dynamic oscillation between the stages of analysis and
interpreting/reflecting (Merriam & Tisdell, 2016; Yin, 2016). The aim of the phenomenological
48
analytical method is to grasp and interpret human experience by offering explanations of reality
(Patton, 2015).
Credibility and Trustworthiness
The review of the interview protocol by peers, along with pilot testing and alterations
based on feedback, leads to the dependable credibility of the participants’ responses. Before any
alterations were made, an interview protocol was reviewed and enhanced based on the input of
associates. All 13 people had the opportunity to receive a record of the interview to guarantee
that they responded to the questions that were asked. The participants had the chance to correct
or add clarifications to the survey before finishing it, which was similar to the member-checking
process.
After this, I used analytic memoing, where field notes documented any ideas or concepts.
I conducted this type of memoing before the study’s coding phase to document opinions on the
interview responses. A thorough audit trail made up of descriptions of the virtual atmosphere and
transcripts of interviews conducted will be preserved meticulously and secured to protect the
origin of the data (Merriam & Tisdell, 2016).
Ethics
I ensured the participants’ consent at the start of the interviews. Participants were aware
that their involvement was voluntary, and they could exit the interview whenever they wished.
The names of all participants in publications from this study were confidential and remained
anonymous. I kept audio recordings, written notes, documents, and other material collected
during the research on an external encrypted hard drive and secured in a locked desk drawer.
After each session, the interviewee received a transcript of the session so they could check their
49
answers for accuracy and clarity. Moreover, I reminded the participants that they had the choice
of not answering questions if they were not comfortable doing so.
Limitation and Challenges
This research highlighted multiple downsides to assessing the leadership development of
different generations in a diverse age group of workers. The main hindrance was access to an
even number of participants from each generational cohort. The research included publications
newer than 2020 with an analysis of each generation’s position in the workplace. An evaluation
of the experiences of five millennial participants did not include any thought as to how the more
aged employees viewed multiple generations and how leadership development evolved, leading
to an unbalanced distribution of generational experiential data. Even though this approach
yielded data on the connections and experiences that could be subject to interpretive
phenomenological assessment, it was still not comprehensive.
Considering the experience of the baby boomers, Gen X, and millennial generations may
either confirm or disprove current ideas of becoming successful in their professional lives.
Examining the distinctions and similarities between them could give rise to methods that support
functional leadership in organizations composed of multiple generations. Studies about how
employees feel about their supervisors have been an integral part of uncovering how the
connection between generations grows (Fisk & Friesen, 2012). This approach is regularly
utilized when investigating how people view their working environment.
Another restriction of the study is that my professional background and biases could
potentially affect my outlook on Millennial participants. As suggested by Patton (2002), personal
experiences can be a limitation when collating and assessing participant data. Being a former
military member and now a civilian from the Millennial generation, I have often faced the task of
50
producing resources for older people in a multigenerational work environment. This involves
creating systems to recruit and retain the youngest members of present-day workforces.
The way I experienced matters would affect my EdD study. I implemented a reflective
approach to counteract any prejudgments or assumptions throughout the research phase (Berger,
2015). This reflective technique was particularly important for maintaining the data’s
authenticity and validity, as well as the accuracy of the conclusions drawn.
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Chapter Four: Findings
The purpose of this qualitative study was to identify leadership development for
generational leaders in a multigenerational workplace. In this qualitative study, through the lens
of the generational cohort theory, the instrument used to find lessons learned from different
generations using qualitative research questions to interview 13 leaders from different
generational cohorts. The choice to use the phenomenological method to explore the lived
experiences compliments the purpose of this study as one’s cohort is shaped by external, social
factors, such as world events and social trends, and how each group carries its values and
behaviors to the workplace. This study addressed two questions:
1. How do military veteran inter-generational leaders describe their leadership approach
in the civilian workforce?
2. How do military veteran inter-generational leaders perceive the influence of their
leadership values on the development of future leaders in the civilian workforce?
One item to keep in mind as each person interviewed spoke from gained experience that
overlapped and developed over their respective timelines. The findings did not explicitly outline
those biases or stereotypes of other generations that do not apply to the research questions.
Participants
This study sought to understand the unique experiences of 13 individuals whose
leadership experience stemmed from service in the U.S. military and civilian sectors at different
times. To achieve this, I set up open-ended interviews tailored around each participant’s schedule
with the goal of 60 minutes. I conducted each interview via Zoom to better facilitate different
time zones and participants’ geographical locations. During recruitment, each participant
received an information sheet to understand the purpose of the interview. The analysis and
52
findings were defined by a priori and posteriori coding (see Appendix D) and subsequent coding
methods as tools shaping our understanding. Also important during the study was maintaining
participants’ confidentiality. Hence, instead of real names, pseudonyms came into play
regardless of racial attributes, ensuring none could recognize who said what from published data.
Qualitative Findings Overview
Developing leaders in a multigenerational workforce involves moving beyond traditional
leadership styles, embracing technology advancements, and understanding the dynamics across
baby boomers, Gen X, and millennial generations. An analysis was conducted based on 17 hours
of interviews with military leaders who have worked with different generational leaders to learn
from their experience dealing with different generations. The value of acknowledging
generational differences when nurturing leadership development has been confirmed by studies;
using generational theory framework can assist as it considers age-induced influential
experiences that differentiate each generation’s perspective. Exploring individual characteristics
and personal lived experiences provides insights for effective cross-generational leading at
workplaces. Research findings challenge restrictive stereotypes about different generations’
leadership qualities, implying each has more positive attributes than pre-set stereotypical beliefs
give them credit.
Different generational leaders have been stereotyped in a negative light by other
generational leaders by association with what it means to be from a particular generation.
Organizations understand that more diversity brings more opportunities for productivity. Each
generation brings diverse talents that can add to the holistic approach of any organization.
Through qualitative analysis, six themes emerged: know your people, guidance, coaching,
53
culture, adaptability, and followership. Table 1 outlines each participant’s characteristics and
leadership experience.
Table 1
Participants Demographics
Participants Background
Bruce B. (Millennial) Bruce B. is a retired veteran. His 20 years of experience shaped
100s across different generations.
B. Barnes (Millennial) B. Barnes is a retired veteran. His experience spanned 22 years,
leading 100s others of different generations.
Clint B. (Baby boomer) Clint B. is a retired veteran with 30 years of experience
leading 1,000s of professionals of different generations.
Jane F. (Millennial) Jane F. is a retired veteran leading 1,000s from different
generations. Her leadership was recognized at the highest level.
Nick F. (Gen Xer) Nick F. is a retired veteran with 22 years of leadership experience
who influenced 1,000s of future leaders at multiple command levels.
Scott L.
(Millennial) Scott L. is a retired veteran with 21 years of leadership
experience operating in different fields and leading 100s from all
generations
Stan L.
(Baby boomer) Stan L. is a retired veteran with a varied background. His
leadership experience spanned 24 years of different generations.
T. Odinson
(Gen Xer) T. Odinson is a retired veteran with 30 years of leadership
experience, leading 1,000s across multiple generations at every command
level.
Hank P. (Gen Xer) Hank P. is a retired veteran in which he led 100s of personnel
across different generations. His leadership experience spanned 27 years.
Peter Q.
(Gen Xer) Peter Q. is a retired veteran with a background in recruit training.
His 27 years of leadership experience shaped 1,000s of different
generations.
J. Rhodes
(Gen Xer) J. Rhodes is a retired veteran with 32 years of leadership
experience. He was the senior member in many organizations and led at all
levels of command. He has led over 30,000 personnel from different
generations.
S. Rogers (Gen Xer) S. Rogers is a retired veteran, leading 1,000s of specialists of
different generations for over 25 years.
Tony S. (Baby boomer) Tony S. is a retired veteran. His 28 years in command of
1,000s of personnel at different levels and generations.
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RQ1: Leadership Methods
Research Question 1 looked to understand the leadership methods of baby boomers, Gen
X, and millennial leaders in the workforce. The interview questions related to this research
question concerned which leadership methods have been used by different leaders who have led
in a multigenerational workplace. The research discovered key findings related to leadership
development: Each generational leader is impacted differently by the different learned methods.
In the following sections, the findings are expanded and supported with evidence from
participant interviews.
Know Your People
Authentic relationship building can be difficult. Baby boomers did this through a
combination of interpersonal skills, professionalism, and a commitment to fostering connections
based on mutual respect and shared values. They valued having face-to-face interactions to build
relationships. Clint B., a baby boomer, explained,
Taking the time to meet me at my desk to discuss something showed me my opinion was
valued. This also provided an opportunity to workshop ideas instead of playing phone
tag. When someone would come to my desk instead of calling, it gave a chance to get to
know your co-workers and let my boss to get to know me.
We saw that Gen X was comfortable with multiple ways of communication, like how baby
boomers valued face-to-face interaction, and Gen Xers were more comfortable with using
technology to build relationships. J. Rhodes, a Gen Xer, spoke about casual conversations in
common areas of the workplace:
In the morning, I would go to the office kitchen to get my coffee, and while I was
waiting, I would have discussions about upcoming projects or meetings with my
55
leadership or peers. We would also discuss how each other’s weekend was and how the
family was doing.
Even though conversations were not always about work topics, having conversations
about personal lives provided those connections of how one’s organizational morale stood
beyond assumptions. Building authentic relationships with Millennials grew beyond the analog
actions of collaboration, leadership was now expected via other means. Bruce B., a millennial,
expressed, “I appreciated when my boss was approachable. One time, he asked about a restaurant
I was having dinner from my Instagram. He was looking for a place to have an off-site for the
office.” Understanding how important it is to know one’s people is key when trying to build
relationships across multiple generations in the workplace.
Patience
Participants mentioned patience as part of their leadership methods in ways that are
combined with soft skills in getting to know their people. A key point to having patience with
others lends to active listening and being present in the conversation. One of the five participants
who mentioned patience, T. Odinson, a Gen Xer, stated,
While leading a meeting on a specific topic, others in the room would bring up additional
points to consider. Even though the group was near an agreement on a way forward, I
would give the attention to the person to speak to their point. There may be something to
consider, or something was missed in the development process. I have been in meetings
before where the project lead was not willing to take the time to hear further
opportunities. In this example, the person brought up a good point about the process, and
the project was finished ahead of schedule.
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By recognizing others’ perspectives, the relationships with employees tend to build trust and a
stronger connection over time.
Situational
While certain leadership methods may be effective across different situations, it is
essential to recognize that leadership is situational, and the most effective approach often varies
depending on the context. Participants noted that the challenge with employing leadership
methods is not every method works in every situation. Of the six participants who mentioned
this, Stan L., a baby boomer, described an example,
Of the two subordinates, one needed less direction and always presented a solution if
there was a problem. The other subordinate lacked confidence in making decisions to
complete tasks. Even though both were great at their jobs, I could not motivate or inspire
them in the same way.
Effective leaders tailor their approach to accommodate individual differences in their people by
using different techniques, such as coaching, mentoring, or specific feedback.
Communication
Effective communication is everything. Leaders and followers must understand and adapt
to the diversity of communication preferences, styles, and values of each generation to facilitate
effective communication in the workplace. Nearly every participant noted communication as part
of their leadership methods. T. Odinson, a Gen Xer, was adamant about how important
communication is,
especially when new to an organization, listen more and talk less. By actively listening,
you gain a better understanding to those you interact with. It is important to give your
attention to the other person, as well as not to interrupt them because interrupting them
57
can make it seem like what you have to say is more important. By breaking up the flow
of the conversation it seems like you were just waiting to talk regardless of what the other
person said.
By embracing the impact carried by effective communication, an organization can build a more
collaborative and respectful workplace environment for every generation.
Guidance
Leadership development is an art. Like anything else, when it comes to leadership, one
needs guidance. Boomers were officially appointed mentors by their immediate supervisors,
regardless of aligned goals with the capability of the supervisor. They prefer structure as they
were conditioned to be goal-oriented, such as public recognition, promotions, and salary raises.
Stan L., a baby boomer, highlighted,
I was taught that you never leave the office until your boss left, this showed that I was
working hard, and if I left before my boss, the perception would be that I don’t want that
next promotion bad enough. I was told if I wanted to advance in the organization, I had to
show how hard I am working by being at my desk for 12 hours.
Gen X followed with some similarity to the baby boomer but took more control to seek
opportunities to grow professionally and apply that to the organization. S. Rogers, a Gen Xer,
stated, “educate yourself from those who have achieved success, you can learn good traits to
follow and bad traits to avoid.”
Other participants echoed this statement. Hank P., a Gen Xer, paraphrased this “You can
learn something from everyone.” Technology changed the landscape for millennials. In this era
of digital connectivity and social networking, the younger generation has an abundance of online
mentorship options. Sites such as LinkedIn, along with specialized discussion boards and virtual
58
communities, serve as efficient platforms for linking up with mentors in their profession. Bruce
B., a millennial, described, “Learn from good leaders and bad leaders, learn how not to be a bad
leader.” Finding mentors to provide guidance provides professional growth and improves one’s
credibility with those across the organization.
Mentor
Participants that noted mentorship in their leadership methods is different from
everyone’s perspective. Mentorship is perceived slightly differently by generation. Of the six
participants who mentioned having a mentor is an asset, Scott L., a millennial, advised, “Find a
mentor to emulate, whomever you chose, they have learned lessons through trial and error. To
have their experiences to learn from can help advance your abilities as a leader.” While each
generation may approach mentorship with different perspectives, the underlying value remains
consistent in personal and professional growth as well as skill development and career
advancement.
Credibility
Participants discussed different attributes of their leadership methods; credibility is an
attribute five of the participants mentioned. This attribute is similar to how subordinates react to
their leaders. One participant, Jane F., a millennial, spoke to this attribute,
Even when I would inform my team on a new process for the next project, I made sure I
became an expert in the new process. I knew there would be questions and that knowing
the process would add to my credibility with my team.
By demonstrating proficiency in the task, credibility becomes authentic, which can be seen by all
generations regardless of perspective.
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Coaching
Coaching as a technique has evolved over time. Baby Boomers were more hierarchal and
experienced coaching in different forms throughout their careers. Tony S., a baby boomer,
described, “When I first started my career, I had to search out programs that could help with
developing my professional skills. This was not something they offered in my organization.”
Programs to develop leadership skills were sometimes only offered to those in senior positions
and were not available for junior employees. Although Gen X valued more autonomy and a
work–life balance, they sought coaching focused on those preferences, individual development,
and personal growth. J. Rhodes, a Gen Xer, made a point: “Leadership styles should evolve,
through coaching, consider the people aligned with the mission.” Gen Xers received coaching
with a focus more collaborative than hierarchal. Coaching methods for Millennials have become
more personalized and well-rounded. This generation likes getting real-time feedback, being
recognized, having chances to move up, and growing personally. Technology is key in their
coaching plan to reach them with learning and communication. Jane F., a millennial, stated,
“You see so many social media platforms. These are resources to use to influence the masses by
providing guidance to those who are looking for growth. It only makes sense to use them other
than entertainment.”
The field of coaching leaders must be done through all available avenues and platforms.
Technology is a resource that cannot be ignored in developing every generational cohort.
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Table 2
RQ1 Key Findings: Leadership Methods Comparison
Know your people Guidance Coaching
Baby boomers “When someone
would come to my
desk instead of
calling, it gave me
a chance to get to
know your coworkers and let my
boss to get to know
me.”
“Taught that you
never leave the
office until your
boss left … if you
wanted to advance
in the organization.
Be at my desk for
12 hours.”
“I had to search out
programs that
could help with
developing my
professional skills
… not something
they offered in my
organization.”
Generation X “The office kitchen to
get my coffee. …
discuss how each
other’s weekend
was and how the
family was doing.”
“You can learn good
traits to follow and
bad traits to avoid.
… You can learn
something from
everyone.”
“Leadership styles
should evolve,
through coaching,
consider the people
aligned with the
mission.”
Millennials “I appreciated when
my boss was
approachable …
asked about a
restaurant … from
my Instagram… to
have an off-site for
the office.”
“Learn early through
the experiences of
others.”
“Used trial and error
can give you tools
to learn from their
mistakes.”
“Social media. …
those who are
looking for growth
… to use other than
entertainment.”
Summary RQ1
Research Question 1 looked to understand the leadership methods of baby boomers, Gen
X, and millennial leaders in the workforce. The finding highlights how different methods may be
similar, but the execution of the tools differs between the generational cohorts. Experiential data
from participants found understanding of each generation to be key. Themes pertained to
building authentic relationships, addressing the need for mentorship and how it is best provided
for different audiences, and how a personalized coaching approach is effective for each cohort.
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Conversely, the research found that millennials have leadership traits that surpass their
predecessors, such as self-actualization, are more educated, and thrive with collaboration to
achieve organizational goals as leaders.
RQ2: Leadership Values
The second research question sought to understand the perception of the influence of
leadership values of each generational cohort. The research discovered key findings related to
leadership development: Each generational leader has a different impact on the organization
from the different leadership values in the workplace.
Culture
Each generation comes with different values shaped by upbringing and experiences. Baby
boomers value stability and structure as workplace culture. They work hard, put in long hours,
and place the organization above their own needs. Tony S., a baby boomer, recalled,
Too many times, I work all weekend to complete a proposal so when the boss came in on
Monday, he would see the work had been completed ahead of time. I sacrificed time with
my family to try and impress my boss.
Due to upbringing, Gen Xers valued a culture of open communication and a sense of purpose.
This led to striving for more balance between work and home life through efficiency and focus.
S. Rogers, a Gen Xer, advised, “know your capabilities and limitations, ask for help, and use
your team. That is what they are there for.” Millennials have a higher value on workplace
culture. This need to contribute and have a bigger impact is part of the reason the value in the
workplace is higher. To work in a culture of flexibility of work/life balance is where millennials
can make a meaningful impact, a healthy culture like this is where an organization will get the
best out of millennials. From millennial Scott L.’s perspective
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An open mind, being flexible, and being mature about how your team handles tasks gives
them your trust. Having the trust of your boss is important, I know when I had the trust of
my superiors, I knew they believed in my abilities to get things done without being
micromanaged. I really appreciated it.
Part of a healthy culture is trust and respect, and millennials will respond better when they know
they are trusted.
Trust
Participants all discussed trust as a leadership attribute. As an attribute for leaders, trust is
one principle that is integrated into most other attributes. All but one participant mentioned trust.
Bruce B., a millennial, expressed, “I learned early in my career that being approachable, reliable,
and knowledgeable would build trust with my team. When you have trust in your team, they
have trust in you as their leader.” Universally, trust is valued across generations, but effective
leaders recognize and adapt to the expectations of different generations to demonstrate
authenticity and integrity to build trust within the organization.
Adaptability
Change in the workplace can be difficult, but it will always be a part of any organization.
Baby Boomers do prefer stability and predictability, but when they see changes that are
evidence-based, they do know how to show resilience. Stan L., a baby boomer, experienced
shifts in organizational priorities:
In a previous job, I oversaw an office that processed widgets. We knew the organization’s
leadership was planning on going to a new management system to track widget
production. A few of my employees did not like what was going to take place. Because I
had seen something like this before, I advised my employees to “be comfortable being
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uncomfortable.” This will happen again. Although they understood, they still did not like
the upcoming change. After a grace period, they were on board and continued the
excellent work they had always done.
Gen Xers have embraced flexibility to explore other opportunities, which makes change
come to them easier. J. Rhodes, a Gen Xer, thought,
As I climbed the organizational ladder, one thing that always stuck with me was “Be
committed to being better.” This point was important because everywhere I worked, the
environment was different, with different challenges and different teammates. By being
committed to being better, I knew that I could excel when the environment changed.
Adaptability for Millennials is a way of life because of the appreciation for the flexibility for
change. Bruce B., a millennial, used this method for adaptability: “In any environment, if you
just take a minute to observe, find the left and right boundaries before taking action, one can be
more successful when faced with unforeseen changes.” By having an approach to change, one
can leverage the challenges that come with change.
Flexibility
Each generation may have different expectations of flexibility from their leaders, but
ultimately, having flexibility in demonstrating leadership methods is valued by every generation
in the workplace. Of the eight participants who mentioned flexibility, Nick F., a Gen Xer, noted,
Many times I have been stuck in one way on a project, and one of my team leads brought
to my attention that some problems have come up. When this was brought to my
attention, I believed I needed to take a step back and see that something needed to
change. I called a production meeting with my team leads to see how we can address the
issues. The team brought up several solutions, and together, we worked out a way ahead
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that solved the problem and identified some other processes that could be improved.
When the project was presented to the customer, I stepped back to allow my team leads
to present their portion of the presentation instead of briefing the entire presentation
myself. After the presentation, I shared the great feedback from the customer with my
team leads. Not only did my team leads appreciate the feedback, but also the opportunity
to demonstrate to the customer firsthand their expertise.
Empowering employees by having an open mind to ideas and collaborating demonstrates the
flexibility in leaders to accommodate the diverse needs and preferences of their
multigenerational teams.
Emotional IQ
Participants who mentioned emotional IQ spoke about how this term was not one they
heard as they began their leadership experiences. But as they became involved with the latest
generation in the workplace, emotional IQ became an attribute that was likely known but was not
identified as well as other attributes. Of the five participants, J. Rhodes, a Gen Xer, noted,
Even when I came up in the ranks, I only now see that emotional IQ was used but not
highlighted as a necessary tool when leading people. As I rose to higher positions, having
a keen sense of emotional IQ was seeing that giving respect to those you lead and
understand that everyone is unique. By understanding people and their skills, one would
see that using emotional IQ assists in identifying strengths and weaknesses. This skill is
important to find opportunities in helping everyone turn their weaknesses into strengths
or, better yet, to just understand what your team is going through in their world.
However, regarding the degree to which each generation prioritizes emotional IQ, there is a
growing recognition among all generations of its importance in effective leadership.
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Followership
To understand leadership, one must understand what it means to be a follower. Baby
Boomers see that followership is essential to maintaining order and team building. This mindset
in aligned with the structure and hierarchy baby boomers are comfortable operating in. Clint B.,
a baby boomer, described,
Part of being a leader is being a good follower first. I learned early on that if you cannot
be a good follower, how would you know how to lead? Being a good follower comes
with understanding what your role is in the situation.
Understanding followership for Gen Xers is seen as an opportunity through collaboration and
teamwork. T. Odinson, a Gen Xer, believed,
Listen more, talk less. Do not only listen, but proactively listen. If you are just waiting to
say something when there is a pause, you didn’t really hear what the other person said.
Communication is a key to good followership because if communication breaks down,
the mission will fail.
For millennials, getting involved and following those experienced can help them develop
and move up in their careers. Jane F., a millennial, championed followership:
In my work center, I always did my job as best as I could. Part of being good at your job
is being accountable for my actions. One time, when my shift lead asked at the end of our
shift if I had accounted for all my tools, I said that someone else did. My shift lead stated
that if you cannot account for your tools, then you are not being the best at your job. He
asked, would you let someone else finish your job for you, and what if they had an
accident or lost the tools? Who would be responsible for the incident? After that, I
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learned that if I didn’t do what was right, my inability to account for my tools could cause
potential issues for the next shift.
Millennials want to make a meaningful impact and see that followership demonstrates a
contribution to overall organizational success.
Lead by Example
Participants discussed examples of dedication to a job well done or focused on getting
their team to the finish line on a project. Of the nine participants who mentioned “leading by
example,” Clint B., a baby boomer, made a good point:
Something I saw when I was in training stuck with me. We had to clean the dorms for a
distinguished visitor coming the next day. Of course, being young and tired from
training, no one wanted to work longer hours to mop and wax floors. Our class leader
was in charge and was the one bearing the bad news. He also was tired and was in
training with the rest of us, but he did not let it show. After everyone received their
assigned duties, he was the first one to get out the cleaning supplies and floor buffer.
Even though his job was to go from one hallway to the next to ensure everything was
getting done, he would come back to our hallway and start mopping. He did not
complain. He did not have an attitude like some of the others. Like a professional, he
ensured every inch of that floor was clean and prepared to be waxed. A few of [us] saw
this and joined in kind. We did not make a sound from frustration or complain about
being tired. After a few hours, our hallway was polished so well you thought it was
glass. The next day our distinguished visitor came and went, and one of the instructors
made a comment to our class leader about how well he made the floors look. Our class
leader deflected the admiration by stating it was a team effort. I never forgot that time in
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training. I knew our class leader was leading by example. It was a lesson in how to be a
good leader. Good leaders make more leaders. The lessons learned today become tools
of tomorrow.
However, leadership styles may vary, and understanding how generations show
leadership by example can foster leadership excellence and organizational success.
Work–Life Balance
Prioritizing a healthy work–life balance is a challenge for any generation. Each
generation values support from their organization depending on their perspective. Understanding
the impact of a healthy work–life balance is necessary as a leader. Of the seven participants who
mentioned work–life balance, S. Rogers, a Gen Xer, stated,
It wasn’t until I had been working for a few years before I felt all I did was go to work
and sleep. Even on my days off, I was still focused on work. When I started climbing the
ladder in my career, I began to think to myself about what I liked about my job and how
do I value my time off. It wasn’t until I met up with a friend I used to work with, and he
told me how he stuck to a time of the day where he would shut off the computer and
would go do one of his hobbies. He would not start that computer until the next workday,
to keep a clean separation between doing work and doing something outside of work. He
told me it changed everything for him and was happier.
While individual preferences differ between generations, the trend toward a greater prioritization
of personal time and flexibility in the workplace is becoming the norm. By understanding this
principle, good leaders should both support this and partake in a healthy work–life balance.
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Table 3
RQ2 Key Findings: Leadership Values Comparison
Culture Adaptability Followership
Baby boomers “Work all weekend to
complete a
proposal. …
Sacrificed time
with my family to
try and impress my
boss.”
“Leadership was
planning on going
to a new
management
system … advised
my employees to
‘be comfortable
being
uncomfortable.’
This will happen
again. … After a
grace period, they
were on board.”
“Part of being a
leader is being a
good follower
first.”
“Being a good
follower comes
with understanding
what your role is in
the situation.”
Generation X “Know your
capabilities and
limitations, ask for
help, and use your
team (that is what
they are there for).”
“Listen more, talk
less.”
Millennials “Being flexible. …
Trust in your boss
is important. …
Get things done
without being
micromanaged. I
really appreciated
it.”
“In any environment,
if you just take a
minute to observe,
find the left and
right boundaries
before taking
action, one can be
more successful
when faced with
unforeseen
changes.”
“In my work center, I
always did my job
as best as I could.”
“Being accountable
for my actions.”
Summary RQ2
The second research question sought to understand the perception of the influence of
leadership values of each generational cohort. The research discovered key findings related to
leadership development, as each generational leader has a different impact on the organization
69
from the different leadership values in the workplace. Experiential data revealed understanding
of each generation to be key. Key factors were that all employees appreciate a culture of trust,
respect, and flexibility. Each looks at opportunities with change and adopts the means through
which possibilities could be beneficial. Conversely, other factors recognized how millennials
thrive when given the trust and responsibility to lead. This will develop millennials as they value
the impact of the opportunities, and these factors also indicate the likelihood of positive
leadership development aligned with different generational leadership values in the workplace.
Summary
The narratives and lived experiences of the 13 participants collectively validated a
collection of lessons learned from different generations in how leadership development is shaped
by understanding perspectives from each generation in the workplace. The narratives from the
participants highlighted leadership lessons differentiated by each generation’s experiences.
Participants shared examples that provided lessons that shaped how they became the leaders of
other generations in the workplace. Lastly, interviewees expressed their perspectives in the sense
of development and not highlighting the negatives of other generations and how they lead.
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Chapter Five: Discussion
This chapter presents the summary and conclusion of the findings of the study, which
identify leadership development for different generational leaders in a multigenerational
workplace. Following a discussion of the findings, this chapter provides recommendations that
can be used in organizations for leadership development and better collaboration with multiple
generations in the workplace. The recommendations provided in this chapter were constructed
from scholarly literature centered on the purpose of this study and findings from the data
collection and analysis of this study, as outlined in Chapter Four.
This study focused on understanding how to develop future leaders while knowing how
to lead a multigenerational workforce. Leaders struggle to execute strategies for reaching each
generational cohort (Standifer & Lester, 2020). In this qualitative study, through the lens of the
generational cohort theory (Strauss & Howe, 1991), the four findings were informed by
interview data and analyzed according to the phenomenological methodology (Moustakas,
1994). In addition, the literature and my knowledge and experience addressed the purpose
statement and the two guiding research questions:
1. How do military veteran inter-generational leaders describe their leadership approach
in the civilian workforce?
2. How do military veteran inter-generational leaders perceive the influence of their
leadership values on the development of future leaders in the civilian workforce?
Discussion of Findings
Across the four findings, multiple themes were found to align with the literature reviewed
in Chapter Two to explore the lived experiences compliments the purpose of this study as one’s
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generational cohort is shaped by external, social factors, such as world events, social trends and
how each group carries its values and behaviors to the workplace.
Based on the findings related to leadership development (know your people, coaching,
adaptability, and followership), each generational leader is impacted differently by the different
learned methods and has a different impact on the organization from the different leadership
values in the workplace (Calk & Patrick, 2017; Giambatista et al., 2017). Millennial leaders
place much importance on meaningful work and are motivated by the need to belong and
personal fulfillment in their careers. Through the lens of the generational theory, developing
leaders in a multigenerational workforce involves moving beyond traditional leadership styles,
embracing technology advancements, and understanding the dynamics to leverage the strengths
of each generational cohort (Clark, 2017; M. Srivastava & Banerjee, 2016; Tan et al., 2019).
Insights from generational theory can enhance understanding of leadership tendencies within
different generations, which is valuable for fostering communication techniques among leaders
with diverse age group workforce (Wiedmer, 2015).
RQ1: Leadership Approaches for Generational Leaders
Developing leaders in a multigenerational workforce involves moving beyond traditional
leadership styles, embracing technology advancements, and understanding the dynamics of how
to leverage the lessons learned from each generation. The acknowledgment of generational
differences when building employee leadership development practices proves there are
advantages of a multigenerational workforce (C. Thompson & Gregory, 2012). The generational
theory framework considers age-induced influential experiences that differentiate each
generation’s perspective. Leveraging individual characteristics and personal lived experiences
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provides insights for effective cross-generational leadership. Research challenges the restrictive
stereotypes about millennials’ leadership qualities (Vagle, 2014).
RQ2: Leadership Values for Future Generational Leaders
The transition of leadership into the hands of Millennials is changing traditional
workplace management due to becoming much of the U.S. workforce. Millennials, with their
unique values, beliefs, and thought processes, prefer more leveled organizational structures that
promote a team-oriented mentality, transparent dialogue, and the possibility for personal
progress (Bartz et al., 2017). Baby boomers often like traditional work settings where there are
clear leaders, firm rules, and tried-and-true ways of doing things. They hold high regard for
being loyal, respecting those in charge, and being really committed to their workplaces
(Lancaster & Stillman, 2002; Srinivasan, 2012; Zemke et al., 2013). In comparison, leaders from
Gen X might be more willing to question old ways of doing things at work and push for a setting
that’s more open, creative, and new. They often value independence, being creative, and
balancing work with personal life. These leaders typically support a workplace that’s open to
trying new things and taking chances (Clare, 2009; Haynes, 2011). Millennials have a heightened
emphasis on emotional health, harmony between work and life, and dealing with mental health
issues, affecting how they act and make decisions in different systems (Weinbaum et al., 2016).
Millennials are aware of the potential of innovation to tackle intricate difficulties in
different systems (Bolton et al., 2013). They appreciate the significance of connecting and
working together, both in the physical and digital world, to create change and navigate intricate
systems (Rohrich & Rodríguez, 2020). Participants in this age group are more likely to use
networking sites, virtual communities, and specialized contacts to reach their goals. Millennials
prioritize workplace cultures that align with their values, promote collaboration and teamwork,
73
support work–life balance, provide feedback and recognition, and embrace diversity and
inclusion (Rohrich & Rodríguez, 2020).
This study’s findings are effective in addressing the problem of practice as they describe
how leaders with generational differences and methods to effectively lead and develop leaders of
the future. One major item for different generational leaders to overcome will be integration and
socialization with the multigenerations in the workplace (McNally, 2017). As we look ahead
toward the recommendations informed both by study participant narratives and the findings of
the study, the findings of this study can serve as model and guide for leaders in a
multigenerational workplace to evolve beyond traditional leadership styles. The findings outline
opportunities to build perceptions of understanding the dynamics across baby boomers, Gen X,
and millennial leaders looking through the lens of the generational cohort theory (Strauss &
Howe, 1991). Armed with the findings of this study, leaders can mitigate frustrations and
communication challenges operating in a multigenerational workplace.
Recommendations for Practice
Based on the analysis of data and findings of this study and lessons learned from
participants, to value the generational values when nurturing leadership development. The
generational cohort theoretical framework considered the age-induced influential experiences
that differentiate each generation’s perspective. The following four recommendations were
drawn from the findings in four main themes (know your people, coaching, adaptability, and
followership) and presented to organizational leaders to leverage generational values and
methods to effectively lead and develop future leaders.
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• Leaders of a multigenerational organization should understand the members of their
workforce. To know your people is to learn how to connect and build authentic
relationships through cross-generation shadow programs.
• Coaching leaders must be done through all available avenues and platforms.
Technology is a resource that cannot be ignored in developing every generational
cohort. Exercise all known resources to personalize coaching techniques for each
generational cohort through an interactive lecture series by leaders from different
generational cohorts.
• Leaders of a multigenerational organization should be flexible, as change is constant.
Adaptability is a valuable skill, learning through recognizing specific needs and
dynamics of those in the workplace using emotional IQ through executive lecture
series.
• Leaders of a multigenerational organization should reflect and observe how they
conduct themselves as they lead by example. Establishing followership principles
through scenario-based leadership workshops. Leaders demonstrate how one
conducts oneself and identifies expectations. As an organizational leader, one must be
a good model of followership to be an example of what is expected throughout the
organization.
Recommendation 1: Foster Organizational Connections
Creating a good relationship and trust with employees of all generations is key to being a
great leader. When leaders form close ties with their team, it builds trust, makes communication
easier, and improves morale and productivity (Lyons et al., 2019). Active listening is key to
learning about generational differences and how those can be an asset to the workplace. This
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means paying full attention to what the employee or peer is saying, trying to see things from their
point of view, and understanding their insights into the skills they bring to the organization. All
employees want to be included and get to know their co-workers and leaders within the
organization beyond the interactions through email and large-scale meetings. Nearly all
participants valued not missing an opportunity to interact with employees. When given the
opportunity to interact with those at all levels, employees of all generational cohorts understand
mutual respect and establish a professional connection (P. Johnson, 2013; Wiedmer, 2015).
Leaders should actively build these connections through cross-generational shadow programs for
employees at all generational levels to interact and form connections.
Baby Boomers, for instance, have an obsessive work ethic and are optimistic, overachievers, idealists, and lifelong learners (Clare, 2009; Hendricks & Cope, 2013; Howe, 2014),
so connecting with them may be more likely as they like to work and build consensus on
impacting organizational change (Anantatmula & Shrivastav, 2012). Gen X thrives on
information rather than introspection, which aids in their flexibility (Hendricks & Cope, 2013;
Howe, 2014), and being described as realistic, fun-loving, and apathetic lends to how reaching
them is also optimistic (Srinivasan, 2012). Also, they prefer participative decision-making and a
leadership style focused on relationships (Hui-Chun & Miller, 2005). Millennials are starved for
mentorship; they appreciate the significance of connecting and working together, both in the
physical and digital world, to create change and navigate intricate systems (Rohrich &
Rodríguez, 2020). Participants in this age group are more likely to use networking sites, virtual
communities, and specialized contacts to reach their goals. This provides an opportunity to
integrate with all generational cohorts within the organization.
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At first introduction, organizational level leads of the company may not understand the
importance of meeting one-on-one within their organization, but over time, as leaders participate
in this practice, they will hopefully begin to value these conversations as critical insight into the
culture and strength of those from generational cohorts in their organization. When executed
effectively, this practice supports building connections between individuals and supports leaders
in discovering the new talent in their organization (Gardiner & Weisling, 2018; Hechl, 2017;
Holt et al., 2016).
Organizational leaders should develop a shadow program that matches people from
different generational cohorts as individuals integrate within the workplace. The program should
have established objectives and goals aimed at expanding one’s network and developing
collaboration techniques and leadership skills. The shadow program should include formalized
matches and introductions, along with a brief training session for participants representing each
generational cohort (Pernick, 2001). Program facilitators should suggest specific meeting cadence
and duration for cross-generation pairs as well as provide a set of icebreakers and companyoriented questions to get the conversation started. The duration of the shadow program should be
set and communicated such that cross-generation matches have an official transition to businessas-usual. The official shadow program period should conclude with a participant survey seeking
to understand the impact of the cross-generation shadow program while also collecting
suggestions for how to make the program and the integration effort smoother in the future. To
build those interpersonal connections and team synergy, progressive company leaders encourage
a friendly atmosphere (Bernthal & Wellins, 2006). They implement strategies such as shadow
programs to promote inclusive activities that mix enjoyment with learning opportunities for all
involved parties. This strategy is more than mere camaraderie, as organizations can design and
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implement a successful leadership shadowing program that fosters the growth and development
of emerging leaders within the organization.
Recommendation 2: Develop Personalized Coaching
The evolution of coaching techniques reflects the changing needs and preferences of
different generations in the workplace. Baby boomers experienced a more hierarchical structure
focusing on professional skill development but frequently had to seek out these opportunities
themselves as they were often only provided for those in senior positions. Gen X prioritized
autonomy and work–life balance alongside personal growth, leading to less authoritative
methods being employed with emphasis placed on collaboration rather than hierarchy.
Millennials value personalized attention along with real-time feedback, recognition, and
promotion potential, garnering favoritism toward comprehensive learning experiences tailored
just for them, and integrating technology as part of this process for guidance widely appeals to
their personal and professional growth (Howe & Strauss, 2000; Strauss & Howe, 1991).
Designing a personalized leadership coaching program involves several key steps,
including identifying the specific leadership competencies or skills desired to instruct. The
program’s goals must be clear, such as communication improvement, enhanced decision-making
skills, or fostering a more inclusive leadership style. It must provide participants with the right
experiences to learn from experienced and qualified coaches with the necessary expertise and
coaching skills. Participants should be those who would benefit from leadership coaching based
on their roles, responsibilities, and development needs. This includes the need to administer
assessments to participants to identify strengths, areas for improvement, and development goals.
Use tools such as 360-degree feedback surveys, personality assessments, or leadership
competency assessments to gather data. Based on the assessment results, participants should
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work with coaches to create a tailored coaching plan. The plan should have set specific,
measurable, achievable, relevant, and time-bound goals for leadership development.
The next phase should be to schedule regular coaching sessions between coaches and
participants. Coaches should provide a safe and confidential space for participants to discuss
challenges, receive feedback, and explore solutions. These sessions should encourage a
collaborative approach where coaches and participants work together to achieve goals set for the
participant’s personalized program. Coaches should provide ongoing support and encouragement
to participants throughout the coaching process.
To monitor progress and adjustment, the program should track participants’ progress
toward their goals through regular check-ins and assessments and review coaching plans
periodically to adjust based on evolving needs or priorities. To ensure the benefit of this program
is in line with the organization’s priorities, facilitators must administer post-coaching
assessments to measure changes in leadership competencies and behaviors, including the
effectiveness of the coaching program in achieving its objectives. Part of the program is for
coaches to provide participants with feedback on their progress and accomplishments to
recognize and celebrate achievements to reinforce positive behaviors and outcomes (Kirkpatrick
& Kirkpatrick, 2016). To continue the expected outcomes from this program, opportunities should
be offered to participants to continue their leadership development beyond the coaching
program. Lastly, the program should solicit feedback from participants and coaches to identify
areas for improvement and inform future iterations of the coaching program. Coaching leaders
must take place through all avenues and platforms, and technology is a resource that cannot be
ignored in developing every generational cohort (Hodges & Clifton, 2004).
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Recommendation 3: Guide Adaptability to Change
Workplace change is inevitable and impacts employees of every generation differently.
Baby boomers value stability but show resilience when facing evidence-based changes, Gen X
workers use flexibility to seek opportunities, making them open to change, and Millennials view
adaptability as a lifestyle attribute because they appreciate the fluidity brought by change. Each
generation may have different expectations of flexibility from their leaders, but ultimately,
having flexibility in demonstrating leadership methods is valued by every generation in the
workplace. Empowering employees by having an open mind to ideas and collaborating
demonstrates leaders’ flexibility in accommodating the diverse needs and preferences of their
multigenerational teams.
An executive lecture series on adaptability using emotional intelligence and flexibility
can be a valuable initiative to enhance leadership skills and organizational resilience. It can equip
leaders with the knowledge and skills to navigate change, uncertainty, and complexity by
leveraging emotional intelligence and flexibility. The lecture series should consist of several
sessions, each focusing on different aspects of adaptability, emotional intelligence, and
flexibility, either virtually or in-person. It should incorporate interactive elements such as Q&A
sessions, polls, and breakout discussions to enhance participant engagement. It should also
provide relevant resources, reading materials, or case studies to supplement the lectures.
Participants should be encouraged to engage in self-reflection exercises or journaling to assess
their progress in applying adaptability principles. During peer feedback sessions, participants can
share insights, challenges, and success stories related to implementing adaptability strategies in
their leadership roles. Conducting these sessions using technology or in-person demonstrates the
organization’s example of adaptability to reach each generational cohort.
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All generations expect their leaders to demonstrate some degree of flexibility, which can
be shown through being receptive toward new ideas or collaboratively accommodating diverse
needs within multigenerational workplace teams. Furthermore, emotional intelligence has
emerged as an imperative leadership skill embodying respect for team members’ uniqueness and
comprehending individuals’ strengths and weaknesses, thereby aiding effective people
management across all age groups in today’s dynamically changing world-of-work. With
thoughtful planning, engaging content, and ongoing support, the lecture series can serve as a
catalyst for personal and organizational growth.
The organization’s leadership should choose facilitators who provide scenarios as
examples to discuss and interact with the audience on the lecture topic. Lecture topics should
cover the following or similar topics:
• understanding adaptability in leadership (overview of adaptability as a critical
leadership competency, importance of adaptability in today’s fast-paced and uncertain
business environment, case studies, and examples of successful adaptive leaders),
• emotional intelligence and adaptability (introduction to emotional intelligence and its
components (self-awareness, self-regulation, social awareness, relationship
management), how emotional intelligence enhances adaptability and resilience,
strategies for improving emotional intelligence in leadership roles),
• flexibility in leadership (define flexibility as the ability to adjust to changing
circumstances, exploring different types of flexibility (behavioral, cognitive,
organizational), practical techniques for fostering flexibility in leadership styles and
decision-making),
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• implementing adaptability strategies (establish actionable steps for incorporating
adaptability principles into leadership practices, create a culture of experimentation,
learning, and continuous improvement, overcome resistance to change, and foster a
growth mindset).
Recommendation 4: Strengthen Followership by Leading by Example
Understanding leadership essentially involves understanding the role of a follower. A
perspective among baby boomers emphasizes that followership is vital in sustaining order and
fostering teamwork, synchronizing well with their comfort zone endowed by structure and
hierarchy. This study learned from participants that effective leading often means being a good
follower first and being a proactive listener. From Gen X’s viewpoint, comprehending
followership provides prospects for collaboration and team spirit creation. Millennials attribute
importance to engaging actively in varied experiences, gaining skills toward career progression
while also following those rites of passage (Morgan, 2015). Millennials aspire not just to merely
fulfill roles but also to have a substantial impact. They perceive embodying robust followership
can showcase meaningful contributions they bring to the organization’s success.
Developing leadership workshops focused on followership, leading by example, and
promoting work–life balance requires a thoughtful approach to ensure participants gain
actionable insights and skills (Spears, 2002). Understanding that fostering followership is
important, one must establish strategies to promote leading by example, promoting work–life
balance, and the skills to implement those initiatives. Examples of these workshops give the
practicality of the lessons.
The workshop begins with a scenario where leaders are presented with a challenging
workplace situation. For example, a project deadline is looming, and team members are feeling
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overwhelmed. Participants reflect on how they would respond as leaders. They discuss the
importance of leading by example, demonstrating resilience, empathy, and a proactive approach
to problem-solving. Through guided discussions and role-playing exercises, leaders learn how
their actions and attitudes can influence team morale and productivity. Leaders confront a
common issue related to work–life balance. For instance, a team member is experiencing burnout
due to long hours and excessive workload. Participants explore strategies for promoting work–
life balance, such as setting realistic expectations, encouraging time off, and modeling healthy
work habits. They also learn about the benefits of creating a supportive work environment where
employees feel valued, respected, and empowered to prioritize their well–being.
To measure the effectiveness of the workshop and track progress, leaders are introduced
to assessment tools with employee satisfaction surveys to gauge perceptions of leadership
effectiveness and work–life balance. By participating in the workshops, leaders gain valuable
insights into cultivating followership and promoting work–life balance within their teams.
Through interactive scenarios, practical steps, and assessment tools, they are equipped with the
knowledge and skills to lead with integrity, empathy, and resilience. Ultimately, this workshop
empowers leaders to create a positive work culture where employees feel supported, motivated,
and inspired to achieve their full potential.
Future Research
From one generation to another, leadership development has always been a concern. With
each new generation entering the workforce, the need to examine the distinctions and similarities
of leadership development will be complex with the further integration of technology (i.e.,
artificial intelligence applications). An area of future research includes investigating how
technology will impact how leaders will be developed in a multigenerational workforce.
83
Research on the development of different generational leaders focuses on how technology is
intertwined with how nearly everything is done. Investigating how artificial intelligence is used
in that aspect will provide critical insight into a possible technological leadership gap with older
generations. A further area for future research is the impact of social media influencers on
leaders in the coming generational cohorts and the effects on the workplace. A future study
should closely examine how society follows those on social media platforms and how the
workplace is being led into the future with those who are misinformed in a virtual landscape of
endless information.
Conclusion
Each generation develops different characteristics and work ethics and models their
leadership styles from those who influence them directly or indirectly. Organizations can
leverage the older generation’s experience and capitalize on the new thinking of the current
generation joining the workforce. Although this opportunity presents high rewards, conflict
among the different generations and how each operates provides concerns in the workplace
(Standifer & Lester, 2020). This study focuses on understanding how to develop future leaders
while knowing how to lead a multigenerational workforce. Leaders struggle to execute strategies
for reaching each generational cohort (Standifer & Lester, 2020). This challenge to develop
becomes critical for organizations to grasp these strategies to avoid further obstacles in
productivity, employee retention, and morale across the workforce (P. Johnson, 2013).
This study focused on the unique leadership experiences of individuals who served in the
U.S. military and the civilian workforce who have worked with different generational leaders.
Leaders who learned from their experience dealing with different generations. The value of
acknowledging generational values when nurturing leadership development has been confirmed
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by studies; using the generational theory framework can assist as it considers age-induced
influential experiences that differentiate each generation’s perspective. Exploring individual
characteristics and personal lived experiences provides insights for effective cross-generational
leading at workplaces. Research findings challenge restrictive stereotypes about generational
leadership qualities (Vagle, 2014).
This research was found to be effective in addressing the problem of practice as they
describe how leaders with generational values and methods to effectively lead and develop
leaders of the future. As we look ahead toward the recommendations informed both by study
participant narratives and the findings of the study, the findings of this study can serve as model
and guide for leaders in a multigenerational workplace to evolve beyond traditional leadership
styles. Leaders of multigenerational organizations can leverage the findings and
recommendations of this study to build perceptions of understanding the dynamics across baby
boomers, Gen X, and millennial leaders. As this study found, leaders can mitigate frustrations in
communication and productivity challenges within a multigenerational workplace, closing the
leadership development gap.
85
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Appendix A: Interview Protocol
The purpose of this interview is to find the best leadership methods among a
multigenerational workforce. Qualitative data will be collected from interviewing leaders who
have led in multigenerational military and civilian organizations and different generational
leaders who have led others to find the best leadership methods, including breaking the cycle of
leadership development from older generational thinking. Exploring how a multigenerational
organization develops leadership skills, where each generational cohort believes what a leader
should be, and how to shape those learned strategies requires a qualitative study. This study
would provide leaders the generational values and methods to effectively lead and develop those
different generational leaders and leaders of future generational cohorts.
Research Questions
1. How do military veteran inter-generational leaders describe their leadership approach
in the civilian workforce?
2. How do military veteran inter-generational leaders perceive the influence of their
leadership values on the development of future leaders in the civilian workforce?
Respondent Types
The respondent types are millennials and baby boomers/Gen X generations
Introduction to the Interview
Thank you for taking the time to participate in my study. This interview will take
approximately 45 minutes. My name is Eric Zupanc, and I am a candidate for the EdD degree in
Organizational Leadership and Change at USC. This qualitative exploratory study uses
qualitative data from interviewing leaders who have led in multigenerational military and civilian
organizations and those different generational leaders who have led others to find the best
115
leadership methods, to include breaking the cycle of leadership development from older
generational thinking. In this interview, I have several open-ended questions for you, and during
the interview, I will take notes as you respond. As we previously discussed, your entire interview
will remain anonymous. I will not ask you to identify yourself during this interview. You can
choose to not answer a question if it makes you uncomfortable, and you have the right to
terminate this interview at any time. Do you have any questions before we get started?
Do I have your permission to audio record this session, as we previously discussed?
Interview Questions
To begin, please tell me about your background as a leader.
• From the presented resources, which generation do you identify with?
• What differences do you see between Leadership and Management?
• How did you learn skills to become a leader?
• How long have you been in leadership positions?
• In those positions, how many personnel have you led?
• In a few words, what is your best advice for a new leader?
Next, I would like to ask you about developmental practices and styles of leadership.
Table A1
Interview Protocol
Interview questions Potential probes
RQ
addressed
Key concept
addressed
From your experience, can
you describe your step-bystep plan of how to become
a leader?
What steps would you
take next?
RQ2 Generational theory
(expectation)
116
Interview questions Potential probes
RQ
addressed
Key concept
addressed
How would you describe your
leadership style?
How have others
responded to your style?
RQ1, RQ2 Generational theory
(differences)
In your experience, have you
seen differences among
generation leaders in
organizations you have
worked in? How would you
describe your expertise with
how each generational
principal lead in your
organization?
RQ1 Generational theory
(differences)
Can you describe the different
generational leaders with
whom you interact?
How much of your day is
spent with each of the
different generations?
RQ1, RQ2 Generational theory
(differences)
Can you give me an example
of what you have seen from
different generational
leaders who show
leadership rather than
management styles? How
do you see motivation
develop between different
generational leaders and
their subordinates?
Please describe how those
interactions develop.
RQ1, RQ2 Generational theory
(learning
approach)
What results have you seen
from those different
generational
leaders/subordinate
interactions, and what is
your perspective on how
those leaders conducted
themselves? For example,
did the leader show
accessible to feedback/input
from their subordinates to
complete an assigned task?
Did the subordinate
complete the task as
required?
If the result from the
interaction created
conflict, how did the
situation resolve? Can
you give an example?
RQ1 Generational theory
(learning
approach,
expectation)
How would you have
responded to what you have
you seen in different
generational leaders and
how they respond/react to
What methods would you
suggest in those
instances, and explain
how it would be
beneficial?
RQ1, RQ2 Generational theory
(learning
approach,
expectation)
117
Interview questions Potential probes
RQ
addressed
Key concept
addressed
the performance of their
subordinates? For example,
again, did the leader show
accessible to feedback/input
from their subordinates to
complete an assigned task?
Did the subordinate
complete the task as
required?
What have you observed from
the performance of those
subordinates that may be
different than the different
generational leaders
expected?
How challenged are you
to not want to step in
and inject your beliefs?
RQ1, RQ2 Generational theory
(learning
approach)
What skills do you believe the
generations of the
workforce bring to your
organization? Please
provide examples and
elaborate fully.
Can you tell me how you
achieved those skills?
Can those be passed on
to be useful for future
generations?
RQ1, RQ2 Generational theory
(differences)
What leadership skills do you
believe would be beneficial
to your organization in
developing better
generational leaders?
Describe what steps you
could take to motivate
the development of
those generational
leaders.
RQ1
Generational theory
(expectation)
Do leaders use a different
approach for each of the
generational cohorts?
If so, how? If not, why?
RQ1
Generational theory
(differences)
What leadership strategies
have been utilized to
combined skill sets of each
generational cohort to
create a more productive
multigenerational
workforce?
Please give examples RQ1
Generational theory
(learning
approach)
118
Conclusion to the Interview
Thank you for participating in this interview and sharing your experiences and
perspectives. The insights gained from your contributions are invaluable in helping us
understand how to better develop our members, with a focus on the role of leadership efficacy,
modeling, and social support. We hope that this research will contribute to efforts to improve
leadership development in a multigenerational environment. Once again, thank you for your
participation in this important study.
119
Appendix B: University of Southern California Information Sheet
My name is Eric Zupanc, and I am a student at the University of Southern California. I
also hold a role as the functional task manager for the National Air and Space Intelligence Center
employed by Riverside Research Institute.
I am conducting a research study on leaders who have led multigenerational
organizations and those different generational leaders who have led others to find the best
leadership methods, to include breaking the cycle of leadership development from older
generational thinking. The name of this research study is “Leadership Development in a
Multigenerational Workforce: A Qualitative Study.” I am seeking your participation in this
study. Your participation is completely voluntary, and I will address your questions or concerns
at any point before or during the study. You may be eligible to participate in this study if you
meet the following criteria:
• You are over 18 years old.
• Self-identify as one of the following generational cohorts: baby boomers (1946–
1964), Gen X (1965–1980), and millennials (1981–1997).
• Served 5–10 years in the military (veterans).
• Supervised/led 10 or more subordinates.
If you decide to participate in this study, you will be asked to do the following activities:
• Participate in a 1:1 online interview over Zoom/Facetime for 45–60 minutes.
• Asked several open-ended questions to which you can choose to not answer if the
information makes you uncomfortable or causes a reaction.
• Review your interview transcript via email for 10–15 minutes.
• Chose to withdraw from the interview at any time
120
I can promise confidentiality, and your answers will not be shared with other participants.
I will publish the results in a dissertation. Participants will not be identified in the results. I will
take reasonable measures to protect the security of all your personal information. All data will be
de-identified prior to any publication or presentations. I may share your data, de-identified, with
other researchers in the future.
If you have any questions about this study, please contact me: Zupanc@USC. If you have
any questions about your rights as a research participant, please contact the University of
Southern California Institutional Review Board at (323) 442-0114 or email hrpp@usc.edu.
121
Appendix C: Recruitment Email
Fellow leader,
My name is Eric Zupanc, and I am a student at the University of Southern California. I
am conducting a research study about generational leadership development in a
multigenerational workplace. The purpose of the research is to explore how a multigenerational
organization develops leadership skills, where each generational cohort believes what a leader
should be, and how to shape those learned strategies in a qualitative study. This study would
potentially provide leaders with the generational values and methods to effectively lead and
develop those leaders of the future.
I am recruiting individuals who meet these criteria:
• Are over 18 years old.
• Self-identify themselves as one of the generations in the study.
• Served 5 or more years in the military.
• Supervised and/or led 10 or more subordinates.
If you decide to participate in this study, you will be asked to do the following activities:
an interview via USC Zoom platform for about 60 minutes. During these activities, you will be
asked questions about:
• You are currently not on active duty?
• From the presented resources, which generation do you identify with?
• What differences do you see between leadership and management?
• How did you learn skills to become a leader?
• How long have you been in leadership positions?
• In those positions, how many personnel have you led?
122
• Have you led members from each specified generation?
• How do you use the skills from each of the different generational leaders?
• In a few words, what is your best advice for a new leader?
If you are interested in participating in this study, please contact me via email
Zupanc@usc.edu
Thank you,
Eric Zupanc
Zupanc@usc.edu
123
Appendix D: A Priori Coding Table
Research question
Area of
conceptual
framework
(a priori code)
Code
(thematic
codes)
Code
(sub-thematic
code)
Mention
(Participant)
How do military
veteran intergenerational
leaders describe
their leadership
approach in the
civilian
workforce?
Generational
theory
(expectation)
Know your
people
Patience 5
1, boomers
3, Gen X
1, millennials
Situational 6
1, boomers
3, Gen X
2, millennials
Guidance Communication 12
3, boomers
5, Gen X
4, millennials
Mentor 6
2, boomers
3, Gen X
1, millennials
Generational
theory
(differences)
Coaching
Credibility 5
2, boomers
3, Gen X
1, millennials
Culture
How do military
veteran intergenerational
leaders perceive
the influence of
their leadership
values on the
development of
future leaders in
the civilian
workforce?
Trust 12
3, boomers
5, Gen X
4, millennials
Flexibility 8
2, boomers
3, Gen X
3, millennials
Adaptability
Generational
theory
(learning
approach)
Emotional IQ 5
1, boomers
2, Gen X
2, millennials
Followership
Lead by
example
9
3, boomers
3, Gen X
3, millennials
Work/life
balance
7
1, boomers
3, Gen X
3, millennials
Appendix D: A Priori Coding Table
Abstract (if available)
Abstract
This dissertation examined the experiences of managing multiple generations in the workforce simultaneously and the hurdles leaders faced due to a lack of sufficient understanding of each generational cohort’s distinct skill sets. The study aimed to uncover these skill sets, demonstrating how leveraging the values between generational cohorts can empower leaders to tailor their leadership approach and enhance productivity in a multigenerational workplace. Employing a qualitative exploratory approach, the study drew insights from interviews with leaders who experienced leading and developing military and civilians in multigenerational organizations. This study was built on the generational cohort theory as its conceptual framework. By analyzing interview data, this study examined experiential data from participants who shared their leadership experiences from their generational perspectives. The findings informed leaders on individual characteristics and personal lived experiences for effective cross-generational leadership development within workplaces.
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Asset Metadata
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Zupanc, Eric
(author)
Core Title
Leadership development in a multigenerational workforce: a qualitative study
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Degree Conferral Date
2024-08
Publication Date
09/12/2024
Defense Date
04/30/2024
Publisher
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), O'Neill, Michael (
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